4th Grade Math PSSA Sampler 2008

The Pennsylvania System
of School Assessment
Mathematics
Item and Scoring Sampler
2008–2009
Grade 4
Pennsylvania Department of Education Bureau of Assessment and Accountability 2008–2009

TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
General Description of Mathematics Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mathematics Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Description of Sample Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Grade 4 Ruler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
First Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Item-Specific Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Second Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Third Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Fourth Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Grade 4 Mathematics Item Sampler 2008–2009 i

MATHEMATICS
INTRODUCTION
General Introduction
The Department of Education provides districts and schools with tools to assist in delivering focused instructional
programs aligned to the state assessment system. These tools include assessment anchor documents, assessment
handbooks, and content-based item and scoring samplers. This 2008–2009 Mathematics Item and Scoring Sampler is a
useful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.
What Is Included
The 2008–2009 Mathematics Item and Scoring Samplers do not contain newly released items. The samplers are a
compilation of previously released items. This item and scoring sampler contains mathematics multiple-choice items
and open-ended items that have been written to align to the 2008 Assessment Anchor Content Standards (Assessment
Anchors). Some of the items are actual items used to assess student performance on the PSSA. They provide an idea of
the types of items that will appear on the operational Spring 2009 PSSA. Each item has been through a rigorous review
process to ensure alignment with the Assessment Anchors.
Purpose and Uses

The items in this sampler may be used as examples for creating assessment items at the classroom level, and they may
also be copied and used as part of a local instructional program.* Classroom teachers may find it beneficial to have
students respond to the open-ended items in this sampler. Educators can then use the sampler as a guide to score the
responses either independently or together with colleagues within a school or district.
Item Format and Scoring Guidelines

The multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worth
one point.
Each open-ended item is designed to take about ten minutes to complete. During an official testing administration,
students are given additional time as necessary to complete the test items. Each open-ended item in mathematics is
scored using an item-specific scoring guideline based on a 0–4 point scale. In this sampler, every item-specific scoring
guideline is combined with examples of student responses representing each score point to form a practical item-
specific scoring guide.
The sampler also includes the General Description of Mathematics Scoring Guidelines used to develop the
item-specific guidelines and guides. These General Description Scoring Guidelines should be used if any additional
item-specific scoring guidelines are created for use within local instructional programs.*
Item Alignment
All PSSA items are aligned to statements and specifications included in the Assessment Anchor Content Standards
documents. The mathematics content included in the PSSA mathematics multiple-choice items will align with the
Assessment Anchors as defined by the Eligible Content statements. The process skills, directives, and action statements
will also specifically align with the Assessment Anchors as defined by Eligible Content statements.
The mathematics content included in the PSSA mathematics open-ended items will align with content included
in Eligible Content statements. The process skills, directives, and action statements included in the performance
demands of the PSSA mathematics open-ended items will align with specifications included in the Assessment Anchor
statements, the Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or action
statements used in the open-ended questions or stems can come from the Eligible Content, Descriptor, or Anchor.
* The permission to copy and/or use these materials does not extend to commercial purposes.
Grade 4 Mathematics Item Sampler 2008–2009 1

MATHEMATICS
GENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES
4 – The response demonstrates a thorough understanding of the mathematical concepts and procedures
required by the task.
The response provides correct answer(s) with clear and complete mathematical procedures shown and a correct
explanation, as required by the task. Response may contain a minor “blemish” or omission in work or explanation
that does not detract from demonstrating a thorough understanding.
3 – The response demonstrates a general understanding of the mathematical concepts and procedures required
by the task.
The response and explanation (as required by the task) are mostly complete and correct. The response may have
minor errors or omissions that do not detract from demonstrating a general understanding.
2 – The response demonstrates a partial understanding of the mathematical concepts and procedures
The response is somewhat correct with partial understanding of the required mathematical concepts and/or
procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.
1 – The response demonstrates a minimal understanding of the mathematical concepts and procedures
0 – The response has no correct answer and insufficient evidence to demonstrate any understanding of the
mathematical concepts and procedures required by the task for that grade level.
Response may show only information copied from the question.
Special Categories within zero reported separately:
BLK (blank) ...........Blank, entirely erased, or written refusal to respond

OT ..........................Off task
IL ...........................Illegible
LOE .......................Response in a language other than English

MATHEMATICS
MATHEMATICS REPORTING CATEGORIES
Mathematics scores are reported in five categories:

A – Numbers and Operations
B – Measurement
C – Geometry
D – Algebraic Concepts
E – Data Analysis and Probability
Examples of multiple-choice and open-ended items assessing these categories are included in this booklet.
DESCRIPTION OF SAMPLE ITEMS
The mathematics multiple-choice items begin on the next page. Each item is preceded by the Assessment Anchor and
Eligible Content coding. The majority of answer options A–D are followed by a brief analysis or rationale. The correct
answer is indicated by an asterisk (*).
Four open-ended items follow the multiple-choice items. Each of these is displayed with an item-specific scoring guidelines
and examples of responses with scores and annotations.
A calculator is permitted for use in solving items numbered 7–53 in this sampler. Items numbered 1–6 are to be solved
without the use of a calculator. Scratch paper may be used in solving all items, and a ruler similar to that shown below
should be used to answer item numbers 26 and 27.
GRADE 4 RULER
The ruler shown below is not intended to be used to measure. It has been included as a representation of the rulers that
will be provided for students when they take the test. Due to differences in printers, etc., the ruler and item numbers 26
and 27 may not accurately reproduce to scale.
Grade 4
(in.) 1 2 3 4 5 6
15 14 13 12 11 10 9 8 7 6 5 4 3 2 (cm) 1

MATHEMATICS
MULTIPLE-CHOICE ITEMS
During an assessment, students would not be permitted to use a calculator on items 1–4.
A.3.1.3 A.3.2.1
1. Linda needs to buy horseshoes 3. Subtract:

for 24 horses. Each horse needs
4 horseshoes. About how many 82.12 ] 6.50
horseshoes does Linda need to buy?
A 17.12 82.12 ] 65.0
A 30 25 + 5 B 75.62 *
B 80 20 3 4 C 81.47 82.12 ] 0.65
C 100 * D 84.42 difference between digits

4MSA321
D 125 25 3 5
41-5065
A.3.2.1
A.3.1.3
4. Solve:
2. Which estimate is closest to 5,790 + 4,013? 879.56 – 498.87
A 8,000 4,000 + 4,000
A 380.69 *
B 9,000 5,000 + 4,000
C 10,000 * B 381.79 didn’t borrow in tenths place
D 11,000 6,000 + 5,000

subtracted greatest – least for each
C 421.31
place
didn’t borrow in ones place or

D 481.69
hundreds place

MATHEMATICS
During an assessment, students would not be permitted to use a calculator on items 5 and 6.
A.3.2.2 A.3.2.2
5. Find the sum. 6. Solve:

4 3 2
} } + }
7 5 5
+ }1 A 1
} difference
7 5
B 5 3 + 2; 5 + 5
}
3 10
A } 4 ] 1; 7 + 7
14
C 6 3 × 2; 5 + 5
}
5 10
B } 4 + 1; 7 + 7
14
D 5 *
}
3 4 1 5
C } }]}
7 7 7
D 5 *
}
7
4MSA322

MATHEMATICS
A.1.1.1 A.1.1.2
7. Maddox shaded some circles, as shown 8. Natalie is painting some benches. She
below.
has already painted 1 }3 benches. Which
5
drawing could show the benches Natalie
has painted so far?
A
Which mixed number shows how many
circles Maddox shaded? 1 3
} and }
5 5
A 3 1} 1
3 shaded wholes + } unshaded B
8 8
B 3 7} * 3 3
} and }
8 5 5
C 4 1} 1 C
4 circles + } unshaded
8 8
2
D 4 7} 7
4 circles + } shaded
1}
5
8 8
4MSA111 D
*
4MSA112

MATHEMATICS
A.1.1.3 A.1.1.4
9. What is three thousand fourteen and 11. A store sent out 5,221 announcements
eight-tenths written in standard form? last year. Which shows the word form
of 5,221?
A 3,014.08 eight-hundredths
A five thousand twenty-one
B 3,014.80 * error in the 100s place
B fifty thousand two hundred

one hundred forty;
C 3,140.08 eight-hundredths
twenty-one
50 instead of 5 for 1000s place
D 3,140.80 one hundred forty
C fifty-two thousand twenty-one
error in the 1000s place
D five thousand two hundred

A.1.1.4 twenty-one
*
10. What is 8,487 in expanded form?
41-5059
tens and ones not
A 8,000 + 400 + 87 separate
8 and 7 in wrong
B 8,000 + 400 + 870 place and not
separate
C 8,000 + 400 + 80 + 7 *
4 and 8 in wrong
D 8,000 + 40 + 8 + 7 place

MATHEMATICS
A.1.2.1 A.1.2.2
12. Victor needs 1}1 cups of milk for a 14. At the school carnival, the principal
3 selected 4 tickets for a door prize. The
recipe. Which point shows the amount ticket numbers are shown below.
Victor needs?
79342
W X Y Z 79432
81254
0 1 2 81204
A W
1
} Which shows the ticket numbers from
3
least to greatest?
2
B X }
3 A 79342, 79432, 81204, 81254
*
C Y *
B 79342, 79432, 81254, 81204
2
D Z 1}
3 last two numbers transposed
41-5128
C 79432, 79342, 81204, 81254
first two numbers transposed
A.1.2.1 D 81204, 81254, 79342, 79432

ordered by hundreds, then tens
13. Which fraction is located at point P on the
number line? 41-5291
P
0 1 2 A.1.3.1
15. What are all the factors of 10?

A 1
}
5 A 1, 2, 5, 10 *
B 3 * B 1, 2, 5
}
4
C 0, 1, 2, 5, 10
C 4
}
5 D 0, 1, 2, 5
D 1 1}
4

MATHEMATICS
A.1.3.2 A.2.1.2
16. Mr. Franklin is buying boxes of markers. 19. Hector bought 2 books for $7.59 each and
Each box contains exactly 8 markers. a pen for $3.46. What is the total amount
Which could be the number of markers of money he paid?
Mr. Franklin is buying?
A $11.05 7.59 + 3.46
A 38 not a multiple of 8
B $13.05 2 + 7.59 + 3.46
B 40 *
C $14.51 3.46 + 3.46 + 7.59
C 42 not a multiple of 8
D $18.64 *
D 44 not a multiple of 8
41-5209
A.3.1.1
20. The city’s new snowplow will

A.1.3.2 travel 137,673 miles. To the nearest
ten thousand, how far will the new
17. Which list contains 3 multiples of 7?
snowplow travel?
A 14, 21, 37 37 incorrect
A 120,000 miles rounded too far down
B 17, 27, 47 7 in ones place
B 130,000 miles rounded down
C 28, 35, 56 *
C 140,000 miles *
D 71, 72, 74 7 in tens place
D 160,000 miles rounded too far up
41-5321
A.3.1.2
A.2.1.1
21. Ivan needs to pay $11.86 for lunch. Ivan
18. Stan has 6 points in a game. Eve has twice has no coins. What is the least amount
as many points as Stan. How many points of money Ivan needs to pay for his
do they have in all? lunch?
A 8 6+2 A $11.00 rounded down
B 12 6×2 B $12.00 *
C 14 2×6+2 C $13.00 rounded up too far
D 18 * D $14.00 rounded up too far

41-5364

MATHEMATICS
B.1.1.1 B.1.1.2
22. Scott left his house for baseball practice at 23. Meredith eats lunch at 20 minutes to 12.
the time shown below. Which clock shows when Meredith eats
lunch?
12
11 1
10 2 A 12 hour hand
11 1
9 3 error
10 2
8 4
9 3
7 5
6
8 4
7 5
6
What time did Scott leave his house for
baseball practice?
B 12 *
11 1
A 2:28 * 10 2
B 3:28 hour hand error 9 3
C 5:12 hands reversed 8 4

7 5
6
D 6:12 hands reversed; hour hand error
4MSB111
C 11
12
1 hands reversed
10 2
9 3
8 4
7 5
6
D 12
11 1 20 minutes
10 2 a er 12
9 3
8 4
7 5
6
4MSB112

MATHEMATICS
B.1.1.3 B.2.1.1
24. Lin got on the bus at 8:15 A.M. and got off 26. The smallest doll in Kim’s collection is
the bus at 9:06 A.M. How long was Lin on shown below.
the bus?
A 21 minutes 15 + 6
B 51 minutes *
C 66 minutes 1 hour to 9:00 + 6
D 91 minutes 100 – 15 + 6
Using your ruler, how tall is Kim’s doll?

B.1.1.4
A 1 1} inches not long enough
25. On Thursday nights, Jacob goes to dance 2
class. His class starts at 6:15 and lasts
1 hour and 35 minutes. What time does B 1 3} inches *
4
Jacob’s dance class end?
C 2 inches too long
A 6:50 35 minutes later
B 7:15 1 hour later D 2 1} inches too long

4
C 7:35 6:00 + 1 hour 35 minutes 4MSB211
D 7:50 *
4MSB114

MATHEMATICS
B.2.1.1 C.1.1.1
27. Cleo’s pencil was very short. 29. What 2-dimensional shape has 6 sides and
6 angles?
A hexagon *
Using your ruler, what is the length of her B octagon 8 sides and angles
pencil, in centimeters?
C rectangle 4 sides and angles
A 2 near “2 inches” mark
D rhombus 4 sides and angles
B 3 approximately 3 inches
C 7 *
D 8 ruler end set at 1 cm
C.1.1.2
Use the drawing below to answer question 30.
B.2.2.1
28. About how high is a bathtub?
A 4 inches
B 24 inches *
C 44 inches 30. What 3-dimensional shape is this object?
D 64 inches A cube
B square
C pyramid
D rectangular prism *

MATHEMATICS
C.1.2.1 C.1.2.2
31. Tran drew the first letter of his name. Use the figure below to answer question 32.
Which geometric shapes make this letter?
A 3 points
B 3 rays
C 2 lines
D 2 line segments *
32. Which word describes the top edge of

the movie screen and the bottom edge?
A perpendicular
no right angle relationship
B parallel
*
C converging
no point of convergence
D intersecting
no intersection
41-5276

MATHEMATICS
C.2.1.1 C.2.1.2
33. Tony drew a picture of a heart below. Use the picture below to answer question 34.
How many lines of symmetry does

Tony’s picture have?
34. How many lines of symmetry does the
A 0
picture have?
there is 1 vertical line of symmetry
A 0
B 1
B 1 *
*
C 2
C 2 D 3
1 horizontal + 1 vertical line of symmetry;

or 2 sections created by 1 line
D 4
4 sections created by 2 lines
41-5343

MATHEMATICS
C.3.1.1 C.3.1.1
Use the grid below to answer question 35. Use the coordinate grid below to answer
question 36.
y
10 y
9
8
8
7 7
6
6
5 W X Y
4 5
3 4
2
1 3
x 2
0 1 2 3 4 5 6 7 8 9 10
1
35. Which shape is found at (5, 4)? Z
x
0 1 2 3 4 5 6 7 8
A * 36. What is the location of point X?

B reversed coordinatess
A (0, 5) point W
C (2, 9)
B (5, 0) point Z
D (9, 2)
C (2, 5) *
41-5346
D (5, 5) point Y

MATHEMATICS
D.1.1.1 D.1.1.2
37. Ruth placed cards in a row to form a Use the pattern below to answer question 39.
number pattern, as shown below.
3, 6, 5, 10, 9, 18, 17
64 52 40 28 ? 39. Which rule describes this pattern?
What should be the next card in the A multiply by 2 then subtract 1 *

pattern?
B add 3 then subtract 1 3 + 3 = 6; 6 ] 1 = 5
A C subtract 1 6]1=5
14
D multiply by 2 3×2=6
B *
16
C
22
D
24
D.1.1.1
38. The numbers below follow a pattern.
80, 65, 50, 35,
What is the next number in the pattern?
A 15 amount by which numbers change (–15)
B 20 *
follows pa ern in tens place; incorrect

C 25
pa ern in ones place
D 30 80 ] 50, or 65 ] 35
41-5375

MATHEMATICS
D.1.1.3
40. Greg created a pattern using letters as shown below.
Which pattern follows the same rule?
A ABBCCABBCCABB second le er repeated
B ABCCABCCABCCA *
C ABCCAABCCAABC first le er repeated
D ABCBABCBABCBA third le er not repeated

4MSD113
D.1.2.1 D.1.2.2
41. The input/output table shows the rule: 42. Charlie made the table below.
multiply the input number by 3 and then
add 2. In Out
12 60
Input Output
3 11 13 65
5 17 14 70
6 20
7 ? What rule did Charlie use?
9 ?
A Add 5 difference in Out values
What 2 output numbers are missing in the
table? B Add 48 difference in first row
A 14, 27 7 × 2; 9 × 3 C Multiply by 5 *
B 21, 27 7 × 3; 9 × 3 D Divide by 5 In and Out reversed

41-5425
C 23, 26 20 + 3; 23 + 3
D 23, 29 *

MATHEMATICS
D.2.1.1 D.2.2.2
43. Rob’s car had 16 gallons of gas. On a Use the number sentence below to answer
55 mile drive, the car used 3 gallons. Which question 45.
shows how to find how many gallons were
in the car after the drive? 14 2=7
A 16 + 3 incorrect operation 45. Which symbol goes in the to make the

number sentence true?
B 55 + 3 miles + gallons used
A +
C 16 – 3 *
B –
D 55 – 3 miles – gallons used
C 3
D 4 *
4MSD222
D.2.2.1
E.1.1.1
Use the equation below to answer question 44.
46. The pictograph below shows how many
42 ÷ u = 6 pieces of each flavor fruit snack Nathan
counted.
44. What number should go in the u to make
this equation true?
Flavor Number of Pieces
A 6 pineapple
B 7 *
strawberry
C 8
D 9 orange
2 pieces
How many more strawberry pieces were

there than orange pieces?
A 2 each picture = one piece
B 4 *
C 6 strawberry + orange pictures
D 8 total number of pictures
41-5239

MATHEMATICS
E.1.1.1
47. The pictograph below shows the number and kinds of birds in a pet shop.
Birds in Pet Shop
Kind Number
canary
finch
parakeet
parrot
Key
= 4 birds
How many finches are in the pet shop?
A 4 ignored key
B 8 4+4
C 12 number of parakeets
D 16 *

MATHEMATICS
E.1.2.2
48. The pictograph below shows the number of students who took swim lessons during three
different months.
Swim Lessons
Month Number of Students

April
June
August
Key: = 10 students
Which bar graph shows the information in the pictograph?

A Swim Lessons B Swim Lessons
70 70
Number of Students
Number of Students
60 60
50 50
40 40
30 30
20 20
10 10
0 0
April June August April June August
Month Month
rounded and drawn up to grid line *
C Swim Lessons D Swim Lessons

70 70
Number of Students
Number of Students
60 60
50 50
40 40
30 30
20 20
10 10
0 0
April June August April June August
Month Month
rounded and drawn down to grid line June + 5
4MSE122

MATHEMATICS
E.3.1.1
49. The graph below shows the number of tickets being sold each hour for a concert.
Concert Tickets Sold

800
700
600
Number of Tickets
500
400
300
200
100
0
12:00 1:00 2:00 3:00 4:00 5:00 6:00
Hour
The pattern continues. Based on the graph, how many tickets should be expected to be
sold by 4:00?
A 400 4:00 as 400
B 450 highest point marked
C 550 450 + 100
D 600 *

MATHEMATICS
FIRST OPEN-ENDED ITEM

A.1
50. There were football games on Friday, Saturday, and Monday.
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
B. The total number of people at Monday’s football game was

50,000 + 9,000 + 300 + 1. What is this number, written in standard form?
41-5451a
GO TO THE NEXT PAGE TO FINISH THE QUESTION.

MATHEMATICS
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b

MATHEMATICS
ITEM-SPECIFIC SCORING GUIDELINE

Item #50
This item will be reported under Category A, Numbers and Operations.
Assessment Anchor:
A.1–Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers

and number systems.
Specific Eligible Content addressed by this item:
A.1.1.4–Write whole numbers in expanded, standard and/or word form through 6 digits (example of standard to
expanded form: 43,076 = 40,000 + 3,000 + 70 + 6).
A.1.2.2–Compare and/or order whole numbers through 6 digits and amounts of money to $100 (limit sets for
ordering to no more than 4 numbers).
Scoring Guide:
Score In response to this item, the student—

demonstrates a thorough understanding of writing whole numbers in standard
4 and word form and comparing whole numbers by correctly solving problems
and clearly explaining procedures.
demonstrates a general understanding of writing whole numbers in standard
3 and word form and comparing whole numbers by correctly solving problems
and clearly explaining procedures with only minor errors or omissions.
demonstrates a partial understanding of writing whole numbers in standard and
2 word form and comparing whole numbers by correctly performing a significant
portion of the required task.
demonstrates minimal understanding of writing whole numbers in standard and
1
word form and comparing whole numbers.
The response has no correct answer and insufficient evidence to demonstrate
0 any understanding of the mathematical concepts and procedures as required by
the task. Response may show only information copied from the question.
BLK (blank) ....... Blank, entirely erased, or written refusal to respond
Non- OT ...................... Off task
scorable IL ........................ Illegible
LOE .................... Response in a language other than English

MATHEMATICS
Item #50
Top Scoring Response:
Part A Answer
Sixty-two thousand five hundred ten
(1 score point)
1 point for correct answer
Part B Answer
59,301
(1 score point)
Part C Answer Support

62,509 is one person less than the number of people at Saturday’s game.
59,302 is one person more than the number of people at Monday’s game. The
any number from 59,302 to 62,509 number of people at Friday’s game must be 59,302 to 62,509.
OR equivalent
(2 score points)

1 point for complete support

MATHEMATICS
OPEN-ENDED ITEM RESPONSES

A.1 Response Score: 4
The student has given a correct answer.

41-5451a

MATHEMATICS

The student has shown complete support.
41-5451b

MATHEMATICS


The student has given an incorrect answer.
41-5451a

MATHEMATICS

41-5451b

MATHEMATICS


41-5451a

MATHEMATICS

The student has not shown support.
41-5451b

MATHEMATICS


41-5451a

MATHEMATICS

The student has shown incomplete support.
41-5451b

MATHEMATICS


41-5451a

MATHEMATICS

The student has not shown support.
41-5451b

MATHEMATICS


41-5451a

MATHEMATICS

41-5451b

MATHEMATICS


41-5451a

MATHEMATICS

41-5451b

MATHEMATICS


41-5451a

MATHEMATICS

41-5451b

MATHEMATICS
SECOND OPEN-ENDED ITEM

A.2 Response Score:
A.2.1
51. Ali, Jeri, and Kim each put $7.00 into a jar to start their car washing business.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.

MATHEMATICS
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.

MATHEMATICS

Item #51
This item will be reported under Category A, Numbers and Operations.
Assessment Anchor:
A.2–Understand the meanings of operations, use operations, and understand how they relate to each other.
A.2.1.1–Solve problems involving all operations with whole numbers, and/or explain the solution (limit to
two-step problems; e.g., multiply then add single-digit multipliers and divisors).
A.2.1.2–Solve problems involving addition or subtraction with decimals through the tenths or money
to the cent and/or explain the solution. Limit to two-step problems.
Scoring Guide:

demonstrates a thorough understanding of solving and explaining problems
4 involving operations with whole numbers and adding/subtracting money by
correctly solving problems and clearly explaining procedures.
demonstrates a general understanding of solving and explaining problems
3 involving operations with whole numbers and adding/subtracting money with
only minor errors or omissions.
demonstrates a partial understanding of solving and explaining problems
2 involving operations with whole numbers and adding/subtracting money by
correctly performing a significant portion of the required task.
demonstrates minimal understanding of solving and explaining problems
1
involving operations with whole numbers and adding/subtracting money.
The response has given no correct answer and insufficient evidence to
demonstrate any understanding of the mathematical concepts and procedures
0
as required by the task. Response may show only information copied from the
question.
Non- OT ...................... Off task

MATHEMATICS
Item #51
Part A Answer Support
There are 3 people. They each put $7 into the jar.

I multiplied 3 × 7 and got 21. That is the money in
$14.81 the jar, $21.00. They spent $6.19. I subtracted $6.19
from $21.00 and got $14.81. That is the money left
in the jar.
(2 score points)

Part B Answer Support
9 × 6 = 54
$68.81
$54.00 + 14.81 = $68.81
(2 score points)


MATHEMATICS



MATHEMATICS
your work.


MATHEMATICS



MATHEMATICS
your work.
The student has given a correct answer (based on

carry-through error). The student has shown complete
support.

MATHEMATICS



MATHEMATICS
your work.

The student has shown no support.

MATHEMATICS



MATHEMATICS
your work.

The student has shown incorrect support.

MATHEMATICS



MATHEMATICS
your work.
The student has given a correct answer (based

on carry-through error). The student has shown
complete support.

MATHEMATICS



MATHEMATICS
your work.


MATHEMATICS



MATHEMATICS
your work.


MATHEMATICS



MATHEMATICS
your work.


MATHEMATICS
THIRD OPEN-ENDED ITEM

B.1
52. Frank is doing his homework.
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a

MATHEMATICS
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b

MATHEMATICS

Item #52
This item will be reported under Category B, Measurement.
Assessment Anchor:
B.1–Demonstrate an understanding of measureable attributes of objects and figures, and the units, systems and
processes of measurement.
B.1.1.2–Identify time (analog or digital) as the amount of minutes before and/or after the hour (e.g., 2:50 is the
same as 10 minutes before 3:00; quarter past six is the same as 6:15).
B.1.1.3–Calculate the elapsed time, to the minute, in a given situation (limited to 2 adjacent hours).
B.1.1.4–Determine the beginning or ending time, given the elapsed time (limited to 2 adjacent hours).
Scoring Guide:

demonstrates a thorough understanding of identifying time, calculating elapsed
4 time, and determining the beginning and ending times given elapsed time by
correctly solving problems and clearly explaining procedures.
demonstrates a general understanding of identifying time, calculating elapsed
time, and determining the beginning and ending times given elapsed time by
3
correctly solving problems and clearly explaining procedures with only minor
errors or omissions.
demonstrates a partial understanding of identifying time, calculating elapsed
2 time, and determining the beginning and ending times given elapsed time by
correctly performing a significant portion of the required task.
demonstrates minimal understanding of identifying time, calculating elapsed
1
time, and determining the beginning and ending times given elapsed time.
The response has no correct answer and insufficient evidence to demonstrate
0 any understanding of the mathematical concepts and procedures as required by
the task. Response may show only information copied from the question.
Non- OT ...................... Off task

MATHEMATICS
Item #52
Part A Answer Support

57 minutes I know twenty minutes past three is the same as 3:20. I added 40 minutes to 3:20 to
get 4:00. Then, I added 17 minutes to 4:00 to get 4:17. Last, I added 40 minutes to
17 minutes to get a total of 57 minutes.
OR equivalent
(2 score points)

Part B Answer Support

6:05 I added 42 minutes to 5:18 to get 6:00. Since he worked for 47 minutes, I know
47 – 42 = 5 minutes more he still has to work. I added 5 minutes to 6:00 to get
6:05.
OR equivalent
(2 score points)


MATHEMATICS

B.1 Response Score: 4
found your answer.
The student has given the correct answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS

found your answer.

41-5431a

MATHEMATICS

41-5431b

MATHEMATICS
FOURTH OPEN-ENDED ITEM

D.1
53. Aki drew the figures below to make a pattern.
A. Draw the next figure in the pattern.
B. Describe the rule for the pattern.

MATHEMATICS
Aki wrote the pattern of numbers below.
54, 45, 36, 27, ? , ? ,0
C. The pattern continues. What are the 2 missing numbers?
D. What is the rule for Aki’s number pattern from part C?

MATHEMATICS

Item #53
This item will be reported under Category D, Algebraic Concepts.
Assessment Anchor:
D.1–Demonstrate an understanding of patterns, relations, and functions.
D.1.1.1–Extend or find a missing element in a numerical or geometric pattern (+, – or × may be used -
numerical patterns must be whole numbers).
D.1.1.2–Identify/describe the rule for a numerical or geometric pattern shown (+, – or × may be used -
numerical patterns must be whole numbers).
Scoring Guide:

demonstrates a thorough understanding of describing the rule for and
4 extending numerical and geometric patterns by correctly solving problems and
clearly explaining procedures.
demonstrates a general understanding of describing the rule for and extending
3
numerical and geometric patterns with only minor errors or omissions.
demonstrates a partial understanding of describing the rule for and extending
2 numerical and geometric patterns by correctly performing a significant portion
of the task.
demonstrates minimal understanding of describing the rule for and extending
1
numerical and geometric patterns.
The response has given no correct answer and insufficient evidence to
demonstrate any understanding of the mathematical concepts and procedures
0
as required by the task for this grade level. Response may show only
information copied from the question.
Non- OT ...................... Off task

MATHEMATICS
Item #53
Part A Drawing
(1 score point)
1 point for correct drawing
Part B Support
The pattern is circle, straight mark, circle, zig zag. It keeps going.
OR
equivalent
(1 score point)
Part C Answer
54, 45, 36, 27, 18, 9, 0
(1 score point)
Part D Support
The rule is to subtract 9 from the first number to get the second number, then
subtract 9 from the second number to get the third number. Keep repeating this
rule.
OR
equivalent
(1 score point)

MATHEMATICS

D.1 Response Score: 4
The student has given a correct drawing.

MATHEMATICS
54, 45, 36, 27, ? , ? ,0
The student has given correct answers.

MATHEMATICS

MATHEMATICS
54, 45, 36, 27, ? , ? ,0

MATHEMATICS

MATHEMATICS
54, 45, 36, 27, ? , ? ,0
The student has given incorrect answers.

MATHEMATICS

MATHEMATICS
54, 45, 36, 27, ? , ? ,0

MATHEMATICS
The student has given an incorrect drawing.

MATHEMATICS
54, 45, 36, 27, ? , ? ,0

MATHEMATICS

MATHEMATICS
54, 45, 36, 27, ? , ? ,0

MATHEMATICS

MATHEMATICS
54, 45, 36, 27, ? , ? ,0

MATHEMATICS

MATHEMATICS
54, 45, 36, 27, ? , ? ,0

Mathematics
Grade 4
Item and Scoring Sampler
Copyright © 2008 by the Pennsylvania Department of Education. The materials contained in this publication may be
duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication
of materials for commercial use.

4th Grade Math PSSA Sampler 2008

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The Pennsylvania System

Pennsylvania Department of Education Bureau of Assessment and Accountability 2008–2009

Grade 4 Mathematics Item Sampler 2008–2009 i

Purpose and Uses

Item Format and Scoring Guidelines

Grade 4 Mathematics Item Sampler 2008–2009 1

GENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES

Special Categories within zero reported separately:

BLK (blank) ...........Blank, entirely erased, or written refusal to respond

Grade 4 Mathematics Item Sampler 2008–2009 2

MATHEMATICS REPORTING CATEGORIES

Mathematics scores are reported in five categories:

DESCRIPTION OF SAMPLE ITEMS

Grade 4 Mathematics Item Sampler 2008–2009 3

1. Linda needs to buy horseshoes 3. Subtract:

C 100 * D 84.42 diﬀerence between digits

C 10,000 * B 381.79 didn’t borrow in tenths place

D 11,000 6,000 + 5,000

didn’t borrow in ones place or

Grade 4 Mathematics Item Sampler 2008–2009 4

5. Find the sum. 6. Solve:

Grade 4 Mathematics Item Sampler 2008–2009 5

Grade 4 Mathematics Item Sampler 2008–2009 6

B 3,014.80 * error in the 100s place

B fifty thousand two hundred

D five thousand two hundred

Grade 4 Mathematics Item Sampler 2008–2009 7

A.1.2.1 D 81204, 81254, 79342, 79432

15. What are all the factors of 10?

Grade 4 Mathematics Item Sampler 2008–2009 8

20. The city’s new snowplow will

A 8 6+2 A $11.00 rounded down

C 14 2×6+2 C $13.00 rounded up too far

D 18 * D $14.00 rounded up too far

Grade 4 Mathematics Item Sampler 2008–2009 9

B 3:28 hour hand error 9 3

C 5:12 hands reversed 8 4

Grade 4 Mathematics Item Sampler 2008–2009 10

Using your ruler, how tall is Kim’s doll?

B 7:15 1 hour later D 2 1} inches too long

Grade 4 Mathematics Item Sampler 2008–2009 11

Use the drawing below to answer question 30.

28. About how high is a bathtub?

Grade 4 Mathematics Item Sampler 2008–2009 12

Which geometric shapes make this letter?

32. Which word describes the top edge of

Grade 4 Mathematics Item Sampler 2008–2009 13

How many lines of symmetry does

1 horizontal + 1 vertical line of symmetry;

Grade 4 Mathematics Item Sampler 2008–2009 14

A * 36. What is the location of point X?

Grade 4 Mathematics Item Sampler 2008–2009 15

What should be the next card in the A multiply by 2 then subtract 1 *

38. The numbers below follow a pattern.

80, 65, 50, 35,

What is the next number in the pattern?

A 15 amount by which numbers change (–15)

follows pa ern in tens place; incorrect

Grade 4 Mathematics Item Sampler 2008–2009 16

40. Greg created a pattern using letters as shown below.

Which pattern follows the same rule?

A ABBCCABBCCABB second le er repeated

D ABCBABCBABCBA third le er not repeated

B 21, 27 7 × 3; 9 × 3 D Divide by 5 In and Out reversed