IL523883 Gr7 SB 8/12/10 10:20 AM Page 1 ISAT Prac.pdfExtended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence

ILLINOIS STATE BOARD OF EDUCATION

7GRADE

ISATSample Book

2011

Sample Items for Reading, Mathematics, and Science

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Copyright © 2010 Illinois State Board of Education.

All rights reserved. This publication may be reproduced or transmitted by downloading and printing forthe purpose of practice testing and not for distribution or resale.

Portions of this work were previously published.

Stanford Achievement Test: Tenth Edition sample items used with permission of NCS Pearson, Inc.

“No Experience Needed” by Maria Bartiromo from the January 2007 issue of Reader’s Digest, copyright © 2007 by Maria Bartiromo. Reprinted by permission of William Morris Agency, LLC, on behalfof the author.

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2011 ISAT Grade 7 Sample Book

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Table of Contents

Introduction ............................................................................................................................5

READING

Structure of the Grade 7 Reading ISAT ................................................................................7

Item Formats....................................................................................................................................................7

Reading Sessions............................................................................................................................................7

Shorter Passage Followed by Multiple-Choice Sample Items ............................................8

Answer Key with Assessment Objectives Identified ........................................................11

Longer Passage Followed by Multiple-Choice Sample Items ..........................................12


Extended-Response Sample Item ......................................................................................19

Extended-Response Scoring Rubric....................................................................................21

Annotated Extended-Response Student Samples ............................................................23

MATHEMATICS

Structure of the Grade 7 Mathematics ISAT ......................................................................38

Item Formats ................................................................................................................................................38

Answer Document for Grade 7 Mathematics ISAT..........................................................................38

Mathematics Sessions................................................................................................................................39

Calculator Use for Grade 7 Mathematics ISAT ..................................................................................39

Rulers for Grade 7 Mathematics ISAT ..................................................................................................39

Scratch Paper for Grade 7 Mathematics ISAT....................................................................................39

Reference Sheet for Grade 7 Mathematics ISAT ..............................................................................40

Multiple-Choice Sample Items ............................................................................................41


Short-Response Scoring Rubric ..........................................................................................58

Using Short-Response Samples ..........................................................................................59

Blank Short-Response Template ........................................................................................60

Short-Response Sample Items and Annotated Student Samples....................................61

Extended-Response Scoring Rubric....................................................................................69

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Using Extended-Response Samples ..................................................................................71

Blank Extended-Response Template ..................................................................................72

Extended-Response Sample Items and Annotated Student Responses ........................74

SCIENCE

Structure of the Grade 7 Science ISAT ................................................................................84

Item Formats ................................................................................................................................................84

Science Sessions ..........................................................................................................................................84

Cumulative Knowledge ............................................................................................................................84

Multiple-Choice Sample Items ............................................................................................85

Answer Key with Assessment Objectives Identified ......................................................108


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Introduction

This sample book contains sample ISAT items classified with an assessment objective from the IllinoisAssessment Frameworks. These 2011 samples are meant to give educators and students a general senseof how items are formatted for ISAT. All 2011 ISAT test books will be printed in color. This sample bookdoes not cover the entire content of what may be assessed. Please refer to the Illinois AssessmentFrameworks for complete descriptions of the content to be assessed at each grade level and subjectarea. The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm.The Student Assessment website contains additional information about state testing(www.isbe.net/assessment).

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Illinois Standards Achievement TestReading Samples

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Structure of the Grade 7 Reading ISAT

ISAT Reading testing in spring 2011 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 10Reading assessment, developed by Pearson, Inc. The criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.

Item Formats

All items are aligned to the Illinois Reading Assessment Framework, which defines the elements of theIllinois Learning Standards that are suitable for state testing.

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

Extended-response items require students to demonstrate an understanding of a passage by explainingkey ideas using textual evidence and by using this information to draw conclusions or makeconnections to other situations. The extended-response items are scored with a holistic rubric and countas 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 whois still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional10 minutes to complete that test session. More details about how to administer this extra time willappear in the ISAT Test Administration Manual. This policy does not affect students who already receiveextended time as determined by their IEP.

Reading ISAT Grade 7

Session 145 minutes 6 shorter passages—30 multiple-choice items total

Session 245 minutes

Two longer passages consisting of:1 expository passage with 10 multiple-choice items1 literary passage with 10 multiple-choice items1 extended-response item

Session 345 minutes

Consists of 2 or 3 passages20 multiple-choice items1 extended-response item

(Some items will be pilot items.)

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Shorter Passage Followed byMultiple-Choice Sample Items

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Reading

School Photographerby

Kristine O’Connell George

When I am behind my camera lensI can make people stand closer,wrap their arms around each other,even get them to smile.

5 When I am behind my camera lensI see things others don’t.I can record a single momentThat distorts or tells the truth.

When I am behind my camera lens10 I can see everything

Except my own self, hiding behind my camera.


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Reading 2011 ISAT Grade 7 Sample Book

XEJ2374If you did not know themeaning of distorts in stanza 2,you should —

A look for other words in the poemthat begin with “d”

B say the word over and over toyourself

≥ C read on, looking for cluesD decide on the word’s part of

speech

XEJ2311The poet most likely took theidea for this poem from —

A a book on photographyB a volume of poetryC her camera’s owner’s manual

≥ D her own experience

XEJ2322Why does the speaker feelhidden?

A No one can see her.

≥ B She is looking through thecamera.

C There is no one around.D Other people are standing in

front of her.

XEJ2343In line 6, when the speaker says, “I see things others don’t,”she most likely means —

≥ A people often overlook what’saround them

B people don’t pay attention whentheir picture is taken

C cameras are the most accurateform of record keeping

D the camera lens is like amicroscope

XEJ2395In this poem, which point ofview does the poet use?

≥ A First person (one person whodescribes her own thoughts)

B Third person (a person outsidethe story who describes thethoughts of one other person)

C Third person omniscient (aperson outside the story whodescribes the thoughts of severalcharacters)

D Third person objective (a personoutside the story who describesevents objectively)

STOP

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To view all the reading assessment objectives, download the Illinois Reading Assessment Framework forGrades 3–8 online at www.isbe.net/assessment/IAFindex.htm.

Answer Key with Assessment Objectives Identified

ItemNumber

CorrectAnswer

Assessment Objective

Sho

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Pas

sag

e

1 D 2.7.04 Compare stories to personal experience, prior knowledge, or other stories.

2 B 1.7.20 Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge.

3 A 2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail, simile, rhyme, repetition, subtle metaphors, alliteration, personification).

4 C 1.7.03 Determine the meaning of an unknown word using word, sentence, and cross-sentence clues.

5 A 2.7.05 Recognize points of view in narratives (e.g., first person).

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Longer Passage Followed byMultiple-Choice Sample Items

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Reading2011 ISAT Grade 7 Sample Book

This passage is about how a 17-year-old built a multimillion-dollar business one sandwich at a time.

No Experience NeededBy Maria Bartiromo

Trial and Error1 Fred DeLuca was just looking for a way to pay

his college tuition. He ended up foundingSubway, the multimillion-dollar restaurantchain.

2 It was the summer of 1965, and DeLuca, then17 and right out of high school, had taggedalong with his parents to visit Peter Buck, afamily friend. At some point, Buck askedDeLuca about his plans for the future. “I’mgoing to college, but I need a way to pay for it,”DeLuca recalls saying. “Buck said, ‘You shouldopen a submarine sandwich shop.’”

3 When Buck was growing up in Maine, he frequented Amato’s for its Italian subs. AndDeLuca often ate at Mike’s Sandwiches in Schenectady, New York, before he moved toConnecticut. Says DeLuca, “I didn’t know anything about subs, but Pete had noticed thatpeople in the sandwich business did pretty well.”

4 Sitting in Buck’s backyard on that July afternoon, they agreed to be partners. Theydesigned the menu and pricing, says DeLuca, “even though we didn’t know what thefood would cost.” And they set a goal: to open 32 stores in ten years. After doing someresearch (eating at Amato’s), Buck wrote a check for $1,000. DeLuca rented a storefront inBridgeport, Connecticut, and when they couldn’t cover their start-up costs, Buck kickedin another $1,000.

5 DeLuca’s mom scouted out food suppliers, and his father looked for equipment. Whenthey needed a sign, DeLuca’s dad suggested they try a guy he worked with. “So we driveover to Dick’s apartment and tell him the story. He jumps in the car, comes to the store,designs a logo and paints the sign.” The first Subway was ready for business.

6 “As far as product quality and operational methods, it was what you would imagine a17-year-old doing,” DeLuca says. “Everything that could go wrong, went wrong. After sixmonths, we were doing poorly, but we didn’t know how badly, because we didn’t haveany financial controls.”

7 DeLuca was manning the store and commuting to the University of Bridgeport. Buckwas working at his day job as a nuclear physicist in New York. They’d meet Mondayevenings and brainstorm options for keeping the business afloat. “We convincedourselves to open a second store. It wasn’t that costly, and we figured we could tell the

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public, ‘We’re so successful, we’re opening a second store.’ Still, it was a lot of learning bytrial and error,” DeLuca says.

Intimate Ties8 When DeLuca’s car broke down, he found a ride with a kid who was an enthusiastic

Subway fan. “This kid points to my store and says, ‘They have great sandwiches, and youcan get all the soda you want free. You go in with a few friends and order sandwiches,and when the kid behind the counter turns around to make them, you go into the coolerand sneak the soda out.’ ”

9 DeLuca was flabbergasted. He hadn’t realized that he needed to keep track of his salesand his inventory. But the partners’ seat-of-the-pants, learn-as-you-go approach turnedout to be one of their strengths.

10 For example, every Friday, DeLuca and his mom would drive around and hand-deliverthe checks to pay their suppliers. “It probably took us two and a half hours and it wasn’tnecessary, but as a result, the suppliers got to know us very well. They allowed us morecredit than we deserved, and the personal relationships that resulted really helped out,”DeLuca says.

11 And having a goal was a huge plus. “Even though it felt like we were a gang thatcouldn’t shoot straight, we knew what direction we were going. Being persistent wasimportant,” DeLuca emphasizes. “There are so many obstacles that can get you down.You just have to keep working toward your objective.”

12 By 1982, with the team operating 200 stores, DeLuca was thinking big. “I set a goal ofhaving 5,000 stores by 1994. The team thought I was crazy.”

13 They blew past DeLuca’s goal, operating 8,000 stores by 1994. In 2007, SubwayRestaurants numbered 20,446 stores in the United States and 6,113 stores overseas.

14 In many ways, Subway continues to be a network of family and close friends. “I am stillpartners with Pete,” DeLuca reports. “My sister works here. My mom is retired from theboard. I have uncles, aunts and a cousin in the business. Our old-time franchisees arebringing their sons and daughters into the business.” Even Dick, who designed the firstlogo, still works with Subway.

15 Those intimate ties provided a safety net for the fledgling company. Later, they helpedit grow and prosper. For DeLuca, they are the ultimate secret to his success. As he says,“It’s just a bigger family now.”

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History of the Submarine Sandwichby Linda Stradley

1 Submarine Sandwich - It is a king-sized sandwich on an Italian loaf of breadapproximately 12 inches long and 3 inches wide, filled with boiled ham, hard salami,cheeses, lettuce, tomatoes, onions, and sometimes flavored with garlic and oregano. It isthought that the original concept of these sandwiches came from the Italians whoimmigrated to New York in the late 1800s and brought with them their favorite ItalianSandwich recipes.

2 1910 - The family of Dominic Conti (1874-1954) claims he was the first to use the name,submarine sandwich. Angela Zuccaro, granddaughter of Dominic, related the followinginformation:

3 My grandfather came to this country circa 1895 from Montella, Italy. Around 1910, hestarted his grocery store, called Dominic Conti’s Grocery Store, on Mill Street in PatersonNew Jersey, where he was selling the traditional Italian sandwiches. His sandwiches weremade from a recipe he brought with him from Italy which consisted of a long crust roll,filled with cold cuts, topped with lettuce, tomatoes, peppers, onions, oil, vinegar, Italianspices, salt, and pepper. The sandwich started with a layer of cheese and ended with alayer of cheese (this was so the bread wouldn’t get soggy).

4 My mother often told me about how my grandfather came to name his sandwich theSubmarine. She remembered the incident very well, as she was 16 years old at the time.She related that when Grandfather went to see the Holland I in 1927, the raisedsubmarine hull that was put on display in Westside Park, he said, “It looks like thesandwich I sell at my store.” From that day on, he called his sandwich the “submarine.”People came from miles around to buy one of my grandfather’s subs.

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1What does the title of thepassage suggest?

A It is hard to get a job withoutany experience.

B Some employers prefer to hirepeople with little experience.

C People can succeed even withoutprevious experience.

D Success is more likely if it is builton a foundation of experience.

2Which word means the same aspersistent in these sentencesfrom “No Experience Needed”?

“Being persistent wasimportant,” DeLucaemphasizes. “There are so manyobstacles that can get youdown. You just have to keepworking toward your objective.”

A WittyB ReluctantC PersuadedD Determined

3In paragraph 6, which literarydevice does the author use?

A SimileB DialogueC MetaphorD Personification

4In “No Experience Needed,” the heading Intimate Tiesrefers to —

A personal relationships.B the missing inventory.C store operations.D the first store.

5According to this sentence fromparagraph 11, which bestdescribes the feelings of DeLucaand his partner?

“Even though it felt like wewere a gang that couldn’t shootstraight, we knew whatdirection we were going.”

A Disappointed but determinedB Important but imaginativeC Saddened but successfulD Curious but cautious

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8In “History of the SubmarineSandwich,” why did DominicConti start and end hissandwiches with a layer of cheese?

A The cheese would hold thevegetables together.

B The cheese keeps the bread frombecoming soggy.

C The sandwich would taste morelike cheese.

D The customers preferred cheeseon the top.

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6Which statement bestsummarizes the article “No Experience Needed”?

A Fred DeLuca worked tobrainstorm business options.

B Fred DeLuca let his parents helpwith his business.

C Fred DeLuca started a successfulchain of sandwich shops.

D Fred DeLuca had a businesspartner who was also his friend.

7What genre is “No ExperienceNeeded”?

A MythB FolktaleC NonfictionD Autobiography

9Based on the etymology of theword circa [Latin circus,meaning “circle,” circummeaning “around”], which ofthese is the best meaning forthe word circa in this sentence?

“My grandfather came to thiscountry circa 1895 fromMontella, Italy.”

A AboutB BeforeC To workD To visit

10Which statement bestsummarizes the passage“History of the SubmarineSandwich”?

A The passage explains how tomake a traditional submarinesandwich.

B The passage explains thenutritional value of submarinesandwiches.

C The passage explains how thesubmarine sandwich received its name.

D The passage explains why peopleenjoy submarine sandwiches.

STOP

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Item Number

Correct Answer


Lon

ger

Pas

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e w

ith

Mu

ltip

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Item

s

1 C 1.7.10 Locate and interpret information found in headings, graphs, and charts.

2 D 1.7.05 Use synonyms and antonyms to determine the implied meanings of words.

3 B2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail, simile, rhyme, repetition, subtle metaphors, personification).

4 A1.7.10 Locate and interpret information found in headings, graphs, and charts.

5 A1.7.17 Summarize a story or nonfiction passage, or identify the best summary.

6 C1.7.17 Summarize a story or nonfiction passage, or identify the best summary.

7 C2.7.13 Identify various subcategories of genres: science fiction, historical fiction, myth or legend, drama, biography/autobiography, short story, poem, fairy tale, folktale, fable, nonfiction, and essay.

8 B 1.7.16 Distinguish the main ideas and supporting details in any text.

9 A 1.7.02 Use etymologies to determine the meanings of words.

10 C1.7.17 Summarize a story or nonfiction passage, or identify the best summary.

To view all the reading assessment objectives, download the Illinois Reading Assessment Framework forGrades 3–8 online at www.isbe.net/assessment/IAFindex.htm.

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Extended-Response Sample Item

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Assessment Objective: 1.7.20 Draw inferences, conclusions, or generalizations about text, andsupport them with textual evidence and prior knowledge.

STOP

1How can the lessons that Fred DeLuca learned help other people? Use informationfrom the passage and your own ideas and conclusions to support your answer.

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Extended-ResponseScoring Rubric

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Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text. Readers use thisinformation to interpret the text and/or make connections to other situations or contexts throughanalysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubricis available online at www.isbe.net/assessment/reading.htm.

CriteriaScore

4

• 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 logicallythrough 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).

3

• Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly andimplicitly.

• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically(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.

2

• 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 makingonly limited connections to other situations or contexts.

• Reader uses irrelevant or limited references.

• Reader generalizes without illustrating key ideas; may have gaps.

1• Reader demonstrates little or no understanding of the text; may be inaccurate.

• Reader makes little or no interpretation of the text.

• 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: 7 Sample: 1 Score: 2

Make sure you– 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.

DIRECTIONS

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* This response demonstrates very limited understanding, using very general text information to supportideas (If your stuck doing Something you think won’t end up good don’t Stop. That might take youSomewhere good in your life. If you open up a store like Mr. DeLuca did don’t give up. You think it’s notgoing to work cause you don’t got experience with stuff. Mr. Deluca didn’t have experience withSandwiches).

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part of it.

DIRECTIONS

* This response demonstrates limited understanding. Ideas are simplistically supported (...keep track ofyour inventory or someone can steal it. Like when the kid told Deluca that they can take sodas when theman makes the sandwiches. It will also help you learn to be determined and set a goal. These lessons willhelp someone be a great beginner when they set off to do something).

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part of it.

DIRECTIONS

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* This reader demonstrates an accurate understanding of the text by presenting key ideas (1 mistakeFred made was not keeping track of the money. On the other hand a good thing he did was deliver thechecks to his suppliers himself. One more good thing Fred did was set goals for himself ) and interpretingsome of them with text details (He lost money every time someone stole a soda So it was costing himmore money out of his pocket to keep Subway going. By setting and reaching his goals helped him alotbecause every time he reached a goal he set an even higher one which I think led to his success and madehim more money).

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part of it.

DIRECTIONS

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* The reader demonstrates an accurate understanding of information in the text and provides text detailsto support interpretation, but references are not all specific and fully supported (...if I ever open arestaurant, I will have a couple of pointers on what and on what not to do...the thing that he was doingwrong...was that he put his soda outside of the counter or out of his view. From that one little mistake hemade he probably lost a lot of bisness. The second lesson learned was to keep it in the family. By doingthese things...Mr. DeLuca became a very successful man. I'm sure he became frustrated at times and feltlike he wanted to give up but, he didn't. He perservered and thats how he became a multimillion-dollarman).

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part of it.

DIRECTIONS

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(NAME OF SCHOOL)

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* This reader demonstrates an accurate understanding of important information in the text (Fred DeLucanever give up. He was determined, and his determination shows, that if you are determined, you canalso be successful. Another lesson...is to learn from your mistakes). The reader uses relevant and specifictext details to support interpretations in this balanced response (...Fred said "There are so manyobstacles that can get you down. You just have to keep working toward your objective. This lesson helpspeople alot because it shows them that life has many obstacles, and you should always stand up. whenyou fall. You must be determined to reach your goal...) and uses parallel language to connect the text topersonal situations (I was determined to do well in Kung-Fu, and now, I only need three more belts to geta black belt because I am determined, I try and try again).

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part of it.

DIRECTIONS

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* This response reveals an accurate understanding of the text by providing key lessons DeLuca learnedthat could be helpful to anyone (They shouldn't let the experience issue get in the way...to be persistentand to have goals...sometimes it is okay to take the “learn-as-you-go” approach), and integrating directquotes and text details with ample student interpretation throughout the response (Even though DeLucahad some struggles and “obstacles that could get him down” like not realizing he needed to keep track ofhis sales and inventory, he always had a good attitude and was persistent), which creates balance. Onthe last page, the student draws an analogy between her and her sister and DeLuca learning helpful lifelessons.

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Illinois Standards Achievement TestMathematics Samples

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Structure of the Grade 7 Mathematics ISAT

ISAT Mathematics testing in spring 2011 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-referenceditems are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developedby Pearson, Inc. The 45 criterion-referenced items are all written by Illinois educators and pilot testedwith Illinois students.

Item Formats

All 75 items are aligned to the Illinois Mathematics Assessment Framework, which defines the elementsof the Illinois Learning Standards that are suitable for state testing.

Multiple-choice items require students to read, reflect, or compute, and then to select the alternativethat best expresses what they believe the answer to be. This format is appropriate for quicklydetermining whether students have achieved certain knowledge and skills. Well-designed multiple-choice items can measure student knowledge and understanding, as well as students’ selection andapplication of problem-solving strategies. A carefully constructed multiple-choice item can assess any ofthe levels of mathematical complexity from simple procedures to sophisticated concepts. They can bedesigned to reach beyond the ability of students to “plug-in” alternatives or eliminate choices todetermine a correct answer. Such items are limited in the extent to which they can provide evidence ofthe depth of students’ thinking.

Short-response items pose similar questions as multiple-choice items and provide a reliable and validbasis for extrapolating about students’ approaches to problems. These items reduce the concern aboutguessing that accompanies multiple-choice items. The short-response items are scored with a rubric andcount as 5% of the scale score of the test.

Extended-response items require students to consider a situation that demands more than a numericalresponse. 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 mustdetermine what is required to “solve” the problem, choose a plan, carry out the plan, and interpret thesolution 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 as10% of the scale score of the test.

Scoring Extended- and Short-Response ItemsExtended- and short-response items are evaluated according to an established scoring scale, called arubric, developed from a combination of expectations and a sample of actual student responses. Suchrubrics must be particularized by expected work and further developed by examples of student work indeveloping a guide for scorers. Illinois educators play a substantial role in developing these guides usedfor the scoring of the short- and extended-response items. Committees of mathematics educators fromthroughout the state attend a validation meeting, during which they use the mathematics scoring rubricsto establish task-specific criteria that are used to score all short- and extended-response itemsconsistently and systematically.

Answer Document for Grade 7 Mathematics ISAT

Students in grade 7 respond to all test items in a separate answer document. Test administrators shouldmonitor students carefully during testing to make sure students are using the appropriate pages of theanswer document, especially for the short- and extended-response items.

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Mathematics Sessions


Calculator Use for Grade 7 Mathematics ISAT

All students in grade 7 are allowed to use a calculator during all sessions of the mathematicsassessment. Students are allowed to use a calculator as long as the calculator does not have anyprohibited features as noted in the Calculator Use Policy for the ISAT Mathematics Tests(http://www.isbe.net/assessment/pdfs/2010/calculator_ISAT.pdf ). Schools, teachers, and parents shouldbe advised that when students attempt to use calculators with which they are unfamiliar, theirperformance may suffer. In a like manner, students who are not taught when and how to use acalculator as part of their regular mathematics instructional program are also at risk.

Rulers for Grade 7 Mathematics ISAT

All students in grade 7 will be provided with a ruler to use during all sessions of the mathematicsassessment. This ruler will allow students to measure in both inches and centimeters.

Scratch Paper for Grade 7 Mathematics ISAT

Students must be provided with blank scratch paper to use during only session 1. Only session 1contains norm-referenced items, which were normed under such conditions. Students may not usescratch 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 onthe 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.

Inches0 1 2 3 4 5 6

Centimeters0123456789101112131415

ISAT GRADES FOUR–EIGHT

Mathematics ISAT Grade 7

Session 145 minutes

40 multiple-choice items(30 of these are an abbreviated form of the Stanford 10.)

Session 245 minutes

30 multiple-choice items3 short-response items

Session 345 minutes 2 extended-response items

(Some items will be pilot items.)

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40

or

ISAT MATHEMATICS REFERENCE SHEETGrades 7 and 8

Reference Sheet for Grade 7 Mathematics ISAT

All students in grade 7 will be provided with a reference sheet to use during all sessions of themathematics assessment. This reference sheet is shown below.

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Mathematics2011 ISAT Grade 7 Sample Book

5Jonathon correctly determined that12.9 divided by 8.6 is equal to 1.5.

Which shows how Jonathoncould check his answer?

A 1.5 � 8.6 C

B 12.9 � 1.5 D8 6

12 9..

1 512 9

..

4Jade used mental math tomultiply 7(52). She used thefollowing steps:

First step: 7(50 � 2)Second step: 7(50) � 7(2)

What property does thisrepresent?

A Associative PropertyB Additive Inverse PropertyC Commutative PropertyD Distributive Property

3484193

Seven students bought enoughpencils to share equally amongthemselves.

Which could be the number of pencils they bought?

27 38 56 64

A B ≥ C D

2

1Which is another way to write73 � 54?

A (7 � 3) � (5 � 4)B (7 � 7 � 7) � (5 � 5 � 5 � 5)C (73) � (54)D (7 � 7 � 7) � (5 � 5 � 5 � 5)

3A ketchup packet contains

ounce of ketchup. How

many packets can be made

using 24 ounces of ketchup?

4.5 9 72 128

A B C D

316

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Mathematics 2011 ISAT Grade 7 Sample Book

7Angela is 4 feet 7 inches tall.Angela’s doll is 11 inches tall.What is the ratio of Angela’sheight to the doll’s height?

A 1:5B 11:4.7C 4.7:11D 5:1

3349189 3349189.AR1

A square has an area ofapproximately 750 square feet.

The length of the side of thesquare is between which twowhole numbers?

A 20 and 21 feetB 24 and 25 feet

≥ C 27 and 28 feetD 30 and 31 feet

6 3484197

The ratio of the number of girls to the number of boys in a class is 3 to 2. There are 18 girls in the class.

How many boys are in the class?

23 12 3 2

A ≥ B C D

8

9A diagram of a tile floor is shownbelow. It is covered with square tilesthat are all the same size.

Which is closest to the percentof border tiles that make up theentire tile floor?

A 36% C 49%B 41% D 52%

Border tile

KEY

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3349238 3349238_AR1

What is the area, in square feet,of the polygon shown above?

A 90 square feetB 144 square feetC 405 square feet

≥ D 432 square feet

3 feet

15 feet

27 feet

9 feet

3349264 3349264_AR1

Two angles are drawn below. Themeasure of angle X is 90°.

Which best represents themeasure of angle Y ?

20° 60° 100° 120°

A ≥ B C D

Y X

11

12

3528355 3528355_AR1

Use your inch ruler to help youanswer this question.

Which is closest to theperimeter in inches of triangle PQR?

A 7 inches

B inches

C 8 inches

≥ D inches812

712

P

R Q

10

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3484208 3484208_AR1

The table below shows Jan’s pattern between the number of squares made and the number of toothpicks used.

Which expression can Jan use to determine the number of toothpicks used to make n squares?

4n 4n � 1 3n � 1 3n � 1

A B ≥ C D

PictureNumber of ToothpicksNumber of Squares

1 4

7

10

13

?

2

3

4

n

15

3484202 3484202_AR1

What is the surface area of thisrectangular prism?

≥ A 136 square inchesB 120 square inchesC 80 square inchesD 16 square inches

10 inches2 inches

4 inches

133484199 3484199_AR1

The area of the square below is 9 square yards.

What is the area of the squarein square feet?

A 12 square feetB 27 square feetC 54 square feet

≥ D 81 square feet

3 yards

3 yards

14

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334920916A cheese pizza costs $6.00 notincluding tax. Additional toppingsmay be added for $0.85 each.

Which expression representsthe cost of a cheese pizza with t additional toppings?

A 6.85tB 6.00t � 0.85t

≥ C 6.00 � 0.85tD 6.00t � 0.85

34842111Which of the followingexpressions is equivalent to 3x � 5 � x � 10 � 2y?

A 6x � 15B 3x � 2y � 15

≥ C 4x � 2y � 15D 9x � 12y

7

3530048

What is the value of theexpression below when x � 6 and y � -4?

x � 2y2

A -38 ≥ C 38B -26 D 70

353006418Which of the following isequivalent to the expressionbelow?

x � 7 � 3x � 2x2 � 13

A 6x2 � 13B 4x2 � 20C 2x2 � 4x � 13

≥ D 2x2 � 2x � 20

334921419Which expression is equivalentto 5(2a + 9)?

≥ A 10a � 45B 7a � 14C 7a � 45D 10a � 9

20

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3530052 3530052_AR1

The graph of a line is shown on thegrid below.

Which equation best representsthe graph of the line?

A y � -2x � 2B y � -2x � 4C y � 2x � 2

≥ D y � 2x � 4

y

x

-5

-4

-3

-2

-1

1

2

3

4

5

0-1-2-3-4-5 1 2 3 4 5

3484212 3484212_AR1

Which inequality bestrepresents the graph below?

≥ A x � 2 C x � 2B x � 2 D x � 2

-3 -2 -1 0 1 2 3

21

22

23Max scored 12 points in the first halfof a basketball game. In the secondhalf, Max scored only 3-pointbaskets. He scored a total of 21 points in the game. The numberof 3-point baskets Max scored isrepresented by t.

Which equation correctlyrepresents this situation?

A 12 � 3t � 21B 12t � 3 � 21C 12 � 3t � 21D 21t � 12 � 3

3349277

What values of x satisfy thisinequality?

3x � 4 � 38

≥ A x � 14B x � 14C x � 11D x � 11

24

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3349273

Frank scored 7 points in the first half

and 9 points in the second half of

the basketball game. The total points

he scored represented of the total

points his team scored.

How many total points did histeam score?

A 35 pointsB 45 pointsC 72 points

≥ D 80 points

15

25 3349271 3349271_AR1

What is the value of x in this polygon?

120° 150° 240° 300°

≥ A B C D

60°

x

27

3484213 3484213_AR12Points M, N, Q, Y, Z, and X all lie oncircle P.

Which represents the diameterof circle P?

A C

≥ B D PQZNXYPM

M N

Q

YZ

XP

826Which figure satisfies all thefollowing conditions?

• has more than three lines ofsymmetry

• has all sides equal in length• has at least one set of parallel

sides• has more than one interior

obtuse angle

A SquareB RhombusC Regular hexagonD Equilateral triangle

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3349265 3349265_AR129

Which point best represents thecoordinates (3, -2)?

A P C RB Q ≥ D S

y

x

–5

–4

–3

–2

–1

1

2

3

4

5

0–1–2–3–4–5 1 2 3 4 5

P

Q

R

S

3484214 3484214_AR1

Points K, L, and M are three of thevertices of rectangle KLMN.

What are the coordinates ofvertex N to create rectangleKLMN?

A (7, 7) C (10, 3)

≥ B (1, 10) D (10, 1)

10

10

9

9

8

8

7

7

6

6

5

5

4

4

3

3

2

2

1

10

K L

M

y

x

(1, 3) (7, 3)

(7, 10)

30

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3484217 3484217_AR1

The dimensions of rectangle N arehalf the dimensions of rectangle M.

Which of the following must betrue about the two rectangles?

A The area of rectangle N is halfthe area of rectangle M.

B The perimeter of rectangle N isequal to the perimeter ofrectangle M.

C The area of rectangle N is equalto the area of rectangle M.

≥ D The perimeter of rectangle Nis half the perimeter ofrectangle M.

M N

3349670 3349670_AR1

What three-dimensional shapecould be formed by folding thisfigure on the dashed linesegments?

A Rectangular prism

≥ B Square pyramidC Triangular prismD Triangular pyramid

4 cm

4 cm

31 32

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33A gardener wants to enclose all four sides of a rectangular vegetablegarden.

What dimensions should thegardener use in order to enclosethe maximum area with 100 feet of fencing?

A 10 ft by 10 ftB 15 ft by 35 ftC 25 ft by 25 ftD 35 ft by 65 ft

3349226 3349226_AR1

Triangle PQT is similar to triangle PRS.

What is the length of ?

8 m 10 m 14 m 20 m

≥ A B C D

SR

10 m10 m QP R

S

T

4 m

34

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35Figure KLMN is similar to figure WXYZ.

Which side in figure KLMN corresponds to in figure WXYZ?

A B C D KLMLNMKN

WX

ZK

L

N

M

W

Y

X

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3484222 3484222_AR1 to AR5

Look at the circle graph shownbelow.

Which set of bars could be used to create a bar graph thatbest represents the data in thecircle graph?

≥ A

B

C

D

36

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3356854 3356854.AR1 to .AR4

Which scatter plot shows the line that best fits the data points given?

≥ A C

B D

y

x

y

x

y

x

y

x

37

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3484227

A hamburger restaurant offers 5 different combinations ofhamburgers. There are french fries,tater tots, onion rings, and fried mushrooms that can be ordered as sides.

How many differentcombinations of one hamburgerand one side are possible?

2 5 9 20

A B C ≥ D

3530065

Karen has 2 bags of marbles. Themarbles in each bag are the same size.

• Bag 1 has only 4 red and 2 white marbles.

• Bag 2 has only 3 red and 7 white marbles.

Karen will choose 1 marblefrom each bag without looking.What is the probability that shewill choose a red marble fromeach bag?

≥ A B C D

67

79

716

15

3349237

Jo needs an 85% average on her five math tests. She earned 99%, 85%, 79%, and 88% on herfirst four tests.

What score must she earn onher fifth test in order to have anaverage of exactly 85% for allfive tests?

74% 79% 85% 88%

≥ A B C D

38

39

40

STOP

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ItemNumber

CorrectAnswer


2 C6.7.07 Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., square numbers, prime/composite, prime factorization, greatest common factor, least common multiple).

6 C

6.7.10 Identify and apply the following properties of operations with rational numbers:– the commutative and associative properties for addition and multiplication;– the distributive property;– the additive and multiplicative identity properties;– the additive and multiplicative inverse properties; and– the multiplicative property of zero.

6.7.11 Demonstrate and apply the relationships between addition/subtraction and multiplication/division with rational numbers.

6.7.13 Estimate the square root of a number less than 1,000 between two whole numbers (e.g., 41 is between 6 and 7).

7 D 6.7.14 Create and explain ratios that represent a given situation.

9 B 6.7.16 Read, write, recognize, model, and interpret percents from 0% to 100%.

8 B 6.7.15

1 B 6.7.04 Represent repeated factors using exponents.

Use proportional reasoning to model and solve problems.

5 A

6.7.08 Solve problems and number sentences involving addition, subtraction, multiplication, and division using integers, fractions, and decimals.

3 D

4 D

7.7.02 Solve problems involving the perimeter and area of polygons and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description).

7.7.02 Solve problems involving the perimeter and area of polygons and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description).

7.7.03 Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0° to 180°) using referents.

13 A 7.7.04 Determine the volume and surface area of a right rectangular prism using an appropriate formula or strategy.

14 D7.7.05 Solve problems involving unit conversions within the same measurement system for length, weight/mass, capacity, and square units (e.g., 1 ft2 = 144 in2).

15 C

10 D

11 D

12 B

8.7.01 Determine a missing term in a sequence, extend a sequence, and construct and identify a rule that can generate the terms of an arithmetic or geometric sequence.

16 C 8.7.02 Write an expression using variables to represent unknown quantities.

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ItemNumber

CorrectAnswer


25 D 8.7.12

26 C 9.7.02 Solve problems involving two– and three–dimensional shapes.

Solve word problems involving unknown quantities.

27 A 9.7.03 Solve problems using properties of triangles and quadrilaterals(e.g., opposite sides of a parallelogram are congruent).

28 B 9.7.04 Identify, describe, and determine the radius and diameter of a circle.

29 D 9.7.05 Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants).

30 B 9.7.06 Represent and identify geometric figures using coordinate geometry.

31 B 9.7.11 Identify a three–dimensional object from its net.

32 D

33 C

9.7.12 Recognize which attributes (such as shape, perimeter, and area) change or don’t change when plane figures are composed, decomposed, or rearranged.

9.7.12 Recognize which attributes (such as shape, perimeter, and area) change or don’t change when plane figures are composed, decomposed, or rearranged.

34 A 9.7.14

35 D 9.7.14 Determine if figures are similar, and identify relationships between corresponding parts of similar figures.

Determine if figures are similar, and identify relationships between corresponding parts of similar figures.

36 A 10.7.02 Compare different representations of the same data.

37 A 10.7.04 Identify a reasonable approximation of the line of best fit from a set of data or a scatter plot.

38 A 10.7.05 Determine and use the mode, range, median, and mean to interpret data.

21 D8.7.07 Represent linear equations and quantitative relationships on a rectangular coordinate system, and interpret the meaning of a specific part of a graph.

23 A 8.7.10 Represent and analyze problems with linear equations and inequalities.

22 A 8.7.09 Identify, graph, and interpret inequalities on a number line.

24 A 8.7.11 Solve linear equations in one variable (e.g., 2x + 3 = 13) and inequalities involving < or > (e.g., 2x < 6, x + 7 > 10).

17 C 8.7.03 Simplify algebraic expressions by identifying and combining like terms.

18 D 8.7.03 Simplify algebraic expressions by identifying and combining like terms.

19 A 8.7.04 Recognize equivalent forms of algebraic expressions.

20 C 8.7.05 Evaluate or simplify algebraic expressions with one or more integer variable values (e.g., a2 + b for a = 3 and b = –4).

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To view all the mathematics assessment objectives, download the Illinois Mathematics AssessmentFramework for Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.

ItemNumber

CorrectAnswer


39 A10.7.06 Solve problems involving the probability of a simple or compound event, including representing the probability as a fraction, decimal, or percent.

40 D 10.7.08 Solve simple problems involving the number of ways objects can be arranged (permutations and combinations).

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Mathematics Short-ResponseScoring Rubric

Followed by Student Samples

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Mathematics Short-Response Scoring Rubric

The following rubric is used to score the short-response items for all grade levels.

Using Short-Response Samples

Beginning with the spring 2008 ISAT, the sample short-response question and answer (shown below)that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directionsimmediately prior to session 2. ISBE encourages educators to practice these types of items with studentsduring the course of the school year so they are familiar with them prior to ISAT testing.

Please refer to the 2008 and 2009 ISAT sample books for additional short-response items and studentsamples (online at www.isbe.net/assessment/htmls/sample_books.htm).

SAMPLE SHORT-RESPONSE QUESTION

SAMPLE SHORT-RESPONSE ANSWER

50¢ + 90¢ + 35¢ = $1.75for each day

1.751.751.751.75

+ 1.75___$8.75

3 2

My answer$8.75

for five days

Sam can buy his lunch at school. Each day, he wants to buy juice that costs 50¢,a sandwich that costs 90¢, and fruit that costs 35¢.

Exactly how much money does Sam need to buy lunch for 5 days?

Show your work and label your answer.

SCORELEVEL DESCRIPTION

2 Completely correct response, including correct work shown and/or correct labels/units if calledfor in the item

1 Partially correct response

0 No response, or the response is incorrect

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Write your response to question 1 on this page. Only what you write on this page will be scored.

Mathematics - Session 2 Question 1

Blank Short-Response Template

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Mathematics Short-Response Sample Item 1

Below is a short-response sample item, followed by 3 samples of student responses.

This short-response sample item is classified to assessment objective 10.7.01, “Read, interpret,and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with twocircles), chart/table, line graph, scatter plot, circle graph, or histogram.”

1The Venn diagram shows some of the results of a survey in which 75 people were asked to pick their favorite pizza topping or a combination of toppings.

How many of the people picked only sausage?

Show your work.

Pizza Topping Survey

Pepperoni

29

Sausage

?

30

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Short-Response Student Sample 1A

Rubric Score Point = 2

Note: The student identifies the number of people who chose sausage only (16 ) and shows appropriatesupporting work (a - (b + p) = s…75 – (30 + 29) = s…s = 16 ).


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Short-Response Student Sample 1B


Note: The student identifies the number of people who chose sausage only (16 ) and shows appropriatesupporting work (75 – 30 – 29 = 16 ).


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Short-Response Student Sample 1C


Note: The student identifies the number of people who chose sausage only (16 ), but does not showappropriate supporting work.


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Mathematics Short-Response Sample Item 2

Below is a short-response sample item, followed by 3 samples of student responses.

This short-response sample item is classified to assessment objective 9.7.15, “Determine thedistance between two points on a horizontal or vertical number line.”

2The thermometer below shows what the high and low temperatures in degrees Fahrenheitwere for one day.

What is the difference between the high and low temperatures for this day?

Show your work.

°F

0

10

—10

20

30

40

50

High Temperature

Low Temperature

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Note: The student identifies the difference of 44 degrees and shows appropriate supporting work (38 – –6 = 44…44 degrees).


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Note: The student identifies the difference of 44 degrees and shows appropriate supporting work byutilizing the mathematical concept of absolute value (|–6°| + |38°| = 6 + 38 = 44 °).


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Note: The student computes the correct difference of 44 degrees and lists the endpoints, but does notshow supporting work.


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Mathematics Extended-ResponseScoring Rubric

Followed by Student Samples

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Mathematics Extended-Response Scoring Rubric

The following rubric is used to score the extended-response items for all grade levels. A student-friendlyversion of this extended-response scoring rubric is available online atwww.isbe.net/assessment/math.htm.

SCORELEVEL

MATHEMATICAL KNOWLEDGE:

Knowledge of mathematical principles and concepts which result in a correct solution to a problem.

STRATEGIC KNOWLEDGE:

Identification and use of important elements of the problem that represent and integrate concepts which yield the solution (e.g., models, diagrams, symbols, algorithms).

EXPLANATION:

Written explanation of the rationales and steps of the solution process. A justification of each step is provided. Though important, the length of the response, grammar, and syntax are not the critical elements of this dimension.

4

• shows complete understanding of the problem’s mathematical concepts and principles

• uses appropriate mathematical terminology and notations including labeling answer if appropriate

• executes algorithms and computations completely and correctly

• identifies all important elements of the problem and shows complete understanding of the relationships among elements

• shows complete evidence of an appropriate strategy that would correctly solve the problem

• gives a complete written explanation of the solution process; clearly explains what was done and why it was done

• may include a diagram with a complete explanation of all its elements

3

• shows nearly complete understanding of the problem’s mathematical concepts and principles

• uses mostly correct mathematical terminology and notations

• executes algorithms completely; computations are generally correct but may contain minor errors

• identifies most of the important elements of the problem and shows a general understanding of the relationships among them

• shows nearly complete evidence of an appropriate strategy for solving the problem

• gives a nearly complete written explanation of the solution process; clearly explains what was done and begins to address why it was done

• may include a diagram with most of its elements explained

2

• shows some understanding of the problem’s mathematical concepts and principles

• uses some correct mathematical terminology and notations

• may contain major algorithmic or computational errors

• identifies some important elements of the problem but shows only limited understanding of the relationships among them

• shows some evidence of a strategy for solving the problem

• gives some written explanation of the solution process; either explains what was done or addresses why it was done

• explanation is vague, difficult to interpret, or does not completely match the solution process

• may include a diagram with some of its elements explained

1

• shows limited to no understanding of the problem’s mathematical concepts and principles

• may misuse or fail to use mathematical terminology and notations

• attempts an answer

• fails to identify important elements or places too much emphasis on unrelated elements

• reflects an inappropriate strategy for solving the problem; strategy may be difficult to identify

• gives minimal written explanation of the solution process; may fail to explain what was done and why it was done

• explanation does not match presented

•ygetarts tnerappa on •detpmetta rewsna on • no written explanation of the solution

solution process

• may include minimal discussion of the elements in a diagram; explanation of significant elements is unclear

0 process is provided

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Using Extended-Response Samples

Beginning with the spring 2008 ISAT, the sample extended-response problem and solution (shownbelow) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in thedirections immediately prior to session 3. ISBE encourages educators to practice these types of itemswith students during the course of the school year so they are familiar with them prior to ISAT testing.

Please refer to the 2008 and 2009 ISAT sample books for additional extended-response items andstudent samples (online at www.isbe.net/assessment/htmls/sample_books.htm).

SAMPLE EXTENDED-RESPONSE PROBLEMMrs. Martin wants to put tiles on the floor by the front door of her house. She wantsto use 3 different colors of tiles in her design.

She also wants

of the tiles to be blue,

of the tiles to be gray, and

of the tiles to be red.

Use the grid below to design a floor for Mrs. Martin. Label each tile with the firstletter of the color that should be placed there.

Show all your work. Explain in words how you found your answer. Tell why youtook the steps you did to solve the problem.

B B B B B B

R R R R R R

First, I know that there are 4 equal rows, so 2 rows is half and1 row is . So I made 2 rows B for blue because she wantshalf the tiles blue. Then I made 1 row G for gray because shewants of the tiles to be gray. Since she wants gray and redto be the same amount of tiles, I made the last row R for red.

1–4

1–4

1–41–4

blue

gray

red

1–2B B B B B BG G G G G G

SAMPLE EXTENDED-RESPONSE SOLUTION

1—21—41—4

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Blank Extended-Response Template

Make sure you– show all your work in solving the problem,– clearly label your answer,– write in words how you solved the problem,– write in words why you took the steps you did to solve the problem, and– write as clearly as you can.

DIRECTIONS

Mathematics - Session 3 Problem 1

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Mathematics - Session 3 Problem 1 (continued)

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Mathematics Extended-Response Sample Item 1

Below is an extended-response sample item, followed by 3 student samples.

This extended-response sample item is classified to assessment objective 8.7.12, “Solve wordproblems involving unknown quantities.”

1Company A and Company B each have a plan that allows a customer to download music.

• Company A charges a one-time $5 membership fee, and each song costs $0.75.• Company B does not charge a membership fee, and each song costs $1.

How many songs would need to be downloaded so that the costs for Company A’splan and Company B’s plan are equal?

Show all your work. Explain in words how you found your answer. Write why youtook the steps you did to solve the problem.

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DIRECTIONS

Extended-Response Student Sample 1A

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Extended-Response Student Sample 1A Continued

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DIRECTIONS

Extended-Response Student Sample 1B

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Extended-Response Student Sample 1B Continued

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DIRECTIONS

Extended-Response Student Sample 1C

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Extended-Response Student Sample 1C Continued

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Scoring Guide for “Music Download”

To solve this problem, students are asked to determine equal costs for two different companies whendownloading music.

Extended-Response Student Sample 1A

MATHEMATICAL KNOWLEDGE

4The response shows completeunderstanding of the problem'smathematical concepts andprinciples. The student provides acorrect total number of songs (12songs) with correct workdemonstrating even cost indollars, including the addition ofthe $5 membership fee forCompany A (0.75 x 4 = 3.00, 3.00 +5.00 member fee = 8.00, 1.00 x 8 =8.00 . . . 8 songs + 4 songs = 12songs). The response does notindicate how many songs need tobe downloaded from eachcompany, but a comparisonbetween companies has beenmade in the solution process andit is acceptable to provide ananswer as the total number ofsongs downloaded.

EXPLANATION

4The response gives a completeexplanation of the solutionprocess. The student clearlyexplains what was done in thesolution process and why it wasdone. The student explains theuse of the membership fee (+ 5.00member fee), explains whyseventy-five cents was multipliedby 4 (to find out how many songswould have to be downloaded),why one dollar was multiplied byeight (to find how many songswould have to be downloaded), andwhy 4 songs was added to 8 songs(to find the total number of songs).

STRATEGIC KNOWLEDGE

4The response identifies allimportant elements of theproblem, shows completeunderstanding of the relationshipsamong elements, and uses anappropriate strategy to correctlysolve the problem (12 songs). Thestudent showed evidence to findthe number of songs fromCompany A that would cost anexact dollar amount (0.75 x 4 =3.00), showed evidence of usingthe membership fee (3.00 + 5.00),showed evidence to find thenumber of songs from Company Bthat would equal Company A’scost (1.00 x 8 = 8.00), and showedevidence to find the total numberof songs needed so that the costsfor Company A’s plan andCompany B’s plan are equal (8 songs + 4 songs = 12 songs).

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Extended-Response Student Sample 1C


2The response shows someunderstanding of the problem’smathematical concepts andprinciples. The response showscorrect work, without themembership fee, to find thenumber of songs (4 songs) thatneed to be downloaded fromCompany A to equal an exactdollar amount (75 + 75 + 75 + 75 =300). There is no work providedfor Company B.

EXPLANATION

3The response gives a nearlycomplete explanation of thesolution process, clearlyexplaining what was done andonly beginning to explain why itwas done. The student explainswhat was done in the solutionprocess ( you will have to add 75 +75 4 times and you will get $3.00),but only begins to explain whythis step was taken (so 4 songswould be downloaded to have bothcompany's equal each other ).

STRATEGIC KNOWLEDGE

2The response identifies someimportant elements of theproblem, but shows only limitedunderstanding of the relationshipsamong them. The studentprovides some evidence of abeginning strategy for Company A(add 75 + 75 4 times), but nomembership fee is used forCompany A, and there is noevidence of a strategy forCompany B.

Extended-Response Student Sample 1B


4The response shows completeunderstanding of the problem'smathematical concepts andprinciples. The student provides acorrect total number of songs thatneed to be downloaded fromboth companies (20 songs) withcorrect work demonstrating evencost in dollars, including theaddition of the membership fee[0.75x Company A’s song cost + 5membership fee = x, company B’ssong cost, 1x reduced to x, 4(5) =(.25x)4, 20 = x].

EXPLANATION

4The response gives a completeexplanation of the solutionprocess. The student clearlyexplains what was done in thesolution process and why it wasdone. The student explains why“x” was used in the equation (forthe number of songs), why fivedollars was added (membershipfee, which was 5 dollars), why“0.75x” was subtracted from bothsides (to isolate the variable), andwhy “20 songs” is the answer (theplans would be equal ).

STRATEGIC KNOWLEDGE

4The response identifies allimportant elements of theproblem, shows completeunderstanding of the relationshipsamong elements, and uses anappropriate strategy (an equation)to correctly solve the problem (20songs). The student showsevidence of using the cost of onedownload from Company A(0.75x), the membership fee (+ 5membership fee), and the cost ofone download from Company B(x, company B’s song cost, 1xreduced to x).

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Illinois Standards Achievement TestScience Samples

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Structure of the Grade 7 Science ISAT

ISAT Science testing in spring 2011 will consist of 82 items: 30 norm-referenced, as well as 52 criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10Science assessment, developed by Pearson, Inc. The 52 criterion-referenced items were written byIllinois educators and pilot tested with Illinois students.

Item Formats

All 82 items will be in multiple-choice format. All items are aligned to the Illinois Science AssessmentFramework, which defines the elements of the Illinois Learning Standards that are suitable for statetesting.

Science Sessions


Cumulative Knowledge

ISAT tests students on the knowledge and skills that they should have acquired by grade 4 and grade 7.Proper curriculum alignment can establish which assessment objectives are covered at each grade levelso that by the spring of any given year, all objectives have been presented. It is not the soleresponsibility of a 4th grade teacher or a 7th grade teacher to teach all of the assessment objectivescontained within the framework.

The grade 4 ISAT will assess the grade 4 assessment objectives. The grade 7 ISAT will assess the grade 7 assessment objectives but may also include the assessment objectives from grade 4. The sampleitems within this booklet provide the reader with an opportunity to see the ISAT format and how theitems align to the assessment framework.

Science ISAT Grade 7

Session 145 minutes

41 multiple-choice items(30 of these are an abbreviated form of the Stanford 10.)

Session 245 minutes

41 multiple-choice items(Some items will be pilot items.)

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Science2011 ISAT Grade 7 Sample Book

34847831A student wants to perform an experiment to test howmuch water bean plants needfor good growth. Which factorshould be changed?

A The temperatureB The amount of light

≥ C The amount of waterD The amount of soil

XNF122 XNF122.AR12

How much more rain fell inFebruary than in November?

A 4 centimeters

≥ B 6 centimetersC 14 centimetersD 16 centimeters

Average Rainfall in an Area

0

2468

10121416182022242628

J F M A M J J A S O N D

Month

Amou

nt o

f Rai

nfal

l in

Cen

timet

ers 3484784 3484784_AR13

These graphs show the rate at which four different disease-producing bacteria grow. Which bacterium wouldproduce a disease in the shortestamount of time?

≥ A Bacterium 1B Bacterium 2C Bacterium 3D Bacterium 4

0

Num

ber

ofB

acte

ria

Time

Bacterium 3

0

Num

ber

ofB

acte

ria

Time

Bacterium 4

0

Num

ber

ofB

acte

ria

Time

Bacterium 1

0

Num

ber

ofB

acte

ria

Time

Bacterium 2

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Science 2011 ISAT Grade 7 Sample Book

3484799 3484799_AR1

If the volume of the rockimmersed in the graduatedcylinder is 60 mL, what will thelevel of the water be after therock is removed?

A 30 mLB 90 mL

≥ C 120 mLD 150 mL

300

200

100

mL

3484803 3484803_AR1

Look at this picture of a candle.

Which statement is a directvisual observation?

A The candle is heavy.B The flame is hot.

≥ C The candle is lit.D The wax is soft.

4 5

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3484805 3484805_AR1

An experiment was conducted to determine the feeding rate at which two different waterbeetles eat frog eggs. The data are shown in the following graph.

How many frog eggs did Beetle B eat in the first 4 minutes?

A 20

≥ B 30C 60D 90

Time (minutes)

50

40

30

20

10

01 2 3 4 5 6

Beetle A =Beetle B =

+

+

+

+ + + + +

Tota

l Num

ber

of F

rog

Eggs

Eat

en

6

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3484806 3484806_AR1

What is the name of this plant?

≥ A White PineB Honey LocustC Silver MapleD White Oak

Compound,many leaflets

[Honey Locust]

Simple,one leaf

[White Oak]

Compound,many leaflets

[Horse Chestnut]

Simple,one leaf

[Silver Maple]

ALTERNATE OPPOSITE

on stem

on stem

BROAD AND FLAT

LEAVES OF TREES

WITH NEEDLES

Short,in bunches of 3[Yellow Pine]

Long,in bunches of 5

[White Pine]

7

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3348364

An amoeba divides into twoidentical daughter cells. Theyhave exactly the samecharacteristics as the parentamoeba. Which best describesthe amoeba’s division?

A DiffusionB Meiosis

≥ C MitosisD Osmosis

3484786 3484786_AR110

This is a diagram of a geneticcross. In guinea pigs, black hair color is dominant (B) andwhite hair color is recessive (b).What hair color are the guineapigs’ offspring?

A All blackB All white

≥ C Mostly black with some whiteD Mostly white with some black

BBB

b

Bb

Bb bb

B b

3346316 3346316_AR1

A Euglena contains a structure calleda flagellum.

What is the function of theflagellum?

A Reproduction

≥ B MovementC ProtectionD Food gathering

Flagellum

8 9

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348478811In a food chain, which are the most efficient users of solar energy?

≥ A HerbivoresB CarnivoresC OmnivoresD Parasites

3484804 3484804_AR113

Why were these animals placedinto these groups?

≥ A One group is active during the day; the other group is active at night.

B One group lives near prairies; the other group lives near forests.

C One group benefits people; theother group is a pest to people.

D One group eats only plants; theother group eats only meat.

Group A

Grasshopper

Deer

Robin

Beaver

Group B

Owl

Opossum

Moth

Bat

34847871Green plants are important toanimals because the plants —

A consume food and give off oxygen

B consume food and give off carbon dioxide

≥ C produce food and give off oxygen

D produce food and give off carbon dioxide

346179612In Illinois, the constellationOrion can be seen in the nightsky in winter. Why can thisconstellation not be seen in thesummer?

A Earth is tilted away from theconstellation.

≥ B Earth orbits to the other side ofthe sun.

C Brighter constellations blockOrion from view in theNorthern Hemisphere.

D The orbit of the moon blocksOrion from view in theNorthern Hemisphere.

4

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3484801 3484801_AR11

You need to put a metal rodinto a hole in a metal cylinder.It is too tight. Which would be the best strategy to make the rod fit?

A Heat the rod and cylinder.

≥ B Cool the rod and cylinder.C Heat the rod and cool

the cylinder.D Cool the rod and heat

the cylinder.

348478915Snakes feed on mice. The miceeat grain crops. When the cropsare plentiful, what will happen?

A The mouse population will decrease.

≥ B The snake population will increase.

C The snake population will decrease.

D The mouse population will not change.

3484800 3484800_AR116

If foxes and hawks are removed from this food web,one result will be —

A a decrease in snakes

≥ B an increase in rabbitsC an increase in insectsD a decrease in moles

Snake

Hawk Bird

Fox

Plants

InsectSquirrel Rabbit Mole

Level III

Level II

Level I

Snake

Hawk Bird

Fox

Plants

InsectSquirrel Rabbit Mole

Level III

Level II

Level I

7

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348479718Which is the best method for a student to identify a solutionas an acid or a base?

≥ A Use litmus paper.B Taste the solution.C Dilute in water.D Heat the solution.

334549720What property of light wavescan be observed as light wavespass from one medium toanother and change speed?

A Diffraction

≥ B RefractionC ReflectionD Separation

XNG018 XNG018.AR12

Applying the brakes on thisbicycle causes it to slow downbecause the brakes —

≥ A produce frictionB use gravity to slow down the

bicycleC add energy to the bicycleD help cool the bicycle’s tires

3484790

Most of the chemical energy ofthe gasoline burned in a car isnot used to move the car but ischanged into —

A electricity

≥ B heatC magnetismD sound

191

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22

If these four identical balls are dropped at the same time and from the same height,which ball will land first?

A Ball 1B Ball 2C Ball 3D Ball 4

1 2 3 4

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334842225What type of rock is formed inlayers?

≥ A SedimentaryB IgneousC GraniteD Obsidian

3484802 3484802_AR126

Erosion occurs at —

A position 1B position 2C position 3

≥ D position 4

Rock Cycle

WeatheringLithification

Metamorphism

MetamorphicRock

MagmaCooling

(or crystallization)

IgneousRock

Sediment

Melting

SedimentaryRock

1

2

34

5

YNF15623Which of these parts of ananimal would be most likely toform a fossil?

A HeartB KidneyC Eye

≥ D Tooth

3484793 3484793_AR12

Which rock layer is probablythe oldest?

A 1

≥ B 3C 4D 6

1

2

3

4

5

6

4

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3344829

Wind occurs when air massesmove from one place toanother. What causes themovement of air masses?

A The position of the moon

≥ B The heating of the airC The rotation of EarthD The condensation of air

3461819

What does the color of a starindicate?

A AgeB SizeC Distance

≥ D Temperature

27

28

3484795 3484795_AR1

At which position in Earth’sorbit are daytime and nighttime equal?

≥ A 1B 2C 3D 4

Sun

Earth Orbit

Position 2

Position 1

Position 3

Position 4

June21st

29

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34618243Karen just bought a new batteryfor her car. What should she dowith the old battery?

A Wrap the battery in abiodegradable bag and bury it.

B Put it in the garbage to be takento a landfill.

C Dispose of it in the empty fieldbehind her house.

≥ D Leave it with the dealer torecycle.

348479830When modern disease-controlling medicines and practices are introduced in developingcountries, the first majorchange is that —

≥ A life spans increaseB birthrates decreaseC the population decreasesD the water supply increases

1

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3547798 3547798_AR1 to AR43Which pole arrangement of the four magnets will hold the cabinet door shut mosttightly when it is closed?

≥ A C

B D

NS

SN

SN

SN

NS

SN

NS

SN

NS

NS

NS

SN

SN

SN

NS

NS

2

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34618233Why are different constellationsof stars seen during differentseasons?

≥ A Earth is on a different side of thesun during each season.

B Seasonal changes in themagnetic poles create thenorthern lights, which block the view.

C The Milky Way revolves to adifferent position with eachseason.

D Constellations move around thesun during different seasons.

346180633New studies on a drug thatregulates blood pressure showthat it can cause harmful side effects if used for manyyears. What should themanufacturer do?

≥ A Inform the public and removethe drug from the marketimmediately.

B Ignore the new studies becauseall drugs have harmful long-termside effects.

C Market the drug under a newname to avoid bad publicity.

D Destroy the new results.

354790434DNA testing is important in

A architecture.

≥ B law enforcement.C computer programming.D banking.

5

—

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3547907 3547907_AR1

As seen from Earth, at which position would the moon appear to be full?

≥ A Position AB Position BC Position CD Position D

Earth

Sunlight

G

H

A

C

B D

F

E

36

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3531254 3531254_AR1

According to the soil profile, in which layer are most of thesoil’s nutrients most likelyfound?

≥ A 1B 2C 3D 5

1

2

3

4

5

A Soil Profile

3533604 3533604_AR1

Which best describes thecharacteristics of this leaf?

A Simple, pinnateB Simple, palmate

≥ C Compound, pinnateD Compound, palmate

37 38

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3461793

After a recent experiment, ascientist noticed that thecomputer simulation variedfrom the actual experiment.What should the scientist do?

≥ A Repeat the experiment severaltimes in order to verify theresults.

B Adjust the computer’s programso it matches the actual results.

C Ignore the actual results asinaccurate because computersare very precise.

D Ignore the simulation asinaccurate because of a possiblecomputer virus.

334486240Which structure makes a plantcell rigid?

A ChromosomeB Chloroplast

≥ C Cell wallD Cell membrane

3469655 3469655_AR14

The percentages show howwater is used in homes in theUnited States. Which is mostlikely to conserve the mostwater?

≥ A Reducing the water used to flush toilets

B Putting suds savers on washing machines

C Prohibiting the use of treatedwater for lawns and gardens

D Reducing the amount of waterused per load in a dishwasher

Percentage Home Use of Water (U.S.)

Garden/Lawn3%

Car Washing1%

4%

Household Cleaning3%

Flush Toilets40%

Bathing37%

Laundry

Drinking

5%

7%

KitchenUse

39 1

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3346357 3346357_AR14A lab group is given 5 meters ofstring, a drinking straw, a balloon,and tape. The group uses thesematerials to demonstrate rocketmotion as shown below.

What would most likely makethe balloon rocket go faster?

A Holding the string so that it isless tight

B Using a wider straw

≥ C Filling the balloon with more airD Wrapping the tape all the way

around the balloon

346179942A scientific illustrator was askedto draw the human digestivesystem. Knowledge of whichbranch of science would helpher the most?

A GeologyB Ecology

≥ C AnatomyD Paleontology

346182043Why does the moon have moreeffect on the tides than the sun?

A The moon is more dense thanthe sun.

B The moon is in motion in space,while the sun is not.

C The moon is larger than the sun.

≥ D The moon is nearer to Earththan the sun.

4

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45

In 2 seconds, a ball travels 100 cm. What is the averagespeed of the ball?

A 25 cm/secB 50 cm/secC 100 cm/secD 200 cm/sec

t = 0 seconds

t = 2 seconds

ramp

100 cm

46A politician supports a bill toincrease the drilling of offshoreoil wells. What is the mostlikely reason that he supportsthe bill?

A Hurricanes offshore could causeoil pollution.

B Offshore wildlife will increase innumbers.

C People would have more oil to use.

D Beaches along the shore couldbe polluted.

47Some scientists are concernedthat television, radio, andnewspapers report the outcomeof experiments too quickly.What would be the majorscientific concern?

A Conclusions may be drawn bythe public before the results areverified by other laboratories.

B Other agencies may hear of theexperiments and claim credit for them.

C Commercial organizations maycopy the ideas and sell them for profit.

D The level of scientific research islowered to a media event.

48work � force � distance

A girl weighs 200 newtons. Howmuch work does she doclimbing 10 meters of steps?

A 20 joulesB 190 joulesC 210 joulesD 2000 joules

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50The picture below shows a section ofthe periodic table of elements.

Which three elements shouldbe classified together?

A Nitrogen, fluorine, bromineB Astatine, sulfur, fluorineC Nitrogen, sulfur, bromineD Oxygen, sulfur, selenium

N14.007

7

15.999

8O

18.998

9F

30.974

15P

32.06

16S

35.453

17Cl

74.922

33As

78.96

34Se

79.904

35Br

51When heated, sulfuric acidbreaks down into sulfur trioxideand water. From the equationbelow, which answer shows theequation as balanced?

H2SO4 → H2O � S___

A O3B O2C O4D O5

49

Why does a gamete producedduring meiosis have half asmany chromosomes as adaughter cell produced duringmitosis?

A Meiosis does not involve a stepin which the original cell makesa copy of its chromosomes.

B Meiosis involves a second celldivision that separates identicalchromosomes.

C Mitosis does not involve a stepin which the original cell makesa copy of its chromosomes.

D Mitosis involves a second celldivision that separates identicalchromosomes.

Mitosis Meiosis

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52Ryan and Kim-Lee boiled some water in a beaker. Then they turned off the heat sourceand added five ice cubes to the water. Which of these thermometers shows what mostlikely happened to the temperature of the water after ten minutes?

A B C D

CELSIUS130º120º110º100º90º80º70º60º50º40º30º20º10º0º

-10º


-10º


-10º


-10º

53Dave read that on January 1,Earth is slightly closer to thesun than on July 1. Why, then,is it colder in Illinois in Januarythan in July?

A The Northern Hemisphere istilted away from the sun inJanuary.

B The greenhouse effect is strongerin the Northern Hemisphere inJuly.

C The snow on the ground lowersthe air temperature in January.

D The moon pulls the heat awayfrom Earth in January.

54Jenna flips a coin ten times. Itlands on heads seven times andon tails three times. Sheconcludes that a coin lands onheads more often than on tails.Why is her conclusion possiblyinvalid, even though it agreeswith her results?

A Her results would probably differif she collected more data.

B Newton’s third law of motioncontradicts her conclusion.

C She should have flipped the coinonly twice.

D She did not state a hypothesis.

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55

In the diagram, which feature ismost useful in classifying thisleaf as a dicot?

A 1B 2C 3D 4

1

2

43

56Which label represents thegreatest potential hazard in thelab setup shown?

A 1B 2C 3D 4

1

23

4

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57Will and Adelle are making aslide show presentation. Thetopic of the presentation is,“The Effects of Movement inthe Lithosphere.” Which ofthese slides would most likelybe included in theirpresentation?

A

B

C

D

Sunspots

Tornado

Hurricane

Volcano

107


STOP

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108


1 C

11.7.01 Understand how to follow procedures relating to scientific investigations including formulating hypotheses, controlling variables, collecting and recording and analyzing data, interpreting results, and reporting and displaying results.

2 B

11.7.02 Distinguish among and answer questions about performing the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, constructing and reading charts and graphs, and comparing data. Recognize the common units of the metric system.

3 A


4 C


5 C


6 B


7 A 12.7.01 Understand how scientists classify organisms. Identify common insects, flowers, birds, reptiles, and mammals using a dichotomous key.

9 C12.7.06 Understand that cells divide to increase their numbers, and theprocess of cell division called mitosis results in two daughter cells each withidentical sets of chromosomes.

8 B

12.7.04 Understand that some organisms are unicellular, others multi-cellular. Understand that some unicellular organisms are like tiny animals, able to propel themselves or change their shape and that they are endowed with sensation.

ItemNumber

CorrectAnswer


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10 C

12.7.12 Understand that heredity is based on the probability of inheriting a given trait for which one or both of the parents carries a gene, and that this probability can be calculated given the genetic make-up of the parents with regard to that kind of trait (e.g., blue eyes) using a Punnett Square.

11 A12.4.07 Understand the concept of food chains and food webs and the related classifications of plants or animals (e.g., producers, decomposers, consumers, herbivores, carnivores).

12 B

12.4.47 Identify the order of planets from the sun, and know that the further planets take longer to go around the sun. Understand that all planets in our solar system revolve around the sun. Because Earth revolves around the sun, objects (e.g., stars, planets, constellations) in the sky appear to change position throughout the year. Know that it takes Earth 365 ¼ days to revolve around the sun.

13 A

12.4.10 Identify the basic classifications of animals based on how they interact with their environment [e.g., (a) Some animals are active in the daytime (diurnal), others in the night time (nocturnal). (b) Some animals have a body temperature that stays the same regardless of significant temperature changes in their immediate environment (warm blooded), others have a body temperature that rises and falls with the temperature changes of their environment (cold blooded). (c) Some animals are herbivores, others are carnivores].

14 C12.7.25 Understand that three important cycles for the survival of living things in Earth’s ecosystems are the carbon dioxide-oxygen cycle, the water cycle, and the nitrogen cycle.

15 B

12.7.26 Understand that the number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., the quantity of light and water, the range of temperatures, soil composition). Know that given adequate biotic and abiotic resources and no disease or predators, populations can increase at rapid rates. Understand that lack of resources and other factors (e.g., predation, climate) limit the growth of populations in specific niches in the ecosystem.

16 B 12.7.28 Distinguish the various members of a food web and identify the order of dependence among these members.

17 D

12.4.15 Understand that an increase in temperature generally causes things to expand, and that a decrease in temperature generally causes things to contract. Understand that particles move more slowly in a solid than they do in a liquid or a gas.

18 A12.7.47 Identify the basic properties of acids and bases. Know the relationship between acids, bases, and indicators (e.g., blue litmus paper changes to red when placed in an acid).

ItemNumber

CorrectAnswer


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ItemNumber

CorrectAnswer


19 B

12.7.49 Understand that energy appears in many forms, such as heat, light, sound, chemical, mechanical, solar, nuclear, and electromagnetic energy. Understand the basic characteristics of each of these kinds of energy. Understand the nature of kinetic and potential energy.

20 B

12.7.57 Understand that light travels at different speeds in different materials. Understand that this is why light refracts—or changes direction—namely because it goes from one material in which it moves at one speed into another material through which it moves at a different speed.

21 A 12.4.26 Identify the basic forces, such as friction, magnetism, and gravity. Identify which force is operative in a simple scenario.

22 D 12.4.26 Identify the basic forces, such as friction, magnetism, and gravity. Identify which force is operative in a simple scenario.

23 D 12.4.33 Understand that some rocks contain plant and animal fossils. Know how they were formed.

24 B

12.7.75 Understand that that there are strata (layers) in many places in the crust of the earth. Understand that the crust of the earth is mostly igneous/metamorphic, with a relatively thin veneer of sedimentary rock layers in many, but not all places. Understand the principle of superposition: in a layered sedimentary sequence, the oldest rocks are usually at the bottom.

25 A

12.7.75 Understand that that there are strata (layers) in many places in the crust of the earth. Understand that the crust of the earth is mostly igneous/metamorphic, with a relatively thin veneer of sedimentary rock layers in many, but not all places. Understand the principle of superposition: in a layered sedimentary sequence, the oldest rocks are usually at the bottom.

26 D

12.7.78 Understand that some changes in the solid earth can be described as the rock cycle: rocks at the earth’s surface weather, forming sediments that are buried, then compacted, heated, and often recrystalized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and thus the rock cycle continues. Identify the three basic kinds of rock. Igneous rock is the result of cooled magma; granite, pumice, and scoria are examples. Sedimentary rock is the result of fine particles from eroded rocks being re-deposited by water or wind; sandstone and limestone are examples. Metamorphic rock is the result of rocks being changed by high temperatures and/or pressures; marble is an example.

27 B12.7.87 Understand patterns of atmospheric movement and how they influence weather. Understand that oceans have a major affect on climate because water in the oceans holds and distributes a large amount of heat.

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28 D

12.7.99 Understand that the sun is an average star. Know that a solar system consists of a sun and planets and other objects that revolve around it. Know that the planets closest to the sun are hotter than the planets farther away from the sun. Understand that the color of a star depends on its temperature.

29 B

12.7.100 Identify the relative positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere).

30 A 13.7.08 Understand that the introduction of a new technology can affect human activities worldwide.

31 D 13.4.13 Identify ways to reduce, reuse and recycle materials.

32 A 11.7.07 Identify a design problem and establish criteria for determining the success of a solution.

33 A 13.7.06 Understand that important social decisions are made on the basis of risk/benefit analysis (e.g., whether to administer a smallpox vaccine or not).

34 B 13.7.09 Describe how occupations use scientific and technological knowledge and skills.

35 A

12.4.47 Identify the order of planets from the sun, and know that the further planets take longer to go around the sun. Understand that all planets in our solar system revolve around the sun. Because Earth revolves around the sun, objects (e.g., stars, planets, constellations) in the sky appear to change positions throughout the year. Know that it takes Earth 365 ¼ days to revolve around the sun.

36 A12.7.91 Understand that objects in the solar system are for the most part in regular and predictable motion. Know that those motions explain such phenomena as the day, the year, the phases of the moon, and eclipses.

38 A

12.7.72 Understand that soil consists of weathered rocks and decomposedorganic material from dead plants, animals, and bacteria. Understand that soilsare often found in layers, with each having a different chemical compositionand texture.

37 C12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify leaves as dicot or monocot, simple or compound, and palmately compound or pinnately compound.

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39 A

13.7.04 Understand that one set of data is not sufficient evidence for making a generalization. Identify the kind of reasoning called induction, and know that the more cases that are seen, the greater the certainty of the generalization drawn from those cases.

49 B

12.7.07 Understand that multi-cellular organisms begin as zygotes (a single egg cell fertilized by a single sperm cell) and that a zygote grows by cell division and that as the cells multiply, they also differentiate. Understand the process of meiosis.

40 C

12.7.03 Identify the main differences between plant cells and animal cells, namely that plant cells have chloroplasts and cell walls (which provide rigidity to the plant, since plants have no skeletons). Identify the basic cell organelles and their functions.

46 C 13.7.12 Analyze the effects of policies on science and technology issues.

41 A 13.4.13 Identify ways to reduce, reuse, and recycle materials.

42 C 13.7.09 Describe how occupations use scientific and technological knowledge and skills.

43 D

12.7.92 Understand that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Know that changes in gravitational forces explain the phenomenon of the tides. Know that what an object weighs on Earth is different than what it weighs on the moon or other planets in our solar system. This is due to gravity.

51 A12.7.48 Know the laws of the conservation of matter and energy. Apply the conservation of matter as a reason why the number and kinds of atoms in a chemical change remains constant.

48 D12.7.65 Understand the concept of work. A force acting through distance is work. Recognize applications of simple machines (wedge, lever, inclined plane, pulley, screw, and wheel and axle) in common tools.

47 A13.7.02 Explain how peer review helps to assure the accurate use of data and improves the scientific process. Results from scientific investigations can be discussed.

50 D 12.7.38 Understand that substances can be grouped by similarities in their physical properties.

45 B 12.7.68 Understand how to calculate average speeds, given the distance traveled and the time taken.

44 C 11.7.08 Compare design solutions; select which one is best given certain restrictions on available materials, tools, cost effectiveness, and safety.

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To view all the science assessment objectives, download the Illinois Science Assessment Framework forGrades 4 and 7 online at www.isbe.net/assessment/IAFindex.htm.

52 B

12.7.50 Understand that heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature (thermal equilibrium).

54 A

13.7.04 Understand that one set of data is not sufficient evidence for making a generalization. Identify the kind of reasoning called induction, and know that the more cases that are seen, the greater the certainty of the generalization drawn from those cases.

55 D12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify leaves as dicot or monocot, simple or compound, and palmately compound or pinnately compound.

56 D 13.7.01 Identify potential hazards in the laboratory and the means of reducing them.

57 A

12.7.70 Understand that lithospheric plates constantly move at rates of centimeters per year in response to movements in the mantle. Understand that major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. Understand that over very long periods of time (millions of years), old mountains wear down, but new ones arise from catastrophic volcanic and earthquake activity.

53 A

12.7.98 Understand that the cause of the earth's seasons and the change in the amount of daylight throughout the year is the tilt of its axis of rotation with respect to the plane of its orbit. Given a diagram of the earth depicting (1) its relative position to the sun and (2) the orientation of its axis of rotation and (3) some circle of latitude, identify the following: (a) the season of the year (if the circle of latitude is other than the equator), and (b) whether there is more daylight or more dark hours at that time of year. Understand why the seasons and daylight hours in opposite hemispheres are opposite to each other.

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IL523883 Gr7 SB 8/12/10 10:20 AM Page 1 ISAT Prac.pdfExtended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence