2021 NSCAS Grade 8 Item Type Sampler English Language …ITS/NE2021_SP_Gr...Ultimately, penny-eliminators argue that small increases and decreases in prices would balance each other

Nebraska Department of Education 2021

Student’s Name:

2021 NSCAS Grade 8 Item Type Sampler

English Language Arts and Mathematics Spanish

Copyright © 2021 by the Nebraska Department of Education. No part of this publication may be reproduced, copied or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the Nebraska Department of Education.

2021

Grade 8 - Item Type SamplerEnglish Language Arts

Spanish

4

ARTES DEL LENGUAJE INGLÉS – MUESTRA DE PREGUNTAS

5 ALTO.

Instrucciones:

En las siguientes páginas de tu cuadernillo están las lecturas y las preguntas de muestra de Artes del Lenguaje Inglés de 8.º Grado del Sistema de Evaluación Centrado en el Alumno del Estado de Nebraska (NSCAS-ELA).

Lee estas instrucciones cuidadosamente antes de comenza con la muestra de preguntas.

Esta muestra incluirá distintos tipos de preguntas. Algunas de las preguntas están basadas en una o dos lecturas. En las preguntas de opción múltiple se te pedirá que selecciones una respuesta entre cuatro opciones. En las preguntas de selección múltiple se te pedirá que selecciones varias respuestas correctas entre cinco o más opciones. Algunas preguntas tienen dos partes: Parte A y Parte B. Cada parte tiene una pregunta de opción múltiple o selección múltiple. En algunas preguntas se te pedirá que construyas una respuesta siguiendo las instrucciones que se te dan. Encontrarás estas preguntas en tu cuadernillo de muestra de preguntas.

Para todas las preguntas:• Lee cada pregunta cuidadosamente y escoge la mejor respuesta.• Puedes usar papel borrador para escribir notas en él.• Asegúrate de contestar TODAS las preguntas.

Cuando llegues a la palabra ALTO, habrás finalizado la muestra de preguntas de Artes del Lenguaje Inglés de 8.° Grado del NSCAS.


6 Pasa a la próxima página.

Las preguntas en esta página no están basadas en lecturas.

1. Lee el párrafo.

The band had finished. They began another one of their hits. Then they began another one of their hits. Andrew stood transfixed as the music rolled around him. It was as if he were suspended in space somewhere. He was seeing everything. He was hearing everything.

Which revisions need to be made to improve the author’s sentence fluency? Select all that apply.

A. The word transfixed should be eliminated.

B. The pronouns need to be corrected for accuracy.

C Misspelled words need to be corrected within the passage.

D. The beginnings of the sentences need more variation throughout.

E. The paragraph needs to have more complex sentences instead of mostly simple sentences.

2. Read the paragraph from a student’s draft of a report.

Books that have been made into movies seem to be huge box office attractions these days,especially for teens. It is exciting to see the characters from your favorite book come to life on the big screen. However, not all young adults appreciate or even like the movie versions of their favorite novels.

What could the writer use to BEST support the topic sentence in the paragraph?

A. interviews with students who go to a lot of movies

B. reasons that students prefer the books over movies

C. the names of movies that have not been box office hits

D. a list of popular books that have yet to be made into movies



La pregunta en esta página no está basada en ninguna lectura.

3. Lee el párrafo.

[1] George Norris was an influential Nebraskan who had a large impact not only on the state of Nebraska but also on the United States. [2] During his nearly 40 years in the United States Mr. Norris worked above and beyond on a wide range of legislative bills and actions. [3] A major accomplishment was the adoption of the Twentieth Amendment, which eliminated “lame-duck” sessions in the United States Senate. [4] He also fought for the introduction of presidential primary elections and the direct election of U.S. senators. [5] Another main accomplishment included the Rural Electrification Act, bringing electricity to the most remote rural areas of the country, including his home state. [6] In the state of Nebraska, George Norris promoted the idea of a one-house legislature, called the Unicameral, making Nebraska the first and only state in the nation with such a format. [7] George Norris’ political career ended in 1942, when he was not elected for his sixth term as a senator. [8] However, his impact is still felt in Nebraska and the nation.

Select the words that could replace above and beyond to make the paragraph more precise. Select all that apply.

A. bravely

B. concisely

C. creatively

D. determinedly

E. endlessly

F. excessively



La pregunta en esta página no está basada en ninguna lectura.

4. A student is writing a research report about the American Revolution. Read a paragraph from the report.

The American colonists originally were proud to be citizens of England. However, the large distance between the Colonies and the government in England made them feel very far removed from England. When King George instituted several new taxes on the colonists, without their consent, the rift widened. When American colonists decided to boycott British goods to show their displeasure, the king sent British soldiers to the Colonies to keep the colonists in line. After the colonists carried out the Boston Tea Party, costing British merchants thousands of dollars, the king further angered the colonists by passing a series of taxes and laws that became known as “The Intolerable Acts.” The American colonists declared their desire for independence, and the start of the American Revolution soon followed.

Which statement is the BEST thesis statement for the paragraph?

A. Many different events led to the start of the American Revolution.

B. The Boston Tea Party was an important event in the history of the city of Boston.

C. The leaders of the American Revolution were important to the success of colonists.

D. British generals used a variety of techniques in various battles throughout the American Revolution.



What Is a Penny Worth?

1 What is a penny worth? The logical answer is one cent. Certainly, that is what a penny is worth to people who use U.S. currency. A better question is: “What does a penny cost?” Here the answer is not straightforward. While a penny is worth one cent, the cost of making a penny in 2016 was 1.5 cents. In other words, it costs more than a penny to make a penny.

2 In 2014, the President of the United States ordered a review of the penny to determine whether it should be phased out. Due to the high cost of producing pennies, some people support the idea of eliminating them. Others argue that pennies still have value despite their relatively high price.

The Cost of Pennies

3 Before 1982, pennies used to contain about 95% copper and about 5% zinc. Then the U.S. Mint changed the recipe, producing pennies that are mostly zinc, covered by only a little bit of copper. The switch created a lighter-weight coin, and zinc coins were also cheaper to make. Indeed, the estimated savings at the time was about $25 million per year.

4 Sadly, those savings could not last forever, since changes in the price of metals impacts the cost of making coins. Switching to zinc was not a permanent way to keep costs low because zinc prices have fluctuated over the years. Zinc costs soared in 2011, and at that time, it cost 2.41 cents to make each penny. Thanks to a recent drop in demand, zinc prices have fallen. Despite the fluctuations, nobody predicts the price of zinc will ever drop so low that a penny costs what it is worth to make.

The Problem with Pennies

5 The U.S. government spent around $39 million in 2015 to make pennies, which leads some taxpayers to believe that eliminating pennies would save millions of dollars and have minimal impact. Of course, others disagree, worrying that prices would go up without pennies. For example, they argue that a $7.99 shirt would cost $8.00 if pennies disappeared.

6 However, those in favor of eliminating the penny believe that the impact on prices would be slight. If a price did not end in a zero or a five, it could be rounded down rather than up. A pair of socks costing $2.01, for example, would likely be rounded down to $2.00. Ultimately, penny-eliminators argue that small increases and decreases in prices would balance each other out.

7 Other anti-penny advocates point out that making pennies has an environmental cost. Measured against the potential for environmental harm, they argue, the cost of a penny far exceeds 1.5 cents. Mining copper and zinc requires large amounts of energy. The mining process also produces greenhouse gases. Moreover, purifying zinc and covering it in copper creates dangerous toxins.



A Case for Keeping the Penny

8 Despite arguments against pennies, many Americans want to keep them around. A poll from 2014 found that 43% of the people who participated would be unhappy to see pennies disappear, and 71% said they pick up pennies when they see them on the ground.

9 Some penny supporters believe that losing the penny would indeed have costly consequences. Consider again the argument about rounding prices up or down. Would the prices really balance out? Or would businesses simply raise all prices that did not end in a five or a zero? The answer is unclear. Maybe that pair of socks costing $2.01 would be rounded up to $2.05 instead of down to $2.00.

10 Yet another concern is the fact that some charities successfully raise money one penny at a time. One person dropping unwanted change into a box for a charitable organization might not add up to very much, but when millions of people drop millions of pennies into these boxes, some charities see real results. One organization announced in 2009 that it had raised $150 million this way.

Solving the Penny Problem

11 Facing some of the same challenges as the United States, Canada stopped making pennies in 2013. To prepare for the change, the Canadian government explained how things would work in a post-penny world. As long as old pennies still circulated, businesses could decide whether to accept them, and the government made a set of guidelines to help businesses figure out fair ways to round prices up or down.

12 So, will Americans do the same? Is the end of the penny inevitable? Not necessarily. So far, Congress has no plans to eliminate pennies. The penny is safe, at least for now.

The Cost of MoneyTypes of U.S.

CurrencyHow many cents is it

worth?How many cents did it cost to produce in

2016?Penny 1 1.5Nickel 5 6.32Dime 10 3.08

Quarter 25 7.63$1 bill 100 5.4$20 bill 2000 12.2



5. Lee esta oración del pasaje.

“Moreover, purifying zinc and covering it in copper creates dangerous toxins.”

How would the meaning of the sentence be different if the word toxins were replaced with its synonym germs?

A. It would suggest that the process creates illnesses, not poison.

B. It would suggest that the process has too many costs associated with it.

C. It would suggest that the process is harmful, mainly to the environment.

D. It would suggest that the process is not as problematic as some once thought.

6. Esta pregunta tiene dos partes. Contesta primero la parte A y luego contesta la parte B.

Parte A

Lee esta oración del pasaje.

“Despite the fluctuations, nobody predicts the price of zinc will ever drop so low that a penny costs what it is worth to make.”

What is the meaning of fluctuations in this sentence?

A. construction

B. value

C. variations

D. weight

Parte B

Which clue from the passage helps readers determine the meaning of the word in Part A?

A. Zinc is a type of metal.

B. Zinc goes up and down in price.

C. Pennies are lightweight because of zinc.

D. Pennies cost more to make than they are worth.



7. How does the organizational pattern used in the section titled The Problem with Pennies MOST expand the main topic?

A. It shows the process for eliminating pennies over a period of time.

B. It shows the effects of greenhouse gases created by the production of pennies.

C. It shows the different viewspoints about how eliminating pennies will affect prices.

D. It shows the plan the U.S. government has to solve environmental concerns around pennies.

8. What BEST describes the author’s tone at the end of the passage?

A. triumphant that the United States is keeping the penny

B. realistic that a decision about the penny is not happening soon

C. disappointed that no decision has been made about the penny’s future

D. cautious that the United States will copy Canada’s decision to eliminate the penny

9. Why is the heading A Case for Keeping the Penny inaccurate for the section of text it introduces?

A. The section contains more than one argument.

B. The section tells how Canada got rid of the penny.

C. The section describes how much money the penny is worth.

D. The section compares and contrasts the different money costs in the United States.



10. Which details support the author’s claim that the answer to how much a penny costs is complicated? Select all that apply.

A. Canada stopped making pennies in 2013.

B. The metal used to make pennies varies in cost.

C. Making pennies takes a toll on the environment.

D. Businesses would raise prices without the penny.

E. Pennies cost no less to make than other types of coins.

11. Based on information in the passage, how are pennies and nickels similar?

A. Both may be eliminated.

B. Both are made out of zinc and copper.

C. Both cost more to make than they are worth.

D. Both can be found in currency in other countries.

12. Based on the chart, which type of U.S. currency could start a debate over its value in the same way the penny has?

A. nickel

B. dime

C. quarter

D. $1 bill



Feeling Like Home

1 The plane landed on the tarmac at the airport after an uneventful flight from San Juan. As they taxied to the gate, Mateo looked out the window at the alien landscape. He soaked it in with his eyes, both eager and nervous to see his new home.

2 Uncle Damien met them at the baggage claim area and drove them to what was now home. The street in Queens where Uncle Damien parked was adjacent to the elevated train tracks. Mateo thought they only had subways in New York City, but obviously by looking at this overhead train system, he realized he was wrong. As they got out of the car, the train rumbled and shook the earth as it careened past the station. Mateo thought to himself, “How are we ever going to sleep at night to this? It is certainly nothing like the soothing sound of the ocean.”

3 Uncle Damien lived on the fifth floor of the building, which meant they had to walk up five flights of stairs to get there. Luckily for them, Uncle Damien had offered them a place to stay. The apartment had two small bedrooms and a rather large living room where Uncle Damien had set up a big curtain to separate it into two different sections.

4 “That side is where you two will bunk.” He pointed to the bunk beds on one side of the curtain and motioned for Mateo and his younger brother Pedro to put down their bags. “Then, Ferdinand and Maria, this is your room,” he showed Mama and Papa to the apartment’s larger bedroom.

5 That night after they were settled, Uncle Damien showed them around the neighborhood. Tall brick buildings lined both sides of the street. Underneath the elevated train were shops, restaurants, and street vendors selling their wares. Mateo did have to admit that some of this did feel familiar—the smell of the food, the types of articles sold by the vendors, the music trailing out the apartment windows all felt like home.

6 “Just about everyone who lives in this area came from Puerto Rico at some point, or their families did,” Uncle Damien explained as they ate at one of Uncle Damien’s favorite Puerto Rican restaurants just a few doors down from their building. “In fact, some people like to call this Little San Juan. You can find Little Colombia, Little India, Little Santiago, Little Italy, Chinatown, and all kinds of other micro-neighborhoods in New York City. It is a fascinating place. I think you will grow to love it.” Mateo listened skeptically.

7 As Mateo tried to go to sleep on the bottom bunk later that night, he felt miserable. After one plane flight, everything in his life was new. A million questions flew through his mind: How would he ever fit in here? It was so different. There was no ocean, no palm trees, no sandy beaches. Would the people here be nice to him? Would he be able to make any friends?



8 The next morning seemed to come in a flash, and Mateo hardly even felt like he slept at all. The train, the noise, the anxiety of the move—it had all taken its toll on any kind of restful sleep that Mateo could hope for. At least there was one constant in Mateo’s life: Mama always made breakfast every morning, no matter what.

9 “You look nice, Mateo,” Mama said as Mateo walked into the kitchen in his best clothes for school. “You nervous about today?”

10 “A little,” Mateo replied, not wanting to worry his mama. “I think it will be okay,” he said boldly, more trying to convince himself than anything else. He grabbed a plate and dished up a serving of tortilla Española and fried plantains.

11 To Mateo, the walk to school through the thick crowds of commuters seemed to go by even faster than his restless night. Before he knew it, he was walking into the two-story brick building on the corner of Jackson and 9th. As he walked down the hall of his new high school, he felt completely out of place. It wasn’t anything like his school back home, but how could it be?

12 Mateo leaned up against one of the brick walls and looked down at his schedule for the day’s classes. As he did, he heard a familiar voice call out his name. Mateo immediately spun around in disbelief, and there standing in the crowded hallway of this New York City school was one of Mateo’s old friends from seventh grade, Jorge.

13 Jorge looked equally surprised. “I had no idea you were moving here!” he exclaimed. “I mean, what are the chances you would not only move here, but that we would end up in the same school again, especially in a city with millions of people? Follow me, I can show you where your classes are. This place can be a little confusing.”

14 As Mateo walked side by side with Jorge down the hallway, he felt as if he had just been transported back in time to his life far across the ocean. Even in this very different place, he suddenly felt home all around him and could almost hear the familiar calls of birds, smell the fresh flowers, and feel the salty sea on his skin.

15 Maybe, just maybe, this new home will not be so bad after all, Mateo mused to himself. This new world, complete with his long-lost friend, had begun looking better already.



13. Read paragraph 1 of the story.

“The plane landed on the tarmac at the airport after an uneventful flight from San Juan. As they taxied to the gate, Mateo looked out the window at the alien landscape. He soaked it in with his eyes, both eager and nervous to see his new home.”

Why would the author have Mateo describe the landscape as alien?

A. to show he had landed on a new planet

B. to show he was looking at a dark, scary place

C. to show he was reading a science fiction novel

D. to show he had landed in a new, unfamiliar place

14. What is the MAIN theme of the passage?

A. City life is fast-paced.

B. Change can be difficult.

C. Food can provide comfort.

D. Heritage is dependent on location.

15. Lee las oraciones del relato.

“‘It is a fascinating place. I think you will grow to love it.’ Mateo listened skeptically.”

Based on the context, what is the meaning of skeptically?

A. angrily

B. doubtfully

C. excitedly

D. fearfully



16. Which words from the story demonstrate Mateo experiencing character-versus-self conflict? Select all that apply.

A. eager

B. familiar

C. nervous

D. skeptically

E. fascinating

17. What was the author’s purpose for writing this piece?

A. to persuade the reader to move to New York City

B. to describe how San Juan is better than New York City

C. to inform the reader about how people move to new places

D. to entertain the reader with a story about a boy adapting to change

18. Why does Mateo compare life in New York City to his life in San Juan?

A. Mateo has recently arrived in a new city.

B. Mateo has conflicting feelings about moving.

C. Mateo thinks New York City is better than San Juan.

D. Mateo does not understand why his family left San Juan.


18 ALTO.

19. Which pieces of evidence from the text show that Mateo is anxious about living in New York City? Select all that apply.

A. He soaked it in with his eyes, both eager and nervous to see his new home.

B. Mateo thought they only had subways in New York City, but obviously by looking at this overhead train system, he realized he was wrong.

C. Mateo thought to himself, “How are we ever going to sleep at night to this? It is certainly nothing like the soothing sound of the ocean.”

D. Mateo did have to admit that some of this did feel familiar—the smell of the food, the types of articles sold by the vendors, the music trailing out the apartment windows all felt like home.

E. A million questions flew through his mind: How would he ever fit in here? It was so different.

F. Even in this very different place, he suddenly felt home all around him and could almost hear the familiar calls of birds, smell the fresh flowers, and feel the salty sea on his skin.

20. Lee esta selección del relato.

“At least there was one constant in Mateo’s life: Mama always made breakfast every morning, no matter what.“‘You look nice, Mateo,’ Mama said as Mateo walked into the kitchen in his best clothes for school. ‘You nervous about today?’“‘A little,’ Mateo replied, not wanting to worry his mama. ‘I think it will be okay,’ he said boldly, more trying to convince himself than anything else. He grabbed a plate and dished up a serving of tortilla Española and fried plantains.”

Why does the author have Mateo specifically mention the items he has for breakfast?

A. to show Mateo’s cultural heritage

B. to show that Mateo dislikes his mother

C. to show that Mateo is extremely hungry

D. to show that Mateo is excited about his first day at a new school.

19 19 ALTO.

ESTE ES EL FINALDE ESTA SECCIÓN DE CONTENIDO

Espera hasta que el supervisor te indique que puedes continuar con la siguiente sección

de contenido de la muestra de preguntas.

20

ESTA PÁGINA SE DEJÓ INTENCIONALMENTE

EN BLANCONO ESCRIBAS EN ESTA PÁGINA

2021

Grade 8 - Item Type SamplerMathematics

Spanish

22

PARTE 1 MATEMÁTICAS – MUESTRA DE PREGUNTAS

Instrucciones:

En las siguientes páginas de tu cuadernillo de Matemáticas están las preguntas de muestra de 8.º Grado del Sistema de Evaluación Centrado en el Alumno del Estado de Nebraska (NSCAS-M).

Lee estas instrucciones cuidadosamente antes de comenzar con la muestra de preguntas.

Esta muestra incluirá distintos tipos de preguntas. En las preguntas de opción múltiple se te pedirá que selecciones una respuesta entre cuatro opciones. En las preguntas de selección múltiple se te pedirá que selecciones varias respuestas correctas entre cinco o más opciones. Algunas preguntas tienen dos partes: Parte A y Parte B. Cada parte tiene una pregunta de opción múltiple o selección múltiple. Encontrarás estas preguntas en tu cuadernillo de muestra de preguntas.

Para todas las preguntas:

• Lee cada pregunta cuidadosamente y escoge la mejor respuesta.• Puedes usar papel borrador para resolver los problemas.• En la parte de atrás de la sección de Matemáticas encontrarás la Hoja de Referencia de Matemáticas. Puedes consultar esta página en cualquier momento durante la muestra de preguntas. • Puedes usar calculadora SOLAMENTE para las preguntas 1 a 5. NO puedes usar calculadora para ninguna otra pregunta de esta muestra de preguntas. • Asegúrate de contestar TODAS las preguntas.

Cuando llegues a la palabra ALTO al final de la Parte 1, habrás finalizado la Parte 1 de la muestra de preguntas de Matemáticas de 8.º Grado del NSCAS. Puedes revisar SOLAMENTE la Parte 1 para verificar tus respuestas. Deben recoger tu calculadora antes de que puedas continuar con la Parte 2. Una vez que el supervisor haya recogido tu calculadora y te dé permiso, puedes continuar con la Parte 2.

Cuando termines la Parte 2, puedes revisar SOLAMENTE la Parte 2 para verificar tus respuestas. Coloca tu hoja de respuestas dentro de tu cuadernillo de prueba y ciérralo.

23 ALTO.

MATEMÁTICAS – MUESTRA DE PREGUNTAS PARTE 1


1. Observa el siguiente diagrama para responder la pregunta.

¿Cuál es el valor de en el triángulo?

A. 60

B. 75

C. 105

D. 120

2. Observa la siguiente figura y responde la pregunta.

Usa el teorema de Pitágoras y determina el valor de .

A. 1 pulgada

B. 7 pulgadas

C. 41 pulgadas

D. 49 pulgadas

25° 35°

(x + 15)°

25 pulg.

x

24 pulg.



3. ¿Qué desigualdad representa la solución de ?

A.

B.

C.

D.

4. Una compañía fabrica tanques cilíndricos de almacenamiento de 10 pies de altura y 6 pies de diámetro.

Parte A

¿Cuál es el volumen del tanque cilíndrico redondeado al pie cúbico más próximo?

A. 188 pies cúbicos

B. 283 pies cúbicos

C. 1,130 pies cúbicos

D. 1,884 pies cúbicos

Parte B

La compañía decide fabricar otro tanque cilíndrico de almacenamiento, pero con el doble de volumen. ¿Qué cambio en el diámetro o la altura duplicaría el volumen del tanque?

A. Cambiar el diámetro a 12 pies.

B. Cambiar el diámetro a 36 pies.

C. Cambiar la altura a 15 pies.

D. Cambiar la altura a 20 pies.


5. Observa los puntos del siguiente plano de coordenadas y responde la pregunta.

¿Qué distancia hay entre los puntos F y J?

A. 5 B. 13

C. 17 D. 30

8 9 1064

–6

–8–9

–10

–4

x

y

89

10

7654321

–2–3

–5

–7

–1–8–9–10 –6 –4 –2 2 751–7 –5 –3 –1 3

F

J

ESTE ES EL FINAL DE LA SECCIÓN CON CALCULADORA DE LA MUESTRA DE PREGUNTAS

NO puedes usar calculadora para ninguna otra pregunta de esta muestra.

Levanta la mano y avisa al administrador o supervisor que estás listo para entregar tu calculadora.

Una vez que el supervisor haya recogido tu calculadora y te dé permiso, puedes continuar con la sección sin calculadora de esta muestra.

26 ALTO.

27 ALTO.

ESTE ES EL FINAL DE LA SECCIÓN CON CALCULADORA DE LA MUESTRA DE PREGUNTAS

NO puedes usar calculadora para ninguna otra pregunta de esta muestra.

Levanta la mano y avisa al administrador o supervisor que estás listo para entregar tu calculadora.

Una vez que el supervisor haya recogido tu calculadora y te dé permiso, puedes continuar con la sección sin calculadora de esta muestra.

THIS IS THE END OF THECALCULATOR SECTION OF THE TEST

You may NOT use a calculator for any other questions on this test.

Raise your hand and notify your Examiner or Proctor that you are ready to turn in your calculator.

Once your Examiner has collected your calculator and given you permission, you may go on to the non‐calculator section of the test.

78

9÷

45

6–

12

3+

0.

=

CCE

On

Offx

SP17M06OP01 6 STOP.



6. ¿Qué tipo de número es ?

A. entero

B. irracional

C. natural

D. entero positivo

7. La línea muestra el salario que un empleado puede esperar en cierto empleo según los años de experiencia.

¿Cuáles declaraciones sobre la información del gráfico son verdaderas? Selecciona todas las que correspondan.

A. Un empleado con 4 años de experiencia ganará aproximadamente $12 la hora.

B. Un empleado que gana $20 la hora tiene aproximadamente 11 años de experiencia.

C. Si un empleado tiene 16 años de experiencia, puede esperar ganar $30 la hora.

D. Si un empleado tiene 20 años de experiencia, puede esperar ganar $35 la hora.

E. El empleado puede esperar recibir un aumento de poco más de $1 la hora al año.

F. El empleado puede esperar ganar $10 la hora como salario inicial.

Salario por Hora

Años de Experiencia

Sala

rio (d

ólar

es)

y

x

353025201510

5

0 4 8 12 16 20



8. Alberto vende chaquetas por Internet. A cada compra le suma por chaqueta, para los gastos de envío. Recaudó chaquetas. ¿Qué ecuación sirve para calcular el precio de venta, , de cada chaqueta?

A.

B.

C.

D.

9. ¿Cuál es el valor de ?

A.

B.

C.

D.



10. Observa la siguiente tabla y responde la pregunta.

Naranjas y Toronjas Vendidas

La tabla muestra la cantidad de naranjas y toronjas vendidas a seis clientes diferentes. ¿Cuál gráfico de puntos representa los datos?

A. B.

C. D.

Naranjas 3 4 0 2 5 6

Toronjas 3 2 6 5 2 3


Naranjas1 2 3 4 5 6 7

Toronjas

0

7

6

5

4

3

2

1

y

x


Naranjas1 2 3 4 5 6 7

Toronjas

0

7

6

5

4

3

2

1

y

x


Naranjas1 2 3 4 5 6 7

Toronjas

0

7

6

5

4

3

2

1

y

x


Naranjas1 2 3 4 5 6 7

Toronjas

0

7

6

5

4

3

2

1

y

x



11. Parte A

¿Cuál ecuación tiene exactamente una solución?

A.

B.

C.

D.

Parte B

¿Cuáles declaraciones explican por qué la ecuación tiene exactamente una solución? Selecciona todas las que correspondan.

A. Se simplifica la ecuación para eliminar las ’s y tener constantes diferentes a ambos lados de la ecuación.

B. Se simplifica la ecuación para eliminar las ’s y tener la misma constante a ambos lados de la ecuación.

C. Se simplifica la ecuación para dejar la ’s a un lado y la constante al otro lado de la ecuación.

D. Substituir el número uno en la ecuación hace que la ecuación sea verdadera.

E. Hay un solo valor para lo cual hace que la ecuación sea verdadera.

F. Hay una sola variable en la ecuación.



12. ¿Cuál es la raíz cuadrada de 100?

A. 5

B. 10

C. 25

D. 50

13. Observa la flecha en el siguiente plano de coordenadas y responde la pregunta.

La flecha se gira 90° desde el origen en sentido de las agujas del reloj. ¿Qué afirmación describe correctamente el cuadrante y la orientación de la flecha?

A. La flecha está en el cuadrante II y señala hacia la derecha.

B. La flecha está en el cuadrante II y señala hacia abajo.

C. La flecha está en el cuadrante IV y señala hacia la derecha.

D. La flecha está en el cuadrante IV y señala hacia abajo.



14. ¿Cuál es el número en forma estándar?

A.

B.

C.

D.



15. Observa el gráfico de puntos y responde la pregunta.

¿Con qué conjunto de datos se creó el gráfico de puntos?

A. B.

C. D.

Horas de Entrenamiento

Minutos para Terminar la Carrera

8 17 29 35 42 54 63 7



2 13 24 35 47 58 69 7



1 82 73 94 55 26 47 3



1 22 33 44 55 76 87 9

x

y10987654321

1 2 3 4 5 6 9 100 7 8

Entrenamiento parala Carrera

Cantidad de Horas de Entrenamiento

Can

tidad

de

Min

utos

de

Car

rera



16. Observa el siguiente gráfico y responde la pregunta.

El gráfico muestra la cantidad de agua que se fuga de un lavabo con el paso del tiempo. ¿Qué afirmación compara de forma correcta la cantidad de agua que se fuga del lavabo y el tiempo?

A. Por cada 1 segundo, 2 gotas de agua se fugan del lavabo.

B. Por cada 2 segundos, 1 gota de agua se fuga del lavabo.

C. Por cada 2 segundos, 3 gotas de agua se fugan del lavabo.

D. Por cada 3 segundos, 2 gotas de agua se fugan del lavabo.

y6

5

4

3

2

1

0 1 2 3 4 5 6x

Agua que seFuga del Lavabo

Tiempo (segundos)

Got

as d

e A

gua



36

17. ¿Qué expresiones son equivalentes a ? Selecciona todas las que correspondan.

A.

B.

C.

D.

E.

F.

G.

H.

18. Jenny tiene en quarters y dimes. Ella tiene quarters y veces más dimes que quarters. ¿Cuál ecuación representa esta situación?

A.

B.

C.

D.



19. Observa los siguientes triángulos y responde la pregunta.

Los triángulos ABC y DEF son semejantes, pero no son congruentes. ¿Qué conjunto de transformaciones se podrían usar para transformar el triángulo ABC en el triángulo DEF?

A. Una traslación de 3 unidades hacia B. Una reflexión sobre el eje seguida de una arriba seguida de una rotación dilatación con un factor de escala de 2 de 90° en sentido contrario a las desde el origen. agujas del reloj sobre su centro.

C. Una reflexión a través de la línea D. Una rotación de 90° en sentido contrario a seguida de una rotación de las agujas del reloj desde el origen, seguida de 90° en el sentido de las agujas del. una dilatación con un factor de escala de 0.5 reloj desde el origen desde el origen.

x

y

8

7

6

5

4

3

2

1

–1

–2

–3

–4

–5

–6

–7

–8

10 2 3 4 5 6 7 8–8 –7 –6 –5 –4 –3 –2 –1

A

B

D

F

E

C


38 ALTO.

20. ¿Qué valor de hace que la expresión sea verdadera?

A.

B.

C.

D.

Figura Área Circunferencia Leyenda

Círculo � = ��2 � = �� = 2�� = base � = largo

Triángulo � = 12�ℎ Perímetro ℎ = altura � = ancho

Rectángulo � = �� = 2� + 2� = 2(� + �) � = área de la base � = largo del lado

Trapecio � = 12ℎ(�1 + �2) � = altura de la base triangular

Paralelogramo � = �ℎ �1, �2, �3 son los largos de los lados dela base triangular

Cuadrado � = �2 � = diámetro � = radio

Usa 3.14 para �.Por Ciento de Cambio

% cambio = ��

Figura Tridimensional Volumen Área Superficial

Prisma rectangular � = ��ℎ = �ℎ �� = 2�� + 2�ℎ + 2�ℎ = 2� + 2�ℎ + 2�ℎ

Prisma triangular � = 12��ℎ = �ℎ �� = �ℎ + (�1 + �2 + �3)� = 2� + (�1 + �2 + �3)�

Unidades Estándar Unidades Métricas

Conversiones – Longitud

1 yarda (yd) = 3 pies (ft) = 36 pulgadas (in) 1 metro (m) = 100 centímetros (cm)

1 milla (mi) = 1,760 yardas (yd) = 5,280 pies (ft) 1 metro (m) = 1,000 milímetros (mm)

1 kilómetro (km) = 1,000 metros (m)Conversiones – Volumen

1 taza = 8 onzas líquidas (fl oz) 1 litro (l) = 1,000 mililitros (ml)

1 pinta (pt) = 2 tazas 1 litro (l) = 1,000 centímetros cúbicos (cm3)

1 cuarto de galón (qt) = 2 pintas (pt)

1 galón (gal) = 4 cuartos de galón (qt)Conversiones – Peso/Masa

1 libra (lb) = 16 onzas (oz) 1 gramo (g) = 1,000 miligramos (mg)

1 tonelada = 2,000 libras (lb) 1 kilogramo (kg) = 1,000 gramos (g)









% cambio = ��



















Trapecio � = 12ℎ(�1 + �2) � = diámetro � = radio

Paralelogramo � = �ℎ Usa 3.14 para �.

Cuadrado � = �2

Figura Tridimensional Volumen Teorema de Pitágoras

Prisma rectangular � = ��ℎ = �ℎ �2 = �2 + �2

Prisma triangular � = 12��ℎ = �ℎ

Cono � = 13��2ℎ

Cilindro � = ��2ℎ

Esfera � = 43��3












Evaluación SumativaHoja de Referencia de Matemáticas de 8.º Grado







Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




1 milla (mi) = 1,760 yardas (yd) = 5,280 pies (ft) 1 metro (m) = 1,000 milímetros (mm) 1 kilómetro (km) = 1,000 metros (m)

Conversiones – Volumen













Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3

















Paralelogramo � = �ℎ �1, �2, �3 son los largos de los lados de la base triangular



% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3












Summative AssessmentMathematics Grade 7 and Grade 8 Reference Sheet

Mathematics Grade 7 and Grade 8 Reference Sheet

Shape Area Circumference Key

Circle � = ��% � = �� = 2�� = base � = length

Triangle � = +%�ℎ Perimeter ℎ = height � = width

Rectangle � = �� = 2� + 2� = 2(� + �) � = area of base � = side length

Trapezoid � = +%ℎ(�+ + �%) � = height of triangular prism

Parallelogram � = �ℎ �+, �%, �6 are the lengths of each side of the triangular base

Square � = �% � = diameter � = radius

Use 3.14 for �.

Standard Units Metric Units

Conversions – Length

1 yard (yd) = 3 feet (ft) = 36 inches (in.) 1 meter (m) = 100 centimeters (cm)

1 mile (mi) = 1,760 yards (yd) = 5,280 feet (ft) 1 meter (m) = 1,000 millimeters (mm)

1 kilometer (km) = 1,000 meters (m)Conversions – Volume

1 cup = 8 fluid ounces (fl oz) 1 liter (l) = 1,000 milliliters (ml)

1 pint (pt) = 2 cups 1 liter (l) = 1,000 cubic centimeters (cu. cm)

1 quart (qt) = 2 pints (pt)

1 gallon (gal.) = 4 quarts (qt)Conversions – Weight/Mass

1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)

1 ton = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)

3 – Dimensional Shape Volume Surface Area

Rectangular Prism � = ��ℎ = �ℎ �� = 2�� + 2�ℎ + 2�ℎ = 2� + 2�� + 2�ℎ

Triangular Prism � = +%��ℎ = �ℎ �� = �ℎ + (�+ + �% + �6)� = 2� + (�+ + �% + �6)�

Cone � = +6��%ℎ Percent Change

% change = ABCCDEDFGD BF HIJKFLJEBMBFHN HIJKFL

Pythagorean Theorem

�% = �% + �%

R

Cylinder � = ��%ℎ

Sphere � = Q6��6

Evaluación SumativaHoja de Referencia de Matemáticas de 7.º y 8.º Grado









% cambio = ��























% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3





















Use 3.14 for �.

















Pythagorean Theorem

�% = �% + �%

R












% cambio = ��























% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3





















Use 3.14 for �.

















Pythagorean Theorem

�% = �% + �%

R












% cambio = ��























% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3


















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3




















% cambio = ��





















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3



















Cuadrado � = �2




Cono � = 13��2ℎ


Esfera � = 43��3





















Use 3.14 for �.

















Pythagorean Theorem

�% = �% + �%

R




Documents

2021 NSCAS Grade 8 Item Type Sampler English Language …ITS/NE2021_SP_Gr...Ultimately, penny-eliminators argue that small increases and decreases in prices would balance each other