NAEP MathematicsGrade 4
Sample Assessment Block
West Virginia Department of Education
West Virginia Board of education
2011-2012
L. Wade Linger Jr., PresidentGayle C. Manchin, Vice President
Robert W. Dunlevy, Secretary
Michael I. Green, MemberPriscilla M. Haden, MemberLloyd G. Jackson II, MemberLowell E. Johnson, MemberJenny N. Phillips, MemberWilliam M. White, Member
Brian E. Noland, Ex OfficioChancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex OfficioChancellor
West Virginia Council for Community and Technical College Education
Jorea M. Marple, Ex OfficioState Superintendent of Schools
West Virginia Department of Education
Sample Assessment .....................................................................................................................3
Framework Overview ...............................................................................................................15
Individual Item Analysis ...........................................................................................................17
Table of Contents
NAEP Mathematics - Grade 4
Students are expected to answer the following 16 questions in 25 minutes.
Directions for students:
Mark your answers in your booklet. You will have to fill in an oval or write your answer as directed. In those questions where you must write an answer, it is important that your answer be clear and complete and that you show all of your work, since partial credit may be awarded.
NAEP Mathematics - Grade 4
2| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
3| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
1. 301
– 75
A. 226
B. 235
C. 236
D. 374
NAEP Mathematics - Grade 4
4| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
2. What number does n represent in the table?
A. 2
B. 3
C. 4
D. 5
NAEP Mathematics - Grade 4
5| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
3. Michelle has a container with 3 quarts of juice. She pours 1 cup of juice for each person. At most, how many people can she serve? (1 quart = 4 cups)
A. 4
B. 7
C. 8
D. 12
• Fred planted 8 trees.
• Yolanda planted 12 trees
4. Make a pictograph of the information above. Use to represent 2 trees
NAEP Reading - Grade 8
6| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
5. One student will be chosen at random from the list above. What is the probability that the student's name begins with the letter P?
A. 1 out of 3
B. 1 out of 10
C. 3 out of 7
D. 3 out of 10
NAEP Reading - Grade 8
7| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
6. It takes Ms. Wylie 15 minutes to drive from her house to the store. Which is the best estimate of the distance from her house to the store?
A. 5 feet
B. 5 miles
C. 20 feet
D. 200 miles
7. On the number line, what number does P represent?
A.
B.
C. 1
D. 1
NAEP Mathematics - Grade 4
8| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
8. Kiara set her beads on a table to make a repeating pattern. Some of the beads rolled off the table.
Here is what was left.
Which of the following should Kiara use to replace the missing beads in the pattern?
A.
B.
C.
D.
NAEP Mathematics - Grade 4
9| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
9. Which figure has the greatest area?
A. A
B. B
C. C
D. D
10. What is the shape of the shaded figure inside the star?
A. Hexagon
B. Pentagon
C. Quadrilateral
D. Triangle
NAEP Mathematics - Grade 4
10| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
11. Sam did the following problems.
2 + 1 = 3
6 + 1 = 7
Sam concluded that when he adds 1 to any whole number, his answer will always be odd.
Is Sam correct? __________
Explain your answer.
11| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
12. Divide:
A. 85 R1
B. 95 R1
C. 96
D. 135 R1
NAEP Mathematics - Grade 4
12| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
13. A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
NAEP Mathematics - Grade 4
14. Emily needs to measure the length of a table. She has a dollar bill that is about 6 inches long. It fits, end to end, 10 times along the length of the table. Which is the best estimate for the length of the table?
A. 5 feet
B. 6 feet
C. 10 feet
D. 12 feet
15. Which fraction has a value closest to ?
A.
B.
C.
D.
NAEP Reading - Grade 8
14| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
16. On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Plot 3 more points on the grid so that when you connect all 6 points you will make a rectangle.
List the coordinates for the 3 new points. _______ _______ _______ Connect the 6 points to show your rectangle.
NAEP Mathematics - Grade 4
15| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics Framework Overview Information
The National Assessment of Educational Progress (NAEP) assesses students’ understanding of mathematical content. The framework for the mathematics assessment is anchored in five broad areas of mathematics.
Broad Area of Mathematics Includes but is not limited toNumber Properties and Operations Computation
Understanding of number conceptsMeasurement Use of instruments
Application of processesConcepts of area and volume
Geometry Spatial reasoningApplying geometric properties
Data Analysis, Statistics, and Probability Graphical displayStatistics
Algebra Representationsrelationships
These divisions are not intended to separate mathematic into discrete elements. Rather, they are intended to provide a helpful classification scheme that describes the full spectrum of mathematical content assessed by NAEP. Classification of items into one primary content area is not always clear-cut, but it helps ensure that important mathematical concepts and skills are assessed in a balanced way.
Item Distribution by Content Area
Content Area Grade 4 Grade 8 Grade 12Number Properties and Operations 40% 20% 10%Measurement 20% 15%
30%Geometry 15% 20%Data Analysis, Statistics, and Probability 10% 15% 25%Algebra 15% 30% 35%
NAEP Mathematics - Grade 4
16| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
Mathematical Complexity
Items are the NAEP mathematics assessment are categories by mathematical complexity. Mathematical complexity is an indication of the demands on students’ thinking. The demand on thinking that an item expects—what it asks the student to recall, understand, reason about, and do—assume that students are familiar with the mathematics of the task. Mathematical complexity deals with what the students are asked to do in a task. It does not take into account how they might undertake it.
NAEP has three levels of complexity—high, moderate, low—forming an ordered description of the demands an item may make on a student. Items at the low level of complexity, for example, may ask a student to recall a property. At the moderate level, an item may ask the student to make a connection between two properties; at the high level, an item may ask a student to analyze the assumptions made in a mathematical model.
At each grade level, the percent of testing time at each complexity level is the same. One half the testing time is expected to be spent on moderate complexity level. One quarter of the testing time is expected to be spent on low complexity items and the remaining quarter on high complexity items.
Item Type
NAEP assessment in mathematics has three formats or item types: multiple-choice, short constructed response, and extended constructed response.
• Multiple-choice items require students to read, reflect, or compute and then to select the alternative that best expresses the answer. Multiple-choice items for grade 4 have four choices, and at grades 8 and 12, there are five choices.
• Short constructed-responses require students to give either a numerical result or the correct name or classification for a group of mathematical objects, draw an example of a given concept, or possibly write a brief explanation for a given result.
• Extended Constructed-response items require students to consider a situation that requires more than a numerical response or a short verbal communication. The student may be asked, for example, to describe a situation, analyze a graph or table of values or an algebraic equation, or compute specific numerical values.
The NAEP assessment is divided evenly between multiple-choice and both types of constructed-response items. 50% of the testing time is expected to be spent of multiple-choice items and the other 50% on the constructed-response items. Note: No one student takes the entire mathematics assessment. Some blocks of assessment items may not contain all types of items, particularly the extended constructed response.
NAEP Mathematics - Grade 4
17| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
Individual Item Analysis
For each question in the sample block, the cognitive target is given. In addition the percentage of students selecting each answer choice for multiple choice or scoring at each score point are indicated for public school students in West Virginia and the nation. The correct multiple choice answer is indicated with an asterisk. In order for a question to be considered “omitted,” the student did not answer the question but answered a question or questions after it.
1. Number Properties and Operations
West Virginia National PublicA* 59% 67%B 6% 6%C 15% 14%D 18% 12%
Omitted 2% 2%
301 – 75
A. 226B. 235C. 236D. 374
NAEP Mathematics - Grade 4
18| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
2. Algebra
West Virginia National PublicA 4% 4%B* 81% 83%C 5% 4%D 10% 9%
Omitted Rounds to Zero 1%
What number does n represent in the table?
A. 2B. 3C. 4D. 5
NAEP Mathematics - Grade 4
19| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
3. Measurement
West Virginia National PublicA 23% 20%B 7% 6%C 9% 7%
D* 60% 67%Omitted 1% 1%
Michelle has a container with 3 quarts of juice. She pours 1 cup of juice for each person. At most, how many people can she serve? (1 quart = 4 cups)
A. 4B. 7C. 8D. 12
4. Data Analysis and Probability
West Virginia National PublicIncorrect 28% 24%Correct 71% 75%Omitted 1% 2%Off Task Rounds to Zero Rounds to Zero
• Fred planted 8 trees. • Yolanda planted 12 trees
Make a pictograph of the information above. Use to represent 2 trees
NAEP Mathematics - Grade 4
20| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
Scoring Rubric
Score & DescriptionCorrectCorrect response
Sample Correct Responses:
Fred: 4 treesYolanda: 6 treesMust show some kind of pictograph.
IncorrectIncorrect response
Correct - Student ResponseExemplar 1
Make a pictograph of the information above. Use to represent 2 trees
NAEP Mathematics - Grade 4
21| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
Exemplar 2
Make a pictograph of the information above. Use to represent 2 trees
Scorer Comments:These responses correctly drew 4 trees for Fred and 6 trees for Yolanda.
NAEP Mathematics - Grade 4
22| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
5. Data Analysis and Probability
West Virginia National PublicA 19% 18%B 5% 6%C 11% 10%
D* 64% 66%Omitted Rounds to Zero 1%
One student will be chosen at random from the list above. What is the probability that the student's name begins with the letter P?
A. 1 out of 3B. 1 out of 10C. 3 out of 7D. 3 out of 10
NAEP Mathematics - Grade 4
23| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
6. Measurement
West Virginia National PublicA 6% 6%B* 74% 70%C 18% 21%D 2% 2%
Omitted Rounds to Zero 1%
It takes Ms. Wylie 15 minutes to drive from her house to the store. Which is the best estimate of the distance from her house to the store?
A. 5 feetB. 5 milesC. 20 feetD. 200 miles
NAEP Mathematics - Grade 4
24| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
7. Number Properties and Operations
West Virginia National PublicA 13% 13%B 9% 9%C 37% 30%
D* 40% 46%Omitted Rounds to Zero 1%
On the number line, what number does P represent?
A.
B.
C. 1
D. 1
NAEP Mathematics - Grade 4
25| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
8. Algebra
West Virginia National PublicA 12% 14%B 6% 6%C* 72% 71%D 9% 8%
Omitted 1% 1%
Kiara set her beads on a table to make a repeating pattern. Some of the beads rolled off the table. Here is what was left.
Which of the following should Kiara use to replace the missing beads in the pattern?
A. B.
C.
D.
NAEP Mathematics - Grade 4
26| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
9. Measurement
West Virginia National PublicA 3% 2%B* 59% 65%C 3% 3%D 34% 29%
Omitted 1% 1%
Which figure has the greatest area?A. AB. BC. CD. D
NAEP Mathematics - Grade 4
27| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
10. Geometry
West Virginia National PublicA 27% 23%B* 61% 69%C 11% 7%D Rounds to Zero Rounds to Zero
Omitted 1% 1%
What is the shape of the shaded figure inside the star?A. HexagonB. PentagonC. QuadrilateralD. Triangle
NAEP Mathematics - Grade 4
28| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
11. Number Properties and Operations
West Virginia National PublicIncorrect 62% 58%Correct 37% 41%Omitted 1% 1%Off Task 1% Rounds to Zero
Sam did the following problems. 2 + 1 = 3 6 + 1 = 7Sam concluded that when he adds 1 to any whole number, his answer will always be odd. Is Sam correct? __________ Explain your answer.
Scoring Rubric
Score & DescriptionCorrectCorrect answer
Sample Correct Responses:Provides a counterexample or an explanation such as adding 1 to an odd number gives an even number.
IncorrectIncorrect response
NAEP Mathematics - Grade 4
29| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
Correct - Student Response
Exemplar 1Sam did the following problems.
Exemplar 2Sam did the following problems.
Scorer Comments:These responses correctly stated that Sam is not correct and provided a correct explanation.
NAEP Mathematics - Grade 4
30| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
12. Number Properties and Operations
West Virginia National PublicA 14% 11%B* 40% 57%C 17% 12%D 27% 17%
Omitted 2% 2%
Divide: A. 85 R1B. 95 R1C. 96D. 135 R1
13. AlgebraWest Virginia National Public
Incorrect 50% 43%Partial 1 28% 34%Partial 2 8% 7%Correct 13% 15%Omitted 1% 1%Off Task Rounds to Zero Rounds to Zero
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
31| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Scoring Rubric
Score & Description
CorrectCorrect response: 21 dots with a correct explanation.
Sample Correct Responses:21 dots. The 5th picture would have 15 dots, 5 more than the 4th. The 6th picture would have 21 dots, 6 more than the 5th. An acceptable explanation may be given by drawings, words, and/or numbers.Pictures drawn by the students need to follow the pattern of dots shown in the first four pictures in order to be considered correctly drawn. Just having the correct number of dots (but not following the pattern) is not sufficient to earn full credit.
There are two types of correct explanations.
• First type: The geometric explanation. For this, the student has presented correct drawings for the 5th and 6th pictures, the numbers 15 and 21, and a correct supporting explanation.• Second type: The numerical explanation. For this, the student has not presented any drawings for the 5th and 6th pictures, but does have the correct numbers (15 and 21) with a correct supporting explanation like "It goes +2 + 3 + 4 + 5 + 6."
Partial 2Partially correct response21 dots with no explanation, a partially correct explanation, or a partially complete explanation.
Examples of partially correct or partially complete explanations include the following:• You add one more dot to the bottom.• You add 1 each time.• It increased by 1 each time.• I counted the numbers in order.
Partial 1Partially correct responseDoes not get 21 but has a correct explanation.
Examples of correct explanations include the following:• Because the bottom keeps changing to the next number• It goes + 2 + 3 + 4 + 5 + 6.
IncorrectIncorrect response
NAEP Mathematics - Grade 4
Correct - Student Response
Exemplar 1A pattern of dots is shown above. How many dots would be in the 6th picture? Answer: ________________ Explain how you found your answer.
Exemplar 2A pattern of dots is shown above. How many dots would be in the 6th picture? Answer: ________________ Explain how you found your answer.
Scorer Comments:These responses had the correct answer, the correct drawings for the 5th and 6th picture, and a correct explanation.32 Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Partial 2 - Student Response
Exemplar 1A pattern of dots is shown above. How many dots would be in the 6th picture? Answer: ________________ Explain how you found your answer.
Exemplar 2A pattern of dots is shown above. How many dots would be in the 6th picture? Answer: ________________ Explain how you found your answer.
Scorer Comments:These responses had the correct answer and the correct number of dots on the answer line but only a partial explanation or no explanation at all.
33| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Partial 1 - Student Response
Exemplar 1A pattern of dots is shown above. How many dots would be in the 6th picture? Answer: ________________ Explain how you found your answer.
34| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Exemplar 2A pattern of dots is shown above. How many dots would be in the 6th picture? Answer: ________________ Explain how you found your answer.
Scorer Comments:These responses did not get 21 for the answer but had the correct numbers for the 5th and 6th picture. The explanation was partially correct.
14. Number Properties and Operations
West Virginia National PublicA* 31% 32%B 27% 24%C 22% 21%D 19% 21%
Omitted 2% 1%
Emily needs to measure the length of a table. She has a dollar bill that is about 6 inches long. It fits, end to end, 10 times along the length of the table. Which is the best estimate for the length of the table?A. 5 feetB. 6 feetC. 10 feetD. 12 feet
35| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
15. Number Properties and Operations
West Virginia National PublicA* 17% 25%B 6% 6%C 37% 41%D 38% 26%
Omitted 2% 2%
Which fraction has a value closest to ?
A.
B.
C.
D.
36| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
16. Geometry
West Virginia National PublicIncorrect 21% 24%Minimal 36% 32%Partial 5% 3%
Satisfactory 11% 10%Extended 24% 27%Omitted 3% 3%Off Task Rounds to Zero Rounds to Zero
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Plot 3 more points on the grid so that when you connect all 6 points you will make a rectangle.
List the coordinates for the 3 new points. _______ _______ _______ Connect the 6 points to show your rectangle.
37| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Scoring Rubric
Score & Description
ExtendedCorrect response
Sample Correct Responses:• Correctly plots the points (B, 1), (B, 3), and (D, 5)• Correctly plots 3 other points that form a rectangle and gives their coordinates• Connects the dots to form a rectangle
SatisfactoryPlots 3 given points and plots 3 new points to form a rectangle, gives correct coordinates of new points, but does not draw the rectangle.
OR Draws rectangle that contains the 3 given points and gives coordinates of 3 other points on the rectangle but one point is not clearly plotted.
OR Plots 3 given points, plots 3 new points, draws rectangle, gives coordinates for 3 new points but one of the coordinates given does not match the point plotted. (e.g., gives (D, 2) instead of (D, 3)).
PartialPlots 3 given points and plots 2 or 3 new points that clearly form a rectangle; gives correct coordinates of 1 or 2 of the new points; may or may not draw the rectangle correctly.
OR Plots 3 given points correctly and gives coordinates of 3 new points that clearly form a rectangle (but does not plot the new points).
OR Plots 3 given points and 3 new points and plots/identifies additional point(s) on rectangle.
MinimalPlots 3 points clearly (either given points or new points or a combination).
OR Plots 2 of the given points correctly and draws a rectangle using those 2 points. Points must be clearly marked.
OR Lists coordinates for 3 new points that would clearly form a rectangle (e.g., (D, 1), (D, 3), (B, 5)) when connected; points may not be plotted.
OR Draws a rectangle that includes the 3 given points, but points may not be clearly plotted.
IncorrectIncorrect response
38| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Extended - Student Response
Exemplar 1On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:These responses correctly plotted the 3 given points, correctly plotted and listed 3 other points, and correctly connected the points to form a rectangle.
39| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Satisfactory - Student Response
Exemplar 1On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:These responses correctly plotted both the 3 given points and the 3 other points and gave the correct coordinates, but they did not connect the points into a rectangle.
40| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Partial - Student Response
Exemplar 1On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:These responses correctly plotted the 3 given points. The first response correctly listed the coordinates of the other 3 points but did not plot them on the grid to form a rectangle. The second response plotted the other 3 points on the grid but did not correctly list their coordinates.
41| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Minimal - Student Response
Exemplar 1On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:These responses correctly plotted only the 3 given points.
42| Page SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
NAEP MathematicsGrade 4
Jorea M. Marple, Ed.D.State Superintendent of Schools