2021-2022 NSCAS Growth Grade 5 Item Type Sampler English Language Arts and Mathematics - Student's Name

2021-2022 NSCAS Growth Grade 5
 Item Type Sampler
English Language Arts and Mathematics

 Student’s Name:
 Nebraska Department of Education 2021-2022

Copyright © 2021-2022 by the Nebraska Department of Education. No part of this publication
may be reproduced, copied or distributed in any form or by any means, or stored in a database or
retrieval system, without the prior written permission of the Nebraska Department of Education.

2021-2022

Grade 5 - Item Type Sampler
 English Language Arts

4

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

Directions:

On the following pages of your booklet are passages and questions for the Grade 5
Nebraska Student-Centered Assessment System English Language Arts (NSCAS-ELA)
Item Type Sampler.
Read these directions carefully before beginning this item type sampler.
This item type sampler will include several different types of questions. Some questions are
based on one or two passages. Multiple choice questions will ask you to select an answer
from among four choices. Multiple select questions will ask you to select multiple correct
answers from among five or more answer choices. For some questions, there may be two
parts, Part A and Part B, where each part has a multiple choice or multiple select question.
For all questions:
• Read each question carefully and choose the best answer.
• You may use scratch paper to make notes.
• Be sure to answer ALL the questions.
When you come to the word STOP, you have finished the Grade 5 NSCAS Growth English
Language Arts Item Type Sampler.

 5 STOP.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

 The item on this page is not passage-based.
★ 1. Read the student’s paragraph.
 In the summer’s morning sunlight, the water was gleaming and the surf felt refreshing
 on Jacob’s feet. He had nothing to do that day, and was enjoying the fresh air. Gathering
 seashells and skipping stones as he went, Jacob was having a ball exploring the
 seemingly never-ending beach. After a while, Jacob noticed a rundown house nestled in
 the trees. It looked to be unoccupied. The porch was in total disarray, covered with dust,
 sand, dead leaves, and overturned furniture.
 The student wants to make more precise word choices in the paragraph. Which word BEST
 replaces the underlined word in the paragraph?

 A. jogged

 B. moved

 C. passed

 D. wandered

 6 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

 The item on this page is not passage-based.
★ 2. This question has two parts. Answer Part A, and then answer Part B.
 Read the paragraph.
 Find a tall glass. Spoon in two scoops of vanilla ice cream. Slowly pour root beer into the
 glass. The root beer will foam very quickly. Allow the foam to rise and then recede. Add
 more root beer if needed.
 Part A
 Which sentence BEST introduces the paragraph?

 A. Make a float carefully, but enjoy it slowly.

 B. Be careful because root beer floats are foamy.

 C. You will have enough for two people to have a float.

 D. This recipe for a root beer float uses two ingredients.

 Part B
 Why is your choice in Part A the BEST choice?

 A. It includes a useful transition.

 B. It provides additional information.

 C. It describes the intended audience.

 D. It reveals the topic of the paragraph.

 7 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

 The items on this page are not passage-based.
★ 3. A student is writing a persuasive essay about the use of digital technology in classrooms.
 Which source would MOST LIKELY give the student relevant information?

 A. a biography about the creator of computers

 B. a newspaper article about types of cell phones

 C. an interview with a local teacher about technology

 D. a website timeline of how technology has changed

★ 4. Read a student’s first draft of a report about the football.
 According to Jimmy Stamp from the Smithsonian Institute in Washington, D.C., the very
 first football was accidentally shaped into an oval. The original football was intended to
 be completely round but ended up being an oval shape. Many believe it was engineered
 specifically for football and made out of pigskin.
 Which introductory sentence should the student use to increase sentence variety?

 A. Today’s football has a long history.

 B. People wonder if a football is shaped like a sphere.

 C. Based on the first football, today’s football is quite a change.

 D. It began as a ball, and it ended up as something else entirely.

 8 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

 Pasta Pals

1 Ethan, Raj, and TJ jogged along the sidewalk, passing a soccer ball. While chatter of
 sports and school bounced between the three teammates, Luca trailed behind. He was
 so caught up in worrying about his plans that he could barely keep up with the others.
2 All four boys were on the soccer team; it was the first activity Luca had joined when he
 started at his new school. Now they were on their way to Luca’s grandmother’s house
 because Luca had promised his new teammates a delicious feast and a game of soccer later.
3 Earlier that week, Luca had mentioned to his grandmother that he would like to make
 friends at his new school, but he wasn’t sure how. “Food is the glue that brings people
 together,” Nonna had said. “Bring some of the boys from your soccer team here. We will
 make Italian pasta, and you will all become fast friends.”
4 But Luca had doubts; he had been making pasta with Nonna since he was a toddler, but
 what if these potential friends were not interested in family gatherings or the time and effort
 it took to produce the feast he had promised them? What if they never wanted to hang out
 with him again?
5 Luca hurried in front of the boys and stopped on the wide front step of Nonna’s house.
 “Guys, I need to warn you about something,” Luca declared.
6 “Ooh, sounds serious!” TJ teased, his face cracking into a toothy grin.
7 Luca wiped the sweat from his brow. The boys, sensing his nervousness, grew
 serious. “What’s up?” Ethan asked.
8 “When I invited you over for a meal at my nonna’s house, I didn’t tell you—”
9 “That it would smell so good!” Raj interrupted.
10 “He’s right,” TJ agreed. “Something smells delicious!”
11 Ethan inhaled deeply and closed his eyes. “I’m hungry already.”
12 Before Luca could explain further, the front door burst open and there stood Nonna,
 smiling and beckoning them into her large, sunny kitchen.
13 “Guys, meet Giovanna Rossi—my nonna,” Luca said.
14 He introduced each of his friends to Nonna and was surprised when TJ said, “TJ’s short
 for Timothy James, ma’am. I’m named after my granddad. Can you tell me what smells so
 good?”

 9 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

15 Nonna laughed, pointing to a large covered pot simmering on the stove. “It is our family
 recipe for red sauce. My nonna taught it to me when I was just a girl, and she learned it from
 her nonna back in Calabria, Italy. It cooks all day to bring out the best flavors.”
16 “I’ve made spaghetti before,” Ethan volunteered, “and macaroni and cheese plenty of
 times for my little sisters. It’s easy.”
17 “Noodles from a box are a time saver for busy families,” Nonna agreed, “but there is
 great satisfaction in working with fresh ingredients and treasured recipes to create something
 special for your family and friends. How would you like to make your own pasta to use in
 ravioli?”
18 The boys hesitated for a moment, and Luca felt his palms grow sweaty.
19 “Do we get to eat what we make?” TJ asked.
20 “May I take some home to show my papa?” Raj added.
21 “Absolutely to both questions!” Nonna laughed.
22 Luca smiled in relief at his grandmother and she winked back. So far, so good.
23 In no time, the four boys were mixing small mountains of flour with eggs, water, and
 salt and laughing at the sticky mess squishing between their fingers. The laughter turned to
 groans when Nonna taught them to knead. Folding and flattening, turning and pounding the
 dough was entertaining at first, but after the necessary ten minutes, their arms felt as wobbly
 as wet noodles. They deposited their smooth, rounded pasta lumps beneath some plastic wrap
 to rest and then cheerfully accepted a treat of milk and crescent-shaped almond cookies.
24 With a large flour-coated rolling pin, Nonna demonstrated the next step. “Make your
 pasta as thin as possible,” she said, lifting her flattened dough over her hand with her
 fingers spread wide. “If you can see your hand through the pasta, it’s thin enough.”
25 Rolling the dough required some practice and resulted in some good-natured teasing
 between the boys, but eventually they produced four large sheets of semitransparent
 pasta.
26 To cut the sheets of pasta into the appropriate shapes, Nonna brought out her bag of pasta
 tools. She showed the boys how to use a round cutter with scalloped edges to create perfect
 wavy-edged dough circles. Raj and Luca brushed half of the dough circles with an egg wash.
 Then TJ and Ethan dropped a meatball-sized scoop of the parmesan and ricotta cheese filling
 in the center.
27 “This is fun,” said Ethan. “My granny makes a spicy Cajun dish called jambalaya. She
 always appreciates when I offer to peel the shrimp.”

 10 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

28 “Yum, spicy shrimp would taste scrumptious in the pasta pies we’re making,” said
 Nonna. “Now that you know the process, you can put your favorite flavors into your own
 pasta at home.”
29 Luca modeled how to tuck each top circle around the filling and finish each ravioli shell
 by crimping the edges with a fork.
30 Using Nonna’s pasta tools, the boys cut the leftover dough into soccer balls, wiggly
 worms, and pasta-people. TJ stacked some of the soccer-ball shapes, saying, “Looks like a
 stack of pancakes, doesn’t it?”
31 “Do you like pancakes?” Luca asked.
32 TJ nodded. “But I like waffles better. My granddad makes the best blueberry waffles.”
33 “What’s your papa’s specialty, Raj?” Luca asked.
34 “Ordering pizza,” joked Raj.
35 Everyone laughed.
36 By this time, the boys and even Nonna were hungry. A harmony of growling stomachs,
 bubbling pasta, and simmering seasoned sauce filled the kitchen. Nonna asked the boys to
 set the table with plates, glasses, and silverware. “This ravioli and sauce is the best I’ve ever
 eaten!” TJ proclaimed. “Would it be all right if we made pasta together again sometime? I
 had a lot of fun.”
37 As Ethan and Raj enthusiastically agreed, Luca shared a confidential smile with Nonna.
 He was grateful Nonna had cooked up a plan to help him make new friends.

 11 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

5. Read this sentence from the story.
 “. . . what if these potential friends were not interested in family gatherings or the time and
 effort it took to produce the feast he had promised them?”
 Which word can be used in place of potential to keep the same meaning of the sentence?

 A. apparent

 B. athletic

 C. possible

 D. problematic

6. Read this sentence from the story.
 “As Ethan and Raj enthusiastically agreed, Luca shared a confidential smile with Nonna.”
 What does confidential mean as it is used in this sentence?

 A. asking a question quickly

 B. sharing something secretly

 C. giving something generously

 D. feeling pride for an accomplishment

7. What does Nonna mean when she says that “Food is the glue that brings people together”?

 A. Creating new friendships is built on shared experiences.

 B. Finding new friends means connecting with many people.

 C. Joining together for a meal helps repair broken friendships.

 D. Building new friendships takes effort combined with patience.

 12 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

8. What is a theme of the story?

 A. Something that everyone has to learn is how to make new friends.

 B. The best way to be successful is to have family members help out.

 C. Sometimes people need to take chances in order to achieve a goal.

 D. Eating a meal together is the first step in being accepted at a new school.

9. Which statement BEST summarizes the story?

 A. Luca and his grandmother think up a plan to help Luca make some friends at his new
 school.

 B. Luca and three of his new friends learn how to make ravioli with the help of Luca’s
 grandmother.

 C. Luca’s grandmother shows Luca’s friends how to make ravioli, then they take food home
 to their parents.

 D. Luca and his grandmother work together to help Luca make new friends before they go
 out to play soccer.

 13 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

10. This question has two parts. Answer Part A, and then answer Part B.
 Part A
 How is Luca’s grandmother MOST important to the plot of this story?

 A. She is knowledgeable about traditional recipes.

 B. She lets Luca’s friends take home some homemade ravioli.

 C. She comes up with a plan that helps Luca make new friends.

 D. She plants an idea that helps four boys to assist their parents.

 Part B
 Which statement from the story BEST supports the answer in Part A?

 A. “Food is the glue that brings people together,” Nonna had said.

 B. “Absolutely to both questions!” Nonna laughed.

 C. “Make your pasta as thin as possible,” she said.

 D. “Now that you know the process, you can put your favorite flavors into your own
 pasta at home.”

11. Select two examples from the story that show the closeness between Luca and Nonna.
 Select two.

 A. “Bring some of the boys from your soccer team here.”

 B. “My nonna taught it to me when I was just a girl, and she learned it from her nonna
 back in Calabria, Italy.”

 C. Luca smiled in relief at his grandmother and she winked back.

 D. She showed the boys how to use a round cutter with scalloped edges to create perfect
 wavy-edged dough circles.

 E. As Ethan and Raj enthusiastically agreed, Luca shared a confidential smile with Nonna.

 14 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

12. Why did the author MOST LIKELY write this story?

 A. to explain how making ravioli from scratch is one way to enjoy a good meal

 B. to describe how a group of friends share a meal of ravioli after making it themselves

 C. to convince readers that the way to make new friends is to make ravioli from scratch

 D. to entertain readers with a story about how making ravioli helps a boy make new friends

 15 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

 Birds of Nebraska

1 The state of Nebraska is a bird lover’s paradise. All year long, birds of all colors and sizes
 fly to and from the state. Around 460 species of birds can be spotted in Nebraska. In fact,
 birds are so beloved that festivals have even sprung up around some of these feathered
 celebrities.
 The Sandhill Crane
2 During springtime in Nebraska, over a quarter of a million sandhill cranes begin to gather
 before migrating north for the summer. These tall birds are known for their long legs, which
 allow them to stroll through water and over land in search of plants, rodents, bugs, and even
 snakes for food. Their loud trumpeting calls echo across the Platte River, and the sky and
 ground are filled with their cream-colored feathers. These beautiful creatures help attract
 thousands of visitors to Nebraska year after year.
 The White Pelican
3 Another remarkable gathering of birds occurs at the Harlan County Reservoir, where
 thousands of white pelicans soar majestically across the water and through the sky.
 Traveling in groups of up to 100, these huge birds gradually spiral upward using air
 currents to help provide lift. Boasting a wingspan of up to 9.5 feet, they can circle for long
 periods of time with little effort. In fact, of North American birds, only the California condor
 has a greater wingspan than the pelican. When it is time for a snack, the pelican tends to float
 on the water, scooping fish in its long beak. Pelicans often hunt together in shallow water,
 cooperating to direct fish toward one another. Since they eat around four pounds of fish a day,
 this kind of cooperation is beneficial.
 The Burrowing Owl
4 Long ago, cowboys riding across the plains began calling burrowing owls “howdy birds.”
 The small birds would pop their heads out of burrows in the ground and appear to give
 passersby a friendly nod as if wishing them well. Burrowing owls are still nodding in
 Nebraska today, though their numbers have declined as efforts to reduce prairie dog
 populations have impacted the owls as well. Growing to a little less than one foot tall, these
 speckled brown birds are known for their strikingly bright yellow eyes, which help them to
 hunt at night. They mostly eat insects and small mammals. When danger is near, they will
 call out an alarm to warn other burrowing birds to seek the safety of their homes.
5 The sandhill crane, the white pelican, and the burrowing owl are only three of the
 fascinating birds that make their homes in Nebraska for at least part of the year. It is easy to
 see why birdwatchers flock to the state to watch and study these birds.

 16 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

13. As used in paragraph 3, what is the meaning of remarkable?

 A. crowded

 B. detailed

 C. interesting

 D. talkative

14. This question has two parts. Answer Part A, and then answer Part B.
 Part A
 Which characteristic helps determine the genre of the passage?

 A. the deep history of Nebraska

 B. the legendary stories of cowboys

 C. the descriptions of types of birds

 D. schedules of birdwatching events

 Part B
 Choose two phrases that support the answer in Part A. Choose two.

 A. . . . festivals have even sprung up . . .

 B. . . . cream-colored feathers.

 C. . . . wingspan of up to 9.5 feet . . .

 D. Long ago . . .

 E. . . . cowboys riding across the plains . . .

 17 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

15. Which organizational pattern is used MOST in the passage?

 A. Compare and contrast is used to show differences between the varieties of birds.

 B. Description is used to show three different varieties of birds that are found in Nebraska.

 C. A sequence of events is used to show the order in which different varieties of birds arrive.

 D. Order of importance is used to show information about three varieties of birds, from
 most to least important.

16. What is the author’s purpose for writing the passage?

 A. to inform the reader about how birdwatchers gather during different seasons in Nebraska

 B. to inform the reader about three interesting types of birds among many found in Nebraska

 C. to inform the reader that some bird populations in Nebraska are thriving while others are
 declining

 D. to inform the reader about how three different types of birds in Nebraska are distinct
 from one another

 18 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

17. This question has two parts. Answer Part A, and then answer Part B.
 Part A
 What is the MAIN idea of the passage?

 A. Nebraska has a diverse bird population that many people enjoy observing.

 B. Nebraska has a rich history of burrowing birds and people who watch them.

 C. Nebraska has millions of cranes, pelicans with great wingspans, and owls that live in the
 ground.

 D. Nebraska has many people who come to the state to watch sandhill cranes, white
 pelicans, and burrowing owls.

 Part B
 Which sentence from the passage BEST supports your answer in Part A?

 A. All year long, birds of all colors and sizes fly to and from the state.

 B. Boasting a wingspan of up to 9.5 feet, they can circle for long periods of time with
 little effort.

 C. Since they eat around four pounds of fish a day, this kind of cooperation is beneficial.

 D. Long ago, cowboys riding across the plains began calling burrowing owls “howdy birds.”

18. How do the subheadings contribute to the reader’s understanding of the passage?

 A. They organize the birds in chronological order.

 B. They indicate which bird the author will describe.

 C. They show how each bird is similar to the others.

 D. They include additional information about each bird.

 19 Go on to the next page.

ENGLISH LANGUAGE ARTS - ITEM TYPE SAMPLER

19. Which statement supports the idea that Nebraska cowboys liked burrowing owls?

 A. The owls appeared to nod at the cowboys.

 B. The owls were given an affectionate nickname.

 C. The owl population was greater in number in past years.

 D. The owls are small with intense yellow eyes that help them hunt.

20. Choose two sentences from the passage that support the idea that some birds help each other.
 Choose two.

 A. All year long, birds of all colors and sizes fly to and from the state.

 B. These beautiful creatures help attract thousands of visitors to Nebraska year after year.

 C. Pelicans often hunt together in shallow water, cooperating to direct fish toward one
 another.

 D. The small birds would pop their heads out of burrows in the ground and appear to give
 passersby a friendly nod as if wishing them well.

 E. When danger is near, they will call out an alarm to warn other burrowing birds to seek the
 safety of their homes.

 20 STOP.

THIS IS THE END OF THE
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ready move
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 22

2021-2022

Grade 5 - Item Type Sampler
 Mathematics

24

MATHEMATICS - ITEM TYPE SAMPLER

Directions:

On the following pages of your booklet are questions for the Grade 5 Nebraska
Student-Centered Assessment System Mathematics (NSCAS-M) Item Type Sampler.
Read these directions carefully before beginning this item type sampler.
This item type sampler will include several different types of questions. Multiple choice
questions will ask you to select an answer from among four choices. Multiple select
questions will ask you to select multiple correct answers from among five or more
choices. For some questions, there may be two parts, Part A and Part B, where each part
has a multiple choice or multiple select question. These questions will be found in your
item type sampler.
For all questions:
• Read each question carefully and choose the best answer.
• You may use scratch paper to solve the problems.
• The Mathematics Reference Sheet is provided in the back of the Mathematics section.
 You may refer to this page at any time during the sampler.
• You may not use a calculator on this sampler.
• Be sure to answer ALL the questions.
When you come to the word STOP, you have finished the Grade 5 NSCAS Growth
Mathematics Item Type Sampler.

 25 STOP.

MATHEMATICS - ITEM TYPE SAMPLER

1. Use the coordinate grid below to answer the question.

 y

 7
 6
 5
 4
 P
 3
 2
 1
 x
 0 1 2 3 4 5 6 7

 What are the coordinates of point P?

 A.

 B.

 C.

 D.

2. Use the rule to answer the question.

 Which points are formed by the rule? Select three options.

 A. B.

 C. D.
 y y
 10 10
 8 8
 E. 6 F. 6
 4 4
 2 2
 x x
 0 2 4 6 8 10 0 2 4 6 8 10

 26 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

3. What is ?

 A.

 B.

 C.

 D.

4. What is 9,887 rounded to the nearest thousand?

 A. 9,000

 B. 9,800

 C. 9,900

 D. 10,000

5. A recipe calls for pound of nuts, pound of candy pieces, and pound of dried fruit.
 What is the total weight, in pounds, of nuts, candy pieces, and dried fruit the recipe calls for?

 A. pound

 B. pound

 C. pound

 D. pounds

 27 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

6. Students gathered data about the cars in the teacher parking lot at the school. They counted
 the number of cars of various colors and recorded the information in a table.

 Cars in Teacher Parking
 Lot
 Color Number of Cars
 Black 5
 Gray 5
 Red 4
 Tan 2
 White 8
 Other 3

 Part A
 Which question can be answered using the data shown in the table?

 A. How many students like red cars?

 B. Which car color is the most common?

 C. Which car color shows the most dirt?

 D. What is the favorite car color among women?

 Part B
 The students want to know how many cars of each color in the teacher parking lot were made
 after a certain year. What additional information do the students need to gather?

 A. the year each car was bought

 B. the year each car was made

 C. the number of years the teachers have taught at the school

 D. the number of years the teachers have been driving the car

 28 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

7. Which option shows as a decimal?

 A.

 B.

 C.

 D.

8. When evaluating the expression , which operation is performed first?

 A.

 B.

 C.

 D.

9. What is ?

 A.

 B.

 C.

 D.

 29 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

10. A student measured the length of a carpet to be 72 inches long. What is the length of the
 carpet in yards?

 A. 2 yards

 B. 6 yards

 C. 216 yards

 D. 864 yards

11. What is ?

 A.

 B.

 C.

 D.

 30 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

12. Use the graph to answer the question.

 Students Playing Sports
 20
 18
 16
 Number of Students

 14
 12
 10
 8 Key
 6 Soccer
 4
 2 Basketball
 0
 Third Fourth Fifth Sixth
 Grade

 Which statement is correct?

 A. More total students play soccer than basketball.

 B. Four more third-grade students play basketball than play soccer.

 C. Twice as many sixth-grade students play basketball than play soccer.

 D. Twice as many fourth-grade students play basketball than fifth-grade students.

13. What is the standard form of ?

 A.

 B.

 C.

 D.

 31 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

14. Use the figure to answer the question.

 Which words or phrases BEST describe the figure? Select three.

 A. square

 B. rectangle

 C. trapezoid

 D. The figure has exactly four angles.

 E. The figure has four sides of equal length.

 F. The figure has exactly one set of parallel sides.

 G. The figure has exactly two sets of parallel sides

15. Which set of steps shows the sum of in simplest form?

 A.

 B.

 C.

 D.

 32 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

16. Which number does represent?

 A.

 B.

 C.

 D.

17. Evaluate.

 A.

 B.

 C.

 D.

 33 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

18. Use the graph to answer the question.

 Books Read by Students
 16
 14
 Number of Books 12
 10
 8
 6
 4
 2
 0
 Week 1 Week 2 Week 3 Week 4 Week 5

 Based on the graph, what is the BEST estimate for the number of books that will be read
 during Week 5?

 A. 8 books

 B. 10 books

 C. 12 books

 D. 14 books

 34 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

19. Part A
 What is the value of ?

 A.

 B.

 C.

 D.

 Part B
 What is the value of ?

 A.

 B.

 C.

 D.

 35 Go on to the next page.

MATHEMATICS - ITEM TYPE SAMPLER

20. Use the figure below to answer the question.

 Key
 = 1 cubic unit

 What is the volume of the figure?

 A.

 B.

 C.

 D.

 36 STOP.

Mathematics Reference Sheet

 Shape Area Circumference Key
Circle = r 2 = d = 2 r b = base l = length
 1
Triangle = __2 bh Perimeter ℎ = height w = width

Rectangle = l × w = 2l + 2w = 2 (l + w) B = area of base s = side length

Square = s × s = s + s + s + s H = height of triangular prism
 1 s 1, s 2, s3 are the lengths of each
Trapezoid = __2 h (b1 + b2) side of the triangular base
Parallelogram = bh d = diameter r = radius
 Use 3.14 for .

 3 – Dimensional Shape Volume Surface Area
Rectangular Prism = lwh = Bh = 2lw + 2lh + 2wh = 2B + 2lh + 2wh
 1
Triangular Prism = __2 lwh = Bh = bh + (s1 + s2 + s3) = 2B + (s1 + s2 + s3) 
 1
Cone = __3 r 2 h Percent Change
 difference in amount
Cylinder = r 2 h % change = __
 original amount
 4
Sphere = __3 r 3 Pythagorean Theorem
 c2 = a2 + b2

 Standard Units Metric Units
 Conversions – Length
1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm)
1 yard (yd) = 3 feet (ft) = 36 inches (in.) 1 meter (m) = 100 centimeters (cm)
1 mile (mi) = 1,760 yards (yd) = 5,280 feet (ft) 1 meter (m) = 1,000 millimeters (mm)
 1 kilometer (km) = 1,000 meters (m)
 Conversions – Volume
1 cup = 8 fluid ounces (fl oz) 1 liter (l) = 1,000 milliliters (ml)
1 pint (pt) = 2 cups 1 liter (l) = 1,000 cubic centimeters (cu. cm)
1 quart (qt) = 2 pints (pt)
1 gallon (gal.) = 4 quarts (qt)
 Conversions – Weight/Mass
1 pound (lb) = 16 ounces (oz) 37 1 gram (g) = 1,000 milligrams (mg)
1 ton = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)

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