Massachusetts State Test for Grade 3 Sample

7/29/2019 Massachusetts State Test for Grade 3 Sample

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Release of

Spring 2009MCAS Test Items

June 2009Massachusetts Department ofElementary and Secondary Education

MASSACHUS

ETTSDEPARTM

EN

TOF

ELEMEN

TARY

&SECONDARYEDUCAT

ION


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This document was prepared by theMassachusetts Department o Elementary and Secondary Education

Mitchell D. Chester, Ed.D.

Commissioner o Elementary and Secondary Education

The Massachusetts Department o Elementary and Secondary Education, an afrmative action employer,

is committed to ensuring that all o its programs and acilities are accessible to all members o the public.We do not discriminate on the basis o age, color, disability, national origin, race, religion, sex or sexualorientation. Inquiries regarding the Departments compliance with Title IX and other civil rights laws may

be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148 781-338-6105.

2009 Massachusetts Department o Elementary and Secondary EducationPermission is hereby granted to copy for non-commercial educational purposes any or all parts of

this document, with the exception of English Language Arts passages that are not designated as in

the public domain. Permission to copy all other passages must be obtained from the copyright holder.Please credit the Massachusetts Department of Elementary and Secondary Education.

Massachusetts Department o Elementary and Secondary Education

75 Pleasant Street, Malden, MA 02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370

www.doe.mass.edu


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Table of ContentsCommissioners Foreword

I.DocumentPurposeandStructure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

II.EnglishLanguageArts,ReadingComprehension,Grade3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

III.EnglishLanguageArts,Grade4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

A.Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

B.ReadingComprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

IV.EnglishLanguageArts,ReadingComprehension,Grade5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

V.EnglishLanguageArts,ReadingComprehension,Grade6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

VI.EnglishLanguageArts,Grade7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

A.Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65


VII.EnglishLanguageArts,ReadingComprehension,Grade8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

VIII.EnglishLanguageArts,Grade10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

A.Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97


IX.Mathematics,Grade3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

X.Mathematics,Grade4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

XI.Mathematics,Grade5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

XII.Mathematics,Grade6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

XIII.Mathematics,Grade7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

XIV.Mathematics,Grade8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

XV.Mathematics,Grade10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

XVI.ScienceandTechnology/Engineering,Grade5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

XVII.ScienceandTechnology/Engineering,Grade8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252

XVIII.Biology,HighSchool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

XIX.IntroductoryPhysics,HighSchool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288


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Commissioners Foreword

Dear Colleagues:

The Department o Elementary and Secondary Education is committed to work in partnership with

schools to support a system that will prepare all students to succeed as productive and contributing

members o our democratic society and the global economy. To assist in achieving this goal, the

Department regularly releases MCAS test items to provide inormation about the kinds o knowledge and

skills that students are expected to demonstrate.

As it has in the past, this publication contains all MCAS test items on which student scores are based or

grade 10 English Language Arts and Mathematics tests and or high school Biology and Introductory

Physics tests. In response to eedback requesting that the amount o time that students spend taking

MCAS tests be reduced, the Department is decreasing by 50% the number o released test items rom

spring 2009 MCAS tests in grades 38. By recycling some items each year and thus reducing the number

o feld-test items on each orm, we will be able to shorten the length o each test and the amount o time

devoted to MCAS testing. Despite this decrease, the items released in this document still represent all

topics and reporting categories.

Ater 10 years o releasing all common test items, the Department has banked over 3,800 MCAS

items that are currently posted on the Department website. These items, which are available at

http://www.doe.mass.edu/mcas/testitems.html, will continue to be a rich resource or schools.

This publication is available only on the Department website. The released test items or individual

subjects at each grade level can be printed rom this site. I encourage educators to use the relevant sections

o this document together with their Test Item Analysis Report Summaries and Test Item Analysis Rosters

as guides or planning changes in curriculum and instruction that may be needed to support schools and

districts in their eorts to improve student perormance.

Thank you or your support as we work together to strengthen education or our students in Massachusetts.

Sincerely,

Mitchell D. Chester, Ed.D.

Commissioner o Elementary and Secondary Education


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I. Document Purpose and Structure


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Document Purpose and Structure

Purpose

The purpose o this document is to share with educators and the public all o the spring 2009 test items onwhich grade 10 and high school student results are based, as well as selected test items or grades 38. Local

educators will be able to use this inormation to identiy strengths and weaknesses in their curriculum and

instruction, and to guide the changes necessary to more eectively meet their students needs.

This document is also intended to be used by school and district personnel as a companion document

to the test item analysis reports. Each school can access electronically a 2009 School Test Item Analysis

Report Summary and a Test Item Analysis Rosteror each content area at each grade level tested (e.g.,

grade 10 Mathematics). These reports provide data generated rom student responses. Each report lists,

or the school accessing the report, the names o all enrolled students in the grade covered by the report as

well as inormation about how each student answered each common item contained in this Released Item

Document. Each report also labels each item as multiple-choice, open-response, short-answer, or writingprompt and identifes the items MCAS reporting category. Item numbers in this document correlate

directly to the Item Numbers in the test item analysis report and roster. This year, as a result o the

decrease in the number o released 2009 MCAS test items or grades 38, reports will indicate whether

students responded correctly or incorrectly to common items that are not included in this document;

reports will not indicate the correct responses to unreleased items.

Structure

Each subsequent chapter o this document contains inormation and materials or one MCAS test (one

grade level and one content area). For example, chapter II contains inormation or the grade 3 ELA

Reading Comprehension test; chapter XV contains inormation or the grade 10 Mathematics test. Notethat chapters III, VI, and VIII contain inormation or both the ELA Composition (Part A) and the ELA

Reading Comprehension (Part B) tests or the relevant grade.

Beginning with chapter II, each chapter has three main sections. The frstsection introduces the chapter

by listing the Massachusetts Curriculum Framework content strands assessed by MCAS in that chapters

content area, as well as the MCAS reporting categories under which test results are reported to schools and

districts. The frst section also provides the Web address or the relevant Framework and the page numbers

on which the learning standards assessed by the test items in the chapter can be ound. In addition, there is

a brie overview o the test (number o test sessions, types o items, reerence materials allowed, and cross-

reerencing inormation).

For grades 38, the secondsection o each chapter contains approximately hal o each content areas

common test items used to generate spring 2009 MCAS student results. The second section o each chapter

or grade 10 and high school MCAS tests contains all o the common items on which spring 2009 MCAS

student results are based. With the exception o the ELA Composition writing prompt, the test questions

in this document are shown in the same order and basic ormat in which they were presented in the test

booklets. The Mathematics Tool Kit pieces used by students to answer released items in grades 3 and 4,

as well as the Mathematics Reerence Sheets used by students in grades 5, 6, 7, 8, and 10 MCAS


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Mathematics test sessions, are inserted immediately ollowing the last question in the second section o

each Mathematics chapter. Students in all the tested grades were also provided with plastic rulers. Images

o these rulers are not presented in this document. The ormula sheet used by students during the high

school Introductory Physics test is inserted immediately ollowing the last question in the second section o

the Introductory Physics chapter.

Due to copyright restrictions, certain English Language Arts reading passages are not available on the

Departments website. Copyright inormation or all released common reading passages is provided in the

document. Note that the Department o Elementary and Secondary Education has obtained permission to

post all English Language Arts reading passages that appear on its website. While the Department grants

permission to use the posted test items or educational purposes, it cannot grant or transer permission to

use the passages that accompany the items. Such permission must be obtained directly rom the holder o

the copyright. For urther inormation, contact Student Assessment Services at 781-338-3625.

The fnalsection o each chapter is a table that cross-reerences each released common item with its MCAS

reporting category and with the Framework standard it assesses. Correct answers to released multiple-

choice questions and, or the Mathematics tests, released short-answer questions are also listed in the table.

Responses to open-response items and compositions written in response to writing prompts are scored

individually. An overview o procedures or scoring these responses and compositions is presented in the

MCAS Frequently Asked Questions, which are available on the Departments website at www.doe.mass.edu/

mcas/overview.html. Scoring procedures will also be explained urther in the MCAS document, Guide

to Interpreting the Spring 2009 MCAS Reports for Schools and Districts, due or release in September

2009. Similar guides are currently available on the Departments website or previous years MCAS

School Reports and District Reports. Sample student responses and compositions rom previous MCAS

administrations may also be viewed on the Departments website.

Materials presented in this document are not ormatted exactly as they appeared in student test booklets.

For example, in order to present items most efciently in this document, the ollowing modifcations have

been made:

Some onts and/or ont sizes may have been changed and/or reduced.

Some graphics may have been reduced in size rom their appearance in student test booklets;

however, they maintain the same proportions in each case.

For grades 7 and 10, the English Language Arts Composition writing prompt is presented on the

same page as the make-up writing prompt, and the our lined pages provided or students initialdrats are omitted.

All reerences to page numbers in answer booklets have been deleted rom the directions that

accompany test items.

In order to support the uture development o MCAS tests in high school Chemistry and Technology/

Engineering, items rom the spring 2009 tests in these subjects are not included in this publication. The

omission o these items will have no impact on the reporting o results.


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In February 2009, the Board o Elementary and Secondary Education approved a two-year suspension o

MCAS History and Social Science testing and waived the Competency Determination requirement or the

graduating classes o 2012 and 2013. As a result o this decision, no MCAS History and Social Science

tests were administered in spring 2009.


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II. English Language Arts,Reading Comprehension, Grade 3


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6

Grade 3 English Language Arts

Reading Comprehension TestThe spring 2009 grade 3 MCAS English Language Arts Reading Comprehension test was based on

learning standards in the two content strands o the Massachusetts English Language Arts Curriculum

Framework (2001) listed below. Specifc learning standards or grade 3 are ound in the Supplement to

the Massachusetts English Language Arts Curriculum Framework (2004). Page numbers or the learning

standards appear in parentheses.

Language (Framework, pages 1926; Supplement, pages 67)

Reading and Literature (Framework, pages 3564; Supplement, pages 79)

The English Language Arts Curriculum Framework and Supplement are available on the Department

website at www.doe.mass.edu/rameworks/current.html.

In test item analysis reports and on the Subject Area Subscore pages o the MCAS School Reports andDistrict Reports, ELA Reading Comprehension test results are reported under two MCAS reporting

categories: Language and Reading and Literature, which are identical to the two Framework content

strands listed above.

Test Sessions and Content Overview

The MCAS grade 3 ELA Reading Comprehension test included three separate test sessions. Each session

included reading passages, ollowed by multiple-choice and open-response questions. Selected common

reading passages and approximately hal o the common test items are shown on the ollowing pages as

they appeared in grade 3 test & answer booklets.

Reference Materials and Tools

The use o bilingual word-to-word dictionaries was allowed or current and ormer limited English

profcient students only, during all three ELA Reading Comprehension test sessions. No other reerence

materials were allowed during any ELA Reading Comprehension test session.

Cross-Reference Information

The table at the conclusion o this chapter indicates each released items reporting category and the

Framework general standard it assesses. The correct answers or released multiple-choice questions are

also displayed in the table.


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7

English Language ArtsReading CompRehension

DIRECTIONS

This session contains two reading selections with twelve multiple-choice questions and one open-

response question. For multiple-choice questions, mark your answers by illing in the circle next to the

best answer. For the open-response question, write your answer in the space below the question.

When 12-year-old Milton Daub sees snow alling outside the window o his New York home, he has no

idea that he is living through a historic storm. The Snow Walkeris based on real events rom the blizzard

o 1888, one o the worst snowstorms in United States history. Read the story to fnd out what Milton does

during the storm and answer the questions that ollow.

Monday, March 12, 1888

Crack! The sound jolted Milton awake. A howling wind rattled the

window. Milton jumped out o bed and pushed aside the curtains. A smile

lit his ace. Snow! Snow was everywhere. He saw that a giant branch had

broken rom the maple tree. Now wind was tossing it crazily across the yard.

Quickly Milton pulled on his school clothes and ran downstairs. Snow

covered all the windows. The hall and parlor were dark. Back in the kitchen,

Mama had lit the kerosene lamp. Everyone was eating breakast, even babyJerome in his high chair.

Mama! Why didnt you call me? Milton asked. Its ater 7:30. Ill be

late or school.

No school today, his mother replied. Theres a wall o snow blocking

the ront door.

Well all stay home, said his ather. Its dangerous out in that storm.

We have plenty o ood, Mama said, checking the icebox. But I do

wish we had more milk.

Ill go and buy some, Milton oered.Dont be oolish, Milton! his ather exclaimed. The drits1 are already

climbing to the second story. You would be buried out there.

1

2

3

4

5

6

7

8

romThe Snow Walkerby Margaret K. and Charles M. Wetterer

1drits piles o snow or sand created by the wind


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8

Reading Comprehension

I could go on snowshoes, Milton insisted.

And where are you going to get snowshoes? his ather asked.

We could make some, Milton replied. At school, weve been studying

the Alaska Territory. There are pictures o snowshoes in my geography book.

I bet we could make a pair. Could we try, Papa? Please?His ather laughed. All right, son. Eat your oatmeal, he said. Then

well try to

make you some

snowshoes.

Ater

breakast, Milton

and his ather set

to work. They

used woodenbarrel hoops,

thin slats, wire,

heavy cord, and

the bottom o

an old pair o

roller skates with

the wheels o.

Finally, ater

almost two hours, the snowshoes were ready to try out.Everyone crowded into the little upstairs bedroom. Milton piled on

sweaters, an overcoat, a wool hat, a scar, and mittens. His ather helped him

strap on the snowshoes. Then he tied a rope around his sons waist. Okay,

Milton. Ill hold onto the line until were sure your snowshoes work, he

said. I you start to sink, Ill pull you back. He opened the window. An icy

wind swept snow into the room. The girls shrieked. Mama covered Jerome

with her shawl.

Milton pulled his hat down over his ears and his scar up over his mouth.

He wished he had an Alaskan parka. He took one step, then a second, and athird. He had to keep his eet apart. Otherwise, he stepped one snowshoe on

the other, and couldnt walk. Milton climbed up and down the snowdrit to

the window several times. At last, his ather nodded. The snowshoes worked.

9

10

11

12

13

14

15


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9


Milton untied the clothesline. His ather handed him a sled with a wooden

box nailed to it. Watch or landmarks so you dont get lost, Papa warned.

Please be careul, his mother called.

Milton leaned into the biting wind. He snowshoed across the ront yard

and over the garden ence. Wind had swept the road clear to an icy base insome places. In others, Milton had to climb over drits o snow. Some drits

were as hard as icebergs. Some moved beneath his eet. At times, gusts o

wind scooped up allen snow and tossed it back into the air.

When that happened, Milton saw nothing, only whiteness swirling around

him. He hardly recognized the houses he passed. Everything looked so

dierent piled with snow and hung with icicles.

Milton reached the spot where he knew Mike Ashs grocery store should

be. At irst, he couldnt ind it. The sign had blown away, and snow covered

the door and window. Then he climbed up the snowdrit and tapped on thewindow o the Ashes

apartment above the

store. He held onto

the window ledge

to keep rom being

blown away. Mr. Ash

opened the window

a crack. Milton!

What are you doingout in this storm?

he yelled above the

wind.

How did you get

up here? his son

Mickey wanted to

know.

My mother

needs milk, Mr.Ash, Milton shouted

back with a grin.

Like my snowshoes,

Mickey?

16

17

18

19

20

21


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10


2condensed milk a thick, sweetened milk in a can

No resh milk was delivered today, Milton, said the grocer. But I can sell

you condensed milk.2

Milton gave him ity cents. Mr. Ash went downstairs to the store. He

returned with ive cans o milk. Mickey leaned out the window or a better

look at Miltons snowshoes. Quickly, Mr. Ash pulled him back in and shutthe window.

Milton tugged his scar up over his ace and started or home. A neighbor

who was watching rom her upstairs window shouted, Young man, can I

buy some o that milk? Milton sold her a can o milk. He asked or ten

cents, but the woman insisted he take a quarter. Another neighbor called to

him. Then another.

Soon Milton had sold all the cans o milk. He snowshoed back to Mr.

Ashs store and bought more condensed milk. But again, at almost every

house he passed, someone shouted or milk.As he dragged his sled back to Ashs store, Milton pictured the dogsleds

o Alaska. Maybe he and his ather could make a dogsled, he thought.

When he got back to the store, he bought a whole case o milk with the

extra money people had given him. He sold this milk, and then another case,

to neighbors.

By now, hal the kids in the neighborhood had seen and admired his

snowshoes.

Milton grinned when he thought o how surprised they would be i

he came by on a dogsled. He imagined himsel and all the dogs o theneighborhood out in the storm, and all the rest o the world snowed in.

Just then, the noon whistle blew at the actory. Milton was surprised. He

didnt eel as i he had been out or almost two hours. He set out or home

at once. Snow clung to his clothes like lint. Snowlakes driven by the wind

stung and reddened his eyes and nose. His toes ached rom the cold. But

Milton elt like cheering as he snowshoed home, pulling the sled ater him.

22

23

24

25

26

27

28

29

30

The Snow Walkerby Margaret K. and Charles M. Wetterer. Text copyright 1996 by Carolrhoda Books. Illustrations copyright 1996 by

Mary OKeee Young. Reprinted by permission o Carolrhoda Books, a division o Lerner Publishing Group, Inc.


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11


Mark your choices or multiple-choice questions 1 through 8 by flling in the circle next to the best

answer.

ID:268835 A Common

1 In the story, what causes Milton to

wake up?

\A He hears a loud noise outside.

\B He smells his breakast cooking.

\C He remembers he has to go to

school.

\D He eels cold because o the storm

outside.

ID:268840 C Common

2 Read the sentence rom paragraph 4 inthe box below.

Theres a wall o snow blocking the

ront door.

The description wall o snow shows

\A how wet the snow is.

\B how cold the snow is.

\C how deep the snow is.

\D how white the snow is.

ID:268842 C Common

3 According to the story, how does

Milton come up with the idea to makesnowshoes?

\A He hears about them rom

his amily.

\B He copies an example

rom riends.

\C He remembers a lesson

rom class.

\D He sees a pair in the store

window.

ID:268845 B Common

4 In paragraph 15, why does Milton walkup and down the snowdrit outside his

house?

\A to keep himsel warm in

the snow

\B to make sure the snowshoes

are sae

\C to make a path to ollow in

the snow

\D to show how much he likesthe snowshoes


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12


ID:268847 A Common

5 In paragraph 24, what is the most likelyreason the woman insists on paying

Milton a quarter or the milk?

\A She is thankul or Miltons help.

\B She is unhappy with regular milk.

\C She is excited about the snowstorm.

\D She is unsure how much Mr. Ashs

milk costs.

ID:268849 C Common

6 At the end o the story, why is Miltonsurprised to learn that he has been

outside or nearly two hours?

\A He is too tired to think about

time.

\B He is too young to know how to

tell time.

\C He is so busy he does not notice

time passing.

\D He is so worried he does not

notice time passing.

ID:268851 C Common

7 Which o the ollowing events rom thestory does Milton imagine?

\A He sells a case o milk to his

neighbors.

\B He notices a sign blown down

in the wind.

\C He rides a dogsled through the

neighborhood.

\D He stays home rom school

because o the snow.

ID:268857 D Common

8 Read the words rom the story in thebox below.

snowdrit

clothesline

landmarks

The words in the box are

\A verbs.

\B adjectives.

\C proper nouns.

\D compound words.


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13


Question 9 is an open-response question.

Read the question carefully.

Explain youranswer.

Add supporting details.

Double-check your work.

Write your answer to question 9 in the lined space below.

ID:268858 Common

9 Based on the story, explain how the storm makes it difcult or Milton to get milk or his amily.Support your answer with important details rom the story.


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14


TheNautilus was the frst submarine that used nuclear power. Read about its most amous trip and then

answer the questions that ollow.

TheNautilus

by Patrick OBrien

The Nautilus was the irst nuclear-powered submarine. Beore the Nautilus waslaunched in 1954, submarines ran on electric power when cruising underwaterand used diesel uel when on the surace. They were slow, and they could only stay

underwater or a ew hours at a time. Because the Nautilus used nuclear power it was

twice as ast as any other submarine and

could stay underwater or weeks.

In June o 1958 the Nautilus set out

rom Pearl Harbor, Hawaii, on a top-

secret mission to reach the North Pole.

There is no land at the North Pole. It is in

the middle o the Arctic Ocean, and the

water is covered with a huge sheet o ice

hundreds o miles across. The captain o

the Nautilus, William Anderson, steered

his sub north toward the Pole, and in the

Bering Sea between Russia and Alaska,

dove under the Arctic ice sheet. But the

bottom o the ice sheet went down so

deep that the Nautilus was orced to a

depth o only a ew eet o the sealoor.

It was too dangerous, and Captain

Anderson had to turn theNautilus back.

The ice sheet melted a little as summer

arrived, and the Nautilus tried again in

July. Captain Anderson was able to ind

an area where the ice sheet was not too

thick. He had plenty o room between the

bottom o the ice and the sealoor, but

he still had to steer careully around the

1

2

3

Pearl Harbor, Hawaii

Bering Sea

North

Pole

Pacific Ocean

Atlantic Ocean

Bering

Strait

Pearl Harbor, Hawaii

Bering Sea

North

Pole

Pacific Ocean

Atlantic Ocean

Bering

Strait

The Nautiluss Route

beneath the North Pole


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huge bottom parts o icebergs that hung down into the sea. At last, on August 3, 1958,

at 11:15 p.m., the crew gave a wild cheer as they became the irst people ever to travel

under the North Pole.

The Nautilus by Patrick OBrien, rom The Great Ships. Copyright 2001 by Patrick OBrien. Reprinted by permission o Walker Books.

Mark your choices for multiple-choice questions 10 through 13 by filling in the circle next to the best

answer.

ID:258852 D Common ID:258853 A Common

10 According to the selection, the Nautilus 11 According to the selection, what waswas dierent rom other submarines the captain o the Nautilus trying to do?

because it could

\A go to the North Pole\A oat above the ice.

\B fnd a new route to Alaska\B rest on the seaoor.

\C go all the way to Pearl Harbor\C use electricity or power.

\D study the area around Russia\D remain underwater or a long time.

15


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16


ID:258854 A Common

12 Based on the selection, why did CaptainAnderson turn back on the rst trip?

\A The ice sheet was too thick.

\B The submarine was too slow.

\C The seafoor could not be

seen.

\D The submarine did not have

enough uel.

ID:258860 C Common

13 Read the sentence rom paragraph 1 inthe box below.

Beore theNautilus was launched

in 1954, submarines ran onelectric power when cruising

underwater and used diesel uel

when on the surace.

In the sentence, what does the word

cruising mean?

\A rising

\B

steering

\C traveling

\D returning


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17

Grade 3 English Language Arts


Spring 2009 Released Items:

Reporting Categories, Standards, and Correct Answers*

Item No. Page No. Reporting Category StandardCorrect Answer

(MC)*

1 11 Reading and Literature 12 A2 11 Reading and Literature 15 C

3 11 Reading and Literature 12 C

4 11 Reading and Literature 12 B

5 12 Reading and Literature 12 A



8 12 Language 5 D

9 13 Reading and Literature 12

10 15 Reading and Literature 13 D

11 15 Reading and Literature 8 A

12 16 Reading and Literature 13 A13 16 Language 4 C

* Answers are provided here or multiple-choice items only. Sample responses and scoring guidelines or the open-response item,

which is indicated by the shaded cell, will be posted to the Departments website later this year.


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IX. Mathematics, Grade 3


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127

Grade 3 Mathematics TestThe spring 2009 grade 3 MCAS Mathematics test was based on learning standards in the Massachusetts

Mathematics Curriculum Framework (2000). The Framework identifes fve major content strands,

listed below. Specifc learning standards or grade 3 are ound in the Supplement to the Massachusetts

Mathematics Curriculum Framework (2004). Page numbers or the grades 34 Framework learningstandards and or the grade 3 Supplement standards appear in parentheses.

Number Sense and Operations (Framework, pages 2223; Supplement, pages 34)

Patterns, Relations, and Algebra (Framework, page 32; Supplement, page 4)

Geometry (Framework, page 40; Supplement, pages 45)

Measurement (Framework, page 48; Supplement, page 5)

Data Analysis, Statistics, and Probability (Framework, page 56; Supplement, pages 56)

The Mathematics Curriculum Framework and Supplement are available on the Department website

at www.doe.mass.edu/rameworks/current.html.

In test item analysis reports and on the Subject Area Subscore pages o the MCAS School Reports

and District Reports, Mathematics test results are reported under fve MCAS reporting categories,

which are identical to the fve Framework content strands listed above.

Test Sessions

The MCAS grade 3 Mathematics test included two separate test sessions. Each session included

multiple-choice, short-answer, and open-response questions. Approximately hal o the common test

items are shown on the ollowing pages as they appeared in grade 3 test & answer booklets.

Reference Materials and Tools

Each student taking the grade 3 Mathematics test was provided with a plastic ruler and a grade 3

Mathematics Tool Kit. A copy o the tool kit pieces used by students to answer question 12

immediately ollows the last question in this chapter. An image o the ruler is not reproduced in this

publication.

The use o bilingual word-to-word dictionaries was allowed or current and ormer limited English

profcient students only, during both Mathematics test sessions. No calculators, other reerence tools, or

materials were allowed.

Cross-Reference Information

The table at the conclusion o this chapter indicates each released items reporting category and the

Framework learning standard it assesses. The correct answers or released multiple-choice and

short-answer questions are also displayed in the table.


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128

Mathematics

SeSSion 1

You may use your tool kit and MCAS ruler during this session.

You may notuse a calculator during this session.

DIRECTIONS

This session contains seven multiple-choice questions. Mark your answers to these questions byfilling in the circle next to the best answer.

ID:252322 C Common

1 Which symbol belongs in the belowto make a true number sentence?

85 0 75 10

\A

\B

\C

\D


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129

Mathematics Session 1Mathematics Session 1

ID:253571 MCS056_book_plot.eps [ste D Common

2 The line plot below shows the number o books in each students desk in Ms. Chases classroom.

0 1 2 3 4 5

Number of Books in Desks

X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Which bar graph shows the same data as the line plot?

\A

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8

Number of Students

NumberofBooks


\B

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8

Number of Students

NumberofBooks


\C

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8Number of Students

NumberofBooks


\D

0

1

2

3

4

5

0 1 2 3 4 5 6 7 8

Number of Students

NumberofBooks



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130

Mathematics Session 1Mathematics Session 1

ID:282303 A Common

3 Ms. Taylor made the chart below toshow the numbers o our kinds o

books in the school library.

Books in the School Library

Kind of Book Number of Books

mystery 237

poetry 223

animal 232

sports 241

The library has more than 235 but less

than 240 o which kind o book?

\A mystery

\B poetry

\C animal

\D sports

ID:206989 KF506_Store_coupons.eps B Common

4 Mr. Jones used the three couponsshown below.

FIGHTCAVITIES

TOOTHPASTE

Mint

SAVE

50MintToothpaste

SAVE

70

FruityCereal

SAVE

30

GrahamCrackers

What is the total amount o money

that Mr. Jones saved by using the threecoupons?

\A $0.15

\B $1.50

\C $15.00

\D $150.00


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131

Mathematics Session 1

ID:207802 B Common

5 Mr. Flaggs class has 24 students.Ms. Dicksons class has 23 students.

Which o these correctly compares the

number o students in each class?

\A 24 23

\B 24 23

\C 23 24

\D 23 24

ID:198154 B Common

6 An art teacher has 18 pictures to hangon the wall.

Which o these is one way she can

hang all o the pictures with none

let over?

\A 5 rows o 3 pictures

\B 6 rows o 3 pictures

\C 8 rows o 2 pictures

\D 10 rows o 8 pictures


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ID:227135 EBH186_squares.eps C Common

7 Hazel shaded the circles shown below.

Key

stands for

1 shaded circle

Which o these shows how many circles

Hazel shaded?

\A 13

4

\B 21

3

\C 23

4

\D 31

3


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133

Mathematics

SeSSion 2

You may use your tool kit and MCAS ruler during this session.

You may notuse a calculator during this session.

DIRECTIONS

This session contains five multiple-choice questions, two short-answer questions, and two open-response questions. For multiple-choice questions, mark your answers by filling in the circle next to

the best answer. For the short-answer and open-response questions, write your answer in the space

provided below the question.

ID:218473 B Common

8 What is 154 rounded to the nearest ten?

\A 100

\B 150

\C 160

\D 200

ID:227282 MJ282_button.ai C Common

9 The graph below shows how manybuttons o each color are in a box.

0

1

2

3

4

5

6

7

Yello

wRe

d

Black

Blue

Green

Color

NumberofButton

s

Buttons in a Box

How many fewer green buttons than red

buttons are in the box?

\A 2

\B 3

\C 4

\D 6


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ID:261819 EBH1190_calendar.eps C Common

10 The on the calendar below shows thedate Julie planted her garden.

Sun. Mon. Tues. Wed. T hurs. Fri. Sat.

1 2 3 4 5 6

7 8 9 10 11 12 13

14 15 16 17 18 19 20

21 22 23 24 25 26 27

28 29 30 31

May

The rst seedling started to grow exactly3 weeks ater Julie planted her garden.

On what date did the rst seedling start

to grow?

\A May 26

\B May 31

\C June 2

\D June 3


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135


Question 11 is a short-answer question. Write your answer to this question in the Answer Box provided.

ID:241008 KHM129_dog_weights.eps Common

11 The bar graph below shows the weights o ve dogs.

0

10

20

30

40

50

60

70

80

Maggie Spot Tiger Rusty Wags

Name of Dog

W

eight(inpounds)

Weights of Dogs

Buster weighs 60 pounds. In the Answer Box below, write the names o the dogs rom the

graph that weigh more than Buster.

11

Answer Box


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Write your answers to parts (a) and (b) of open-response question 12 in the spaces provided.

ID:260997 EBH1183_sample_response.e Common

Use the one shape labeledY and the two shapes labeledZ from your tool kit to answer question 12.

12 For all parts o this question, the shapes should be lying fat on your desk. The sides othe shapes should touch but not overlap.

a. In the space below, put all the shapes together to make a rectangle. Trace each shape

to show how the shapes go together to make a rectangle.

b. In the space below, put all the shapes together to make a quadrilateral that

is not a rectangle. Trace each shape to show how the shapes go together to make

a quadrilateral.


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Mark your choice for multiple-choice question 13 by filling in the circle next to the best answer.

ID:218327 A Common

13 Lucy put 27 stickers in her notebook.She put 3 stickers on each page.

Which number sentence can be usedto nd how many pages Lucy put

stickers on?

\A 27 3

\B 27 3

\C 27 3

\D27 3


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138


Write your answers to parts (a) and (b) of open-response question 14 in the spaces provided.

ID:265024 SEB102_3_circles.eps, SEB Common

14 Tom, Nuno, and Paul each made a pizza. All the pizzas were the same size and shape.

Tom cut his pizza into 2 equal pieces.

Nuno cut his pizza into 3 equal pieces.

Paul cut his pizza into 4 equal pieces.

a. Which boy has the smallest size pieces o pizza? Show or explain how you got your

answer.

b. Each boy ate some o the pizza he made.

Tom ate 1 piece o his pizza.

Nuno ate 1 piece o his pizza. Paul ate 2 pieces o his pizza.

Which boys ate the same amount o pizza? Show or explain how you got your answer.


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139


Mark your choice for multiple-choice question 15 by filling in the circle next to the best answer.

ID:218311 D Common

15 Ben wrote the number pattern shownbelow.

114, 219, 324, 429, 534

Which o these is a rule or Bens

pattern?

\A add 5

\B add 15

\C add 100

\D add 105


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Question 16 is a short-answer question. Write your answer to this question in the Answer Box provided.

ID:227281 Common

16 Compute:

46922187

Write your answer in the Answer Box below.

16

Answer Box


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141

Massachusetts Comprehensive Assessment System

Grade 3 Mathematics Tool Kit

MASSACHU

SETTSDEPARTM

EN

TOF

ELEMENTA

RY&S

ECONDARYEDUCAT

ION

Z

Z

Y

During testing, students were provided an additional tool kit piece to answer a test item that

is not released.


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Grade 3 Mathematics

Spring 2009 Released Items:

Reporting Categories, Standards, and Correct Answers*

Item No. Page No. Reporting Category StandardCorrect Answer

(MC/SA)*

1 128 Patterns, Relations, and Algebra 3.P.2 C

2 129 Data Analysis, Statistics, and Probability 3.D.2 D

3 130 Data Analysis, Statistics, and Probability 3.D.3 A4 130 Measurement 3.M.2 B

5 131 Patterns, Relations, and Algebra 3.P.4 B

6 131 Number Sense and Operations 3.N.9 B

7 132 Number Sense and Operations 3.N.3 C

8 133 Number Sense and Operations 3.N.11 B

9 133 Data Analysis, Statistics, and Probability 3.D.3 C

10 134 Measurement 3.M.3 C

11 135 Data Analysis, Statistics, and Probability 3.D.3 Spot and Wags

12 136 Geometry 3.G.7

13 137 Patterns, Relations, and Algebra 3.P.4 A

14 138 Number Sense and Operations 3.N.415 139 Patterns, Relations, and Algebra 3.P.1 D

16 140 Number Sense and Operations 3.N.10 6879

* Answers are provided here or multiple-choice items and short-answer items only. Sample responses and scoring guidelines or

open-response items, which are indicated by shaded cells, will be posted to the Departments website later this year.

Documents

Massachusetts State Test for Grade 3 Sample