ISAT Sample Book 5: Sample Items for Reading and Mathematics 2013 doc

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for the purpose of practice testing and not for distribution or resale Portions of this work were previously published

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Table of Contents IntrOCUCfỈOIN oooo- 5 9 9999996666666666689999899990000066908666666660009000099900000000666666666000009009966 4 READING Structure of the Grade 5 Reading ISAT .oooooooossS50S000000S9896966899666666666666666666666 6 ram 177 ).) 6 ICloiis-1s 177777 .) ).).) 6 Shorter Passage Followed by Multiple-Choice Sample Items sees sees 7 Answer Key with Assessment Objectives Identified .scccccccsscssssssccccsscccssscsccscseees 10 Longer Passage Followed by Multiple-Choice Sample Items ccccccscccscccssssssseees 11 Answer Key with Assessment Objectives Identified .ssscccccsssscsssssseccssscssssscsccsssces 17 Extended-Response Sample Item .cccscsccsssssccccccccscsssssscsssssscccccccccescscscesssssccscscccecsssssees 18 Extended-Response Scoring RubrC ooooooooooosssssssSSSS9695666686688666886666666666666666666666 20 Annotated Extended-Response Student SampÏ@S 0 00S6669966666666666666666 22 MATHEMATICS Structure of the Grade 5 MathematiCs [ST 00 00906666666666666666666 37 1m 1 Ô.ÔỎ 37 Answer Document for Grade 5 MathematiCs |SAT, 5c sssssssssssessssrssrssrsrssrssrssrse 37 Mathematics 30 177.7 ).) ) 38 Calculator Use for Grade 5 MathematiCs |SATT -5 5csscscssessrssrsssssssrssrse „38 Rulers for Grade 5 MathematiCs [SÁT . 5c sc<ces 2523 13 1313913013035 391301301503903003015010s052 38 Scratch Paper for Grade 5 Mathematics ISAT sesaeeseaceaceseaees sesaseseaceacescaees 38 Multiple-Choice Sample Ïterms oooooooooo o5 S55959566695666966696666966696666666666666666666666666008 39 Answer Key with Assessment Objectives Identified| .oooo -cceceoSSSSSSSSSS656666656 54 Mathematics Short-Response Scoring Rubric Followed by Student Samples 57 Using Short-Response SampsS .oooocooooG G0009 999999999990668366666688669899999999900000666666688 58 Blank Short-Response Template oo ccccccG00000 0 00009000086865669666066669999968666666666666666 59 Short-Response Sample Items and Annotated Student Samples o‹s‹‹‹‹ssssee 60 Mathematics Extended-Response Scoring Rubric Followed by Student Samples 68 Using Extended-Response Samples .o oooooooossssssssssSSSSSSS956668666886668666666666666666666 70 Blank Extended-Response Templafe oooooooooooss6666666666996669966966666666666666666666666666666 71 Extended-Response Sample Items and Annotated Student Samples 73

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2013 ISAT Grade 5 Sample Book

Introduction

This sample book contains sample ISAT items classified with an assessment objective from the Illinois Assessment Frameworks or from the Common Core Standards These 2013 samples are meant to give educators and students a general sense of how items are formatted for ISAT All 2013 ISAT test books will be printed in color This sample book does not cover the entire content of what may be assessed Please refer to the I/linois Assessment Frameworks for complete descriptions of the content to be assessed at each grade level and subject area The J/linois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm and the Common Core Standards are available

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Structure of the Grade 5 Reading ISAT

ISAT Reading testing in spring 2013 will consist of 30 norm-referenced items, as well as criterion- referenced items The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Pearson, Inc The criterion-referenced items are all reviewed by Illinois educators and pilot tested with Illinois students

Item Formats

Multiple-choice items require students to read and reflect, and then to select the alternative that best expresses what they believe the answer to be A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts

Extended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test

Reading Sessions

All standard time administration test sessions are a minimum of 45 minutes in length Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session More details about how to administer this extra time will appear in the [SAT Test Administration Manual This policy does not affect students who already receive extended time as determined by their IEP Reading ISAT Grade 5 Session 1

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Shorter Passage Followed by

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<⁄7 ——— Reading 2013 ISAT Grade 5 Sample Book A Candlelit Woeliday Elaine Masters On one full-moon night every fall, the rivers and lakes of Thailand are dotted with twinkling candles The Thais are celebrating "Loi Krathong," or "Floating Leaf Cup Day."

No one knows for

sure how this lovely custom got started Some say it was started 700 years ago by a wife of a king who wanted to surprise and please her husband Others say it started even longer ago as a special religious ceremony But however it began, it is delightful

Families always used to make their

floats, or little boats, from banana leaves

torn into strips and woven into the shape of a bowl Then they beautifully

decorated them with flowers Now, while

many families still make their own floats, others simply buy them Modern floats may be made of banana leaves or plastic All of them still hold a lighted candle, a flower, a stick or two of sweet-smelling

incense, and a coin

On the holiday evening, families gather at parks near lakes, rivers, or

canals for outdoor dinners Adults sit on mats and visit with their neighbors while children play tag or hide-and-seek In some cities, blazing fireworks and dancers in shining silk

costumes entertain the crowd

Many men and women sell things People sell floats to those who have not made them at home Other people sell balloons in various shapes and colors or clever toys made of bamboo Food sellers

offer noodle soup, dried fish, candy, little cakes, roasted chicken, and bamboo

tubes filled with sticky rice cooked in coconut milk They pour soft drinks into small plastic bags, whirl a rubber band around the top, and stick in a short straw

Then, when the full moon rises,

families light the candles and set their little boats afloat The waterway soon twinkles like a fairyland with candles bobbing in their floats and fireworks

reflecting in the water

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Paragraph 2 of this selection is After reading the title, what

mainly about — should you expect to learn from this selection? A how this holiday might have

begun A How to make your own candles

B_ what the floats are made of B Ideas for new recipes

C when the holiday takes place C Why we celebrate the Fourth of

D what people eat during the July

holiday D Where a candlelit holiday is celebrated 2) < a

To understand more about the >

meaning Of the floating leaf Which detail in the selection cups, the reader should ask — shows that this is a relaxing

holiday? A how the floats are kept from

being burned by the flame A Families spend the evening

B why acoin is placed in the float eating, playing, and visiting C what happens to all the floats B People spend hours making

when the holiday is over floats

D how much store-bought floats C There are many different kinds of

cost food to buy

D Itis held in autumn

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Answer Key with Assessment Objectives Identified Item Correct Number | Answer Assessment Objective

2 1 A 1.5.12 Identify explicit and implicit main ideas

ó 2 B 2.5.05 Compare stories to personal experience, prior knowledge, or other A stories Go a 3 D 1.5.08 Identify probable outcomes or actions © a 4 A 1.5.17 Distinguish the main ideas and supporting details in any text

To view all the reading assessment objectives, download the J/linois Reading Assessment Framework for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm

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Multiple-Choice Sample Items

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<⁄7 Reading 2013 ISAT Grade 5 Sample Book

This passage is about a girl who is invited to a friend’s party

The Surprise

1 Sarah’s mother hung up the phone “That was Aisha’s mother,” she said “She wanted to make sure it was okay for you to attend the party at their house Saturday.”

2 Sarah nodded When Aisha was a baby, she and her parents had moved from Nigeria to the town where Sarah lives Some of Aisha’s relatives were arriving from Africa, so she had invited Sarah to the welcoming party

3 “It sounds like fun,” her mother said, but

then noticed her daughter’s worried expression

“What is it?”

4 Sarah sat at the table and stared at her fingernails “What if I don’t fit in? They’re planning a Nigerian celebration, and I don’t

know what to wear, what to say, or how to act

I won’t know anybody there.”

5 Her mother smiled “Nonsense You know Aisha and her parents I’m sure her relatives are very nice; you'll fit right in Look at it this way: it will be an adventure, and you'll get to try something new And maybe you'll like it!”

6 Sarah wasn’t so sure, but Saturday afternoon found her at Aisha’s front door She had picked a white shirt and jeans, hoping this ordinary outfit would fit any situation Aisha opened the door and welcomed her inside The house buzzed like a beehive with friends and family People spilled out the back door of the house and into the yard One look at what most of them were wearing and Sarah’s fears about her attire returned Many of the men and women wore bright clothes in vivid colors and bold patterns Even Aisha wore a long purple dress with wide sleeves Sarah took a step backwards I knew it, she thought I’m not dressed right 7 Aisha noticed her friend’s concern “I bet you’ve never seen clothes like these!

It’s what we wear in Nigeria.”

“Oh—” Sarah said, looking down at her own clothing

“Don’t worry! You look fine,” Aisha assured her “There are other people here in jeans.”

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11 12 13 14 15 16 17 18 19 20 21 22 23

playing music Sarah had never heard before “It’s called juju,” Aisha explained “It’s traditional Nigerian music Let’s go dance!”

Sarah watched in amazement as groups of people, including Aisha and other

children, began to dance The men executed graceful spins, hops, and kicks, while

the women swayed back and forth and waved their arms through the air like graceful butterflies Children were having a good time inventing their own way of dancing to the music

Aisha stepped out of the group of dancers and tugged on Sarah’s arm “Come on, give it a try! Copy what I do.”

Hesitantly, Sarah joined the dancers, her eyes following Aisha’s every move as she imitated the swoop of Aisha’s arms Slowly, a smile began to emerge on

Sarah’s face, and her movements grew bolder as she tried to match her dancing to the music Sarah began to relax and enjoy herself

“You're good!” Aisha said when the music stopped “But let’s take a break All that dancing has made me hungry!”

Sarah was also hungry Her stomach growled at the smell of roasting meat “It

smells delicious,” Sarah said

Aisha beckoned Sarah to a table and explained to her what each dish was “This is goat,” she said, pointing to the meat Sarah had smelled

Goat? Sarah thought I’ve never had goat What if I don’t like it?

“This is cassava,” Aisha said, spooning some onto Sarah’s plate “And this rice dish is called jollof.”

Sarah nibbled at the goat meat and found she liked the taste, and the cassava reminded her of sweet potatoes; but her favorite dish was the jollof “It’s so spicy I love it!” she exclaimed “How do you make it?”

Aisha led Sarah into the kitchen where Aisha’s mother stood at the stove “Someone is a fan of your jollof,” she said with a nod to Sarah

Sarah sniffed at the delicious smell wafting through the air “How do you make it?” she asked

Aisha’s mother handed Sarah a spoon “T’ll teach you,” she said “First

step—stir!”

As they cooked, Aisha’s mom described the ingredients in the dish

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<⁄z Reading 2013 ISAT Grade 5 Sample Book

outside for everyone else to enjoy Aisha scooped up a spoonful, tasted it, and complimented her friend on her cooking

24 At home that evening, Sarah’s mother asked her how she enjoyed the party 25 “It turned out to be a surprise party,” Sarah announced “A surprise for me! I

wasn’t expecting to have such a good time You were right, Mom; I learned something new and it was fun! Aisha’s mom taught me to make a Nigerian food called jollof, and she invited me to come back for more cooking lessons.”

26 Her mother grinned “Now I’m the one who’s surprised Tomorrow night the kitchen is all yours!” 1> 2*

TY What is the main idea of me Y cm, Why did the author italicize the nl |

paragraphs 3-4? words “I’m not dressed right” in

paragraph 6?

A Sarah wonders about her

friend’s family A To show that Sarah was

B Sarah decides what clothes thinking to herself

to wear B To show that Sarah was

C Sarah receives an invitation to remembering the past a friend’s party C To show that Sarah was

D Sarah shares her concerns about whispering to her friend attending the party D To show that Sarah was

speaking in a different tone

GO ONP

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WwW Read this sentence from paragraph 6

“The house buzzed like a beehive with friends

and family.”

Which does “buzzed like a

beehive” suggest about the setting?

A Aisha’s house is small

and interesting

B Aisha’s house is filled with

noise and anger

C Aisha’s house is confusing and frustrating

D Aisha’s house is filled with

talking and movement

Which word from paragraph 13 shows that Sarah is uncomfortable about joining the dancing? A Relax B Bolder C Slowly D Hesitantly

How does Sarah most likely feel

about her experience at the party? A She feels that the experience is ordinary B She feels that the experience is humorous C She feels that the experience is fascinating D She feels that the experience is disappointing Which sentence uses break the same way as in paragraph 14?

I need a lunch break

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<⁄7 — Reading 7` tes y Which best explains why Sarah decides to dance? A Aisha tells her she is good

B She has nothing else to do

C Aisha convinces her to join the group D She feels pressured by the group co - Which is true of paragraphs 25 and 26? A They show Sarah’s change in attitude B They show Sarah’s reaction to cooking C They show how Sarah’s friends help her D They show how Sarah’s mother surprises her 16 wo 2013 ISAT Grade 5 Sample Book

Which does the author want the reader to learn from this passage? A Loyalty helps create strong friendships B New experiences are often enjoyable C Unfamiliar situations build courage D Fear is a difficult challenge to overcome How does Sarah change from

the beginning of the passage to the end of the passage?

A From bored to curious B From worried to funny

C From uncertain to comfortable

D From impatient to determined

STOP

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Answer Key with Assessment Objectives Identified Item Correct Assessment Objective - ae Number | Answer

1 D 1.5.17 Distinguish the main ideas and supporting details in any text 2 2 A 1.5.28 Determine how authors and illustrators express their ideas 2 3 rc 5.RL.4 Determine the meaning of words and phrases as they are used in a

@ text, including figurative language such as metaphors and similes © 5.RL.4 Determine the meaning of words and phrases as they are used in a

<= 4 D TỐ

Ợ text, including figurative language such as metaphors and similes @

a 5.RL.2 Determine a theme of a story, drama, or poem from details in the -= 5 C text, including how characters in a story or drama respond to challenges or = how the speaker in a poem reflects upon a topic; summarize the text E 6 A 1.5.05 Determine the meaning of a word in context when the word has Ss multiple meanings = @œ 4 7 C 2.5.10 Determine the causes of characters’ actions (other than motivation) WV

8 8 A 1.5.22 Draw inferences, conclusions, or generalizations about text and re support them with textual evidence and prior knowledge

@

ss 5.RL.2 Determine a theme of a story, drama, or poem from details in the © 9 B text, including how characters in a story or drama respond to challenges or ¬ how the speaker in a poem reflects upon a topic; summarize the text

10 C 2.5.08 Determine what characters are like by what they say or do by how the author or illustrator portrays them

To view all the reading assessment objectives, download the I/linois Reading Assessment Framework for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm and the Common Core Standards at http://www.isbe.net/common_core/default.htm

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Extended-Response Sample Item

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Assessment Objective: 1.5.22 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge

1`

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Extended-Response Scoring Rubric

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Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text Readers use this

information to interpret the text and/or make connections to other situations or contexts through

analysis, evaluation, or comparison/contrast A student-friendly version of this extended-response rubric is available online at www.isbe.net/assessment/reading.htm

Score Criteria

+ Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented

explicitly and implicitly

+ Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically 4 through analysis, evaluation, inference, or comparison/contrast

+ Reader uses relevant and accurate references; most are specific and fully supported + Reader integrates interpretation of the text with text-based support (balanced)

+ Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and

implicitly

+ Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically 3 (with some gaps) through analysis, evaluation, inference, or comparison/contrast

+ Reader uses relevant and accurate references; some are specific; some may be general and not fully supported + Reader partially integrates interpretation of the text with text-based support

+ Reader demonstrates an accurate but limited understanding of the text

+ Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making 2 only limited connections to other situations or contexts

« Reader uses irrelevant or limited references

+ Reader generalizes without illustrating key ideas; may have gaps

+ Reader demonstrates little or no understanding of the text; may be inaccurate

« Reader makes little or no interpretation of the text 1 * Reader uses no references, or the references are inaccurate

+ Reader's response is insufficient to show that criteria are met

0 * Reader's response is absent or does not address the task

* Reader's response is insufficient to show that criteria are met

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Grade: 5 Sample: 1 Score: 2

- Read the question completely before you start to write your answer,

- Write your answer to the question in your own words, - Write as clearly as you can so that another person can

read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite any part of it

Wet | lessons Con Can the reacker S Sarahs —

* The student demonstrates an accurate but limited understanding of the text The student’s limited text references amount to only a brief retelling of the story ( Sarah got taught a new dance Sarah learned how to cook by Aisha’s mom She also learned the party was a surprise to her)

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- Read over your answer to see if you need to rewrite any part of it (% À ® Ne Lednning ae Vy SSøn aqreađfC can learn

L Cun predict hat Say

glory HI! So t think thai 0G

8 dam be worried if you olin Rt in at doesnt

mean your nok normal i ys md ker You un rue

Gnd being on \U£ iS Ax 2k Ỉ thing Brel pot) bodu Cn

—¬ whe Yee Cure Lecause Its Whe Hou PT

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are, ike Cor ØaimPlP when Aisha € Saiel “ Dont vom!

Yoo leok, Cine” ‘when She ngliced "¬ Cy ern

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here in jeans So She wasnd the only one tn

jeans thot woulel “ef mode Wr Feel Letter

* The reader provides interpretation (a4 lesson a reader can learn is dont be worried if you dont fit in it doesnt mean your not normal it just makes you unique and being unique is a good thing) The reader provides a bit of text support (Dont worry! you look fine; There are other people here in jeans) The interpretation is fairly limited and demonstrates limited understanding of the text

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— Read the question completely before you start to write your answer,

- Read over your answer to see if you need to rewrite any part of it al! ti a ụ ° lea n ny ay ⁄* £ Ỉ #.?Ý ¬ — (boner oP Went

“dees and sat

just Lhe Ho 2 grove Gfopn |

thom just #o RE sn The text

Slates, 7 Lie hot dressed, fight,

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Story Sarah enc 20 _vp lourg ,

tood ‡2 sted fi 0

ne 2

Jee olhe jr Peaple

Jeans on _ Also | Cor N2aMm Porky 7? tì ị Pa fa ** rs 23 + đ bole | | Defy T Ke [ heh Wessed nah fbx | Sh if ended Up have A Gle cd aol i DO a Ag Te foe : end 2Ø L¿,2 He

* The reader demonstrates a key idea (you can always learn something new) with text support (“I'm not dressed right” and “What if I don't like it’) and some interpretation (they do not have to look, dress and act Just like the group around them just to fit in) The reader also gives a valid connection that is tied back U went to a neon party and I was not glowing I felt like I wasnt dressed right but I still ended up having a great time)

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- Read over your answer to see if you need to rewrite

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* This reader focuses on some key ideas (you should try new things so you can know what you could stick with or not try it again) and provides text support (Sarah decides to go to the Nigerian party; Sarah tried a traditional Nigerian dance and loved it) for the interpretations The reader also

provides an analogy as interpretation U tried to wear something ordinary to a football party and tried to stay out of the football conversation but in the end I learned that I liked everything) The lack of balance between interpretation and text support and the general text support result in some gaps

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- Read over your answer to see if you need to rewrite any part of it

Vbe reader cam \earn Prat Co

avout Stina Wo, WAS aood ko stick oor

from othe cs, Sava wad Bo Scared What

Qe was N : OO ‘at cy `*o S\Y wes DECADGE Ane

de X no wok “ao wear Yo 4@ Mloervao œacXo Ane wenk xo Mee ca

nM @ PAID _x*e +: 2x1 and blue

ears and When Bne ao heir she

rex iced Awar everbone ane CLUBS Loear-

INE, ‘Brialkt , OoO- o0T coloved clotines To

me, woobld Se a VAN Ve NEWNOUS Xo

Qo xe 2` party, ‘out ar least ID

Would have Know someane reve

t2 —_" Gove€o(vY me +wwoooi Wy

net Yous Ness wet \ke Awa ¡Ø

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xao Doral that che shatdin’ 4 coor vũ

because Mnere were sowie cao |

eople rere wilho were wearing —-

Q plain 3 +- —_ Goa | Pair of

bloe e8 G1,

‘earn = ert LOO _ sex SON te et ~ uur

clon ho avd Lov einov\din’ + Wo e9

abo oT Uotyat otner Peo ele VW 4%

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* This reader demonstrates lesson learned from Sarah's experience ( you shouldn't worry about fitting in, it is good to stick out from others; you should just do your own thing) Relevant and

specific text details (She went to the party in a plain white t-shirt and blue jeans, and when she got their she noticed that everyone else was wearing bright, pop-out colored clothes; Sarah didn't want to go dance because she didn't know how to dance like them) support the reader's logical

interpretations This response is balanced with each interpretation supported by specific text-based

support

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Sample: 6 Score: 4

Grade: 5

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Couvdœc 3s Stay ar A Poyry Wherry

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msual ! Th : smilor ‘betwee Felt hye x

didnt ft like how Sarah Felt wren

she and tery ark Was

* The reader demonstrates an accurate understanding of the text by focusing on key ideas

( readers can learn lessons such as, try new things, be courageous, and learn new things from Sarah's expierience) The discussion of each key idea integrates specific and relevant details from the text with interpretation The reader also makes personal connections to the text events (This is similar because I felt like I didn't fit in, like how Sarah felt when she came in jeans and everyone was wearing dresses I know how she feels because I expierienced it, too) This response is balanced with each interpretation supported by specific text-based support

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Illinois Standards Achievement Test

Mathematics Samples

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Structure of the Grade 5 Mathematics ISAT

ISAT Mathematics testing in spring 2013 will consist of 30 norm-referenced items, as well as 45 criterion-referenced items, some of which will be used for developmental purposes The 30 norm- referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Pearson, Inc The 45 criterion-referenced items are all reviewed by Illinois educators and pilot tested with Illinois students

Item Formats

Multiple-choice items require students to read, reflect, or compute, and then to select the

alternative that best expresses what they believe the answer to be This format is appropriate for

quickly determining whether students have achieved certain knowledge and skills Well-designed multiple-choice items can measure student knowledge and understanding, as well as students’ selection and application of problem-solving strategies A carefully constructed multiple-choice item can assess any of the levels of mathematical complexity from simple procedures to sophisticated concepts They can be designed to reach beyond the ability of students to “plug-in” alternatives or

eliminate choices to determine a correct answer Such items are limited in the extent to which they

can provide evidence of the depth of students’ thinking

Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis for extrapolating about students’ approaches to problems These items reduce the

concern about guessing that accompanies multiple-choice items The short-response items are scored with a rubric and count as 5% of the scale score of the test

Extended-response items require students to consider a situation that demands more than a numerical response These items require students to model, as much as possible, real problem solving in a large-scale assessment context When an extended-response item poses a problem to solve, the student must determine what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the solution in terms of the original situation Students are expected to clearly communicate their decision-making processes in the context of the task proposed by the

item (e.g., through writing, pictures, diagrams, or well-ordered steps) The extended-response items

are scored with a rubric and count as 10% of the scale score of the test Scoring Extended- and Short-Response Items

Extended- and short-response items are evaluated according to an established scoring scale, called a rubric, developed from a combination of expectations and a sample of actual student responses Such rubrics must be particularized by expected work and further developed by examples of student work in developing a guide for scorers Illinois educators play a substantial role in developing these guides used for the scoring of the short- and extended-response items Committees of mathematics educators from throughout the state attend a validation meeting, during which they use the

mathematics scoring rubrics to establish task-specific criteria that are used to score all short- and

extended-response items consistently and systematically Answer Document for Grade 5 Mathematics ISAT

Students in grade 5 respond to all test items in a separate answer document Test administrators should monitor students carefully during testing to make sure students are using the appropriate pages of the answer document, especially for the short- and extended-response items

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Mathematics Sessions

All standard time administration test sessions are a minimum of 45 minutes in length Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session More details about how to administer this extra time will appear in the [SAT Test Administration Manual This policy does not affect students who already receive extended time as determined by their IEP Mathematics ISAT Grade 5 Session 1 40 multiple-choice items

45 minutes (30 of these are an abbreviated form of the Stanford 10.) Session 2 30 multiple-choice items

45 minutes 3 short-response items

Session 3 2 extended-response items 45 minutes P

(Some items will be pilot items.)

Calculator Use for Grade 5 Mathematics ISAT

All students in grade 5 are allowed to use a calculator during all sessions of the mathematics

assessment Students are allowed to use a calculator as long as the calculator does not have any prohibited features as noted in the Calculator Use Policy for the ISAT Mathematics Tests

(http://www.isbe.net/assessment/pdfs/calculator_ISAT.pdf) Schools, teachers, and parents should be advised that when students attempt to use calculators with which they are unfamiliar, their

performance may suffer In a like manner, students who are not taught when and how to use a

calculator as part of their regular mathematics instructional program are also at risk

Rulers for Grade 5 Mathematics ISAT

All students in grade 5 will be provided with a ruler to use during all sessions of the mathematics

assessment This ruler will allow students to measure in both inches and centimeters ITTHTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT] 0 1 2 3 4 5 6 nenes ISAT GRADES FOUR-EIGHT Si6euuinue2 Gt pl eb Zt LÍ 0L 6 8 / 9 G y 6 Z L0 IIllIilliilllllUlllllllUlUlllllll0llUlllllUlllUllIIlUIlUUIIIIUUIUIIIUIIIIUUI

Scratch Paper for Grade 5 Mathematics ISAT

Students must be provided with blank scratch paper to use during only session 1 Only session 1 contains norm-referenced items, which were normed under such conditions Students may not use scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper However, students must show their work, when required, for each short-response item in session 2 on the appropriate page in the answer document Students must show their work for each extended- response item in session 3 on the appropriate pages in the answer document

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I

1 Ỉ

In the 1988 Olympic Games,

Florence Griffith Joyner of the United States set an Olympic

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_ = Mathematics 2013 ISAT Grade 5 Sample Book

‘

4 6

The table below shows the area in A pizza was cut into 8 equal pieces

square miles for 5 different states Ben ate 2 pieces, and Sam ate Carlos calculated the sum of the areas 3 pieces

of 3 states He found that the total number of square miles for these

three states is 119,156 square miles

State Square Miles State Square Miles Illinois 55,593 Hawaii 6,423 Ohio 40,953

Vermont 9,249 What fractional part of the

Wisconsin 54,314 pizza did Ben and Sam eat? 3 3 5 8

Which 3 states did Carlos ¬ > 8 ~ 5 ° 8 = 5 include in his total?

A B C D

A_ Illinois, Vermont, Wisconsin

B Vermont, Wisconsin, Hawaii '

C Wisconsin, Ohio, Vermont _— |

D Ohio, Hawaii, Illinois What value for n makes this number sentence true?

5 65 +n+ 141 = 141+9+65

Lisa had $40.80 She spent $14.50 | A 9

for a CD, $9.57 for a shirt, and B 76 $8.95 for lunch

C 206 D 215

Exactly how much money

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