ISTEP+ Spring 2010 - Mrs. Warner's Learning...
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Copyright © 2010 by State of Indiana Department of Education Web Version Mathematics • English/Language Arts • Science Grade 4 ISTEP+ Spring 2010 Indiana Statewide Testing for Educational Progress Plus
Transcript of ISTEP+ Spring 2010 - Mrs. Warner's Learning...
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Web Version
Mathematics • English/Language Arts • ScienceGrade 4
ISTEP+ Spring 2010Indiana Statewide Testing for Educational Progress Plus
Acknowledgments: CTB is indebted to the following for permission to use material in this book.
Text and photographs from “What Kids Said About Eight Different Sleds” from www.zillions.org, text copyright © 2001 by Consumers Union of U.S., Inc., Yonkers, NY, photograph copyright © by Richard Hutchings. Reprinted with permission from Zillions: Consumer Reports ® For Kids and the photographer.
All brand and product names found in this publication are the trademarks or registered trademarks of their respective companies and are not associated with the publisher of this publication.
Developed and published under contract with State of Indiana Department of Education by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 2010 by State of Indiana Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of State of Indiana Department of Education.
Printed in U.S.A.1 2 3 4 5 6 7 8 9 REL 12 11 10 09
Use only a Number 2 pencil to respond to the questions in this book. Responses written in pen CANNOT be scored.
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NOTE: A correct answer cANNOT receive full credit if no work is shown.
Since you may receive partial credit for all problems in this test, it is important to show ALL work in the spaces provided in this book. When you see the words Show All Work, be sure to
• show all the steps needed to solve the problem • make your handwriting clear and easy to read • write the answer on the answer line
As you complete each problem, remember to
✔ READ the problem carefully
✔ PLAN how to solve the problem
✔ SOLVE the problem showing all steps
✔ cHEcK your work
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Session 1: Mathematics
1 The diagram below shows a wall in Kevin’s bedroom.
8 ft
12 ft
Kevin places 3 posters on his wall. Each poster is 2 feet long and 3 feet wide.
What is the area, in square feet, of the wall NOT covered by Kevin’s posters?
Area of rectangle 5 lw
� length � width
Show All Work
Answer square feet
Go On
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Session 1
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2 Ally received pictures from school, as shown below.
Ally gives 1 picture to her mom and 1 picture to her dad.
Write a fraction to show the number of pictures she has LEFT.
Answer
Ally gives 23 of the remaining pictures to friends.
How many pictures does Ally have LEFT?
Show All Work
Answer pictures
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Session 1
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3 Mr. Walsh is planning a rectangular garden with a fence. He is considering the two plans shown in the diagram below.
8 feet
5 feet 10 feet
4 feet
Plan A Plan B
Complete the table below with the perimeter and area of each garden plan.
Area of rectangle 5 lw
� length � width
Perimeter(feet)
Area(square feet)
Plan A
Plan B
The fence Mr. Walsh will use costs $6 for 1 foot.
Use words, numbers, or symbols to explain which garden plan’s fence will cost less money to build.
Go On
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� Use the clues to make two numbers.
clues for the First Number
• contains 5 digits
• begins and ends with odd numbers
• tens place is even and is greater than 2 and less than 6
• ten-thousands place is 1 more than the tens place
• ones place is the least odd number
• thousands place is odd and is greater than 3 and less than 9, but is NOT equal to the ten-thousands place
• hundreds place is the answer to this number sentence: 8 � 0 � ?
Show All Work
First Number
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Session 1
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clues for the Second Number
• contains 5 digits
• ten-thousands place is even and is greater than 4 and less than 8
• ones place is 1 less than the ten-thousands place
• thousands place is the answer to this number sentence: 0 � 3 � ?
• tens place is odd and is greater than 1 and less than 5
• hundreds place is 1 more than the tens place
Show All Work
Second Number
On the line below, write a number sentence using ,, ., or 5 to compare the two numbers.
Answer
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Session 1
STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _
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ATTENTION! Do NOT go on
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Whenever you see this picture, you will be doing a writing activity. Your writing will be scored on how clearly you write and how well you get your ideas across. Your writing will not be scored on your personal opinions. Be sure to check your writing for correct grammar, spelling, punctuation, and capitalization.
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Session 2: English/Language Arts
1 Being a Helper
Read the writing prompt below and complete the writing activity.
Suppose you were asked to help a neighbor or your community. You might take care of someone’s pet, or you might clean up a nearby park. There are many ways that you could be helpful. What would you choose to do?
Now write about what you would do if you were asked to help a neighbor or your community. Explain what you would do and why your work would be helpful.
Be sure to include
• what you would do
• why your work would be helpful
• specific details to make your writing interesting
• a beginning, a middle, and an end to your writing
Go On
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Session 2
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Use the blank Prewriting/Planning space below for notes, lists, webs, outlines, or anything else that might help you plan your writing. If you need additional paper for planning, raise your hand and your teacher will give you more paper. You must write your final draft on the lines beginning at the top of the next page.
Prewriting/Planning
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Session 2
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Use the Editing Checklist on page 20. Check your writing for correct grammar, spelling, punctuation, and capitalization. Remember, your writing should be well organized.
Go On
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Session 2
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Go On
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Editing Checklist1 Have you started each sentence with a capital letter?
2 Have you capitalized names of people and places?
3 Have you used correct punctuation?
4 Have you spelled all words correctly?
5 Does the action word (verb) of your sentence agree with the subject?
Examples: Tom plays at the park.
They play at the park.
6 Have you used the correct form of your action words (verbs)?
Examples: Jan plays today.
Jan played yesterday.
Jan will play tomorrow.
7 Have you written complete sentences?
Now check your writing using this Editing Checklist.
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STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _
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ATTENTION! Do NOT go on
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Session 3: English/Language Arts
Whenever you see this picture, you will be doing a writing activity. Your writing will be scored on how clearly you write and how well you get your ideas across. Your writing will not be scored on your personal opinions. Be sure to check your writing for correct grammar, spelling, punctuation, and capitalization.
DirectionsFor Session 3, you will read an article called “What Kids Said About Eight Different Sleds” and complete Numbers 1 through 3. You may look back at the article as often as you like. Then you will complete a writing activity.
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Session 3
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Our testers slid down (yay!) and trudged back up (boo!) a snow-covered slope for more than two hours. They commented on each sled’s speed, control, and lug factor (how easy or hard it was to tote back up the hill).
What Kids Said About Eight Different Sleds
This inexpensive, familiar sled didn’t excite our testers at first, but it delivered on fun. “It’s incredibly light [three pounds],” said Adam. “I’m down and back up the hill in a jiffy, and that’s what counts for me.” Testers liked the versatility,1 too: They could ride it solo lying down or sitting up, and fit two riders sitting up.
Toboggan, flexible plasticcontrol: Not muchlug factor: Easy
1versatility: having many uses
“A smooth, fast ride!”
Go On
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The wide, flat bottom of this sturdy sled gave it buoyancy (it won’t sink into deep snow). And the curved-up front plowed a path while moving. But many testers dubbed this sled “slowpoke” because it rode more like a supertanker than a speedboat. Zack docked this bulky 12-pounder after two runs because “the short ride down wasn’t worth the long walk back up.”
Toboggan, rigid plasticcontrol: Not muchlug factor: Heavy
“A straight–forward ride, even though you can’t control it very well.”
The built-in back support added comfort and stability and let riders sit up straight and see where they were going. Testers said this was one of the fastest sleds, but often frustrating because it tipped over easily. More daring riders liked the speed (and inevitable2 wipeouts). “Spilling out is part of the fun,” said Damien.
Toboggan with runnerscontrol: Somelug factor: moderate
2inevitable: expected
“You really fly!”
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Session 3
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Some testers couldn’t handle the bumpy ride or sensitive steering wheel and were left stranded, sledless, in the middle of the slope. But others enjoyed the challenge of making bold, hairpin turns. “It’s more fun when your body bounces up from the sled and you have to hold on to the steering wheel for dear life,” said Michael.
Toboggan with steering wheelcontrol: A good amountlug factor: moderate
“I loved zipping around, coming in close on other sleds, then scooting away.”
“Yikes!”-minded testers felt that a plain saucer couldn’t be beat for a wild, laugh- and shriek-filled ride. But controlling a saucer is practically impossible because only a small, circular area in the center of it touches the ground, so there’s nothing to keep it on track. Testers also liked that it was a cinch to carry, weighing just two pounds.
Saucercontrol: Good luck!lug factor: Easy
“Spinning around and not knowing where you’re going is really cool.”
Go On
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Session 3
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nVery few testers figured out the technique and balance needed to get this luge-like sled down the hill without crashing. (Luge is a Winter Olympics sport.) Adam eventually got the hang of it and rode with speedy abandon. Some testers liked the feeling of being close to the snow. For Tammy, though, it was too close: “Wear a ski mask because you will get sprayed in the face.”
Some testers had never been on this old–fashioned sled and discovered it was quite zippy and responsive when making smooth, gradual turns. Testers rarely fell off after bumps or quick changes in direction when riding chest down, facing front. “Just watch out for facefuls of snow,” warned Samantha.
Wooden sled on metal runnerscontrol: A good amountlug factor: moderate
“It’s fast and steers great once you get used to it.”
Testers loved the soft, cushioned ride and bouncy trampoline effect. “The bumps don’t hurt your bottom!” said Samantha. But the steering was stiff and slow to respond. The novelty wore off soon after testers lugged the 15-pound snow raft uphill.
Snow catamarancontrol: Somelug factor: Heavy
“You go fast and far without falling off.”
“It’s a wild ride!”
Sled lugecontrol: Somelug factor: moderate
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1 Mary wants to take her little brother sledding. She wants to use a safe sled that they can ride together. They have only a few hours to sled, and they want to make as many trips as possible down the hill.
Using information from the article, tell which sled Mary is MOST LIKELY to choose and explain why. Support your answer with details from the article.
2 Explain how riders can control different kinds of sleds. Support your answer with details from the article.
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3 Explain why someone would MOST LIKELY choose a saucer sled. Support your answer with details from the article.
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4 Read this story. Then complete the writing activity that follows.
checkers with Grandma
“Wait!” exclaimed Alex. “We can’t leave so soon. We haven’t played checkers with Grandma yet!”
For as long as he could remember, Alex and his parents had played the game during their visits to Grandma’s. He and Grandma always played as a team against his parents.
“Why, you’re right,” smiled Grandma as she cleared the table. “I can’t believe we were so busy that we almost broke our tradition. Alex, please go get the checkerboard. It’s on the same shelf as always. Let’s show these folks a thing or two. You have time for a game, don’t you?”
Think about an activity you often do with your family or friends. Describe the activity and tell why you enjoy it. Be sure to include details to support your writing.
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Use the blank Prewriting/Planning space below for notes, lists, webs, outlines, or anything else that might help you plan your writing. If you need additional paper for planning, raise your hand and your teacher will give you more paper. You must write your final draft on the lines beginning at the top of the next page.
Prewriting/Planning
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Use the Editing Checklist on page 32. Check your writing for correct grammar, spelling, punctuation, and capitalization. Remember, your writing should be well organized.
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Now check your writing using this Editing Checklist.
Editing Checklist1 Have you started each sentence with a capital letter?
2 Have you capitalized names of people and places?
3 Have you used correct punctuation?
4 Have you spelled all words correctly?
5 Does the action word (verb) of your sentence agree with the subject?
Examples: Tom plays at the park.
They play at the park.
6 Have you used the correct form of your action words (verbs)?
Examples: Jan plays today.
Jan played yesterday.
Jan will play tomorrow.
7 Have you written complete sentences?
STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _ STOP! _ _ _ _Page 32
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Session 3
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Page 33
ATTENTION! Do NOT go on
until you are
told to do so.
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DONOT
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Session 4: Science
1 Mike investigated how adding salt affects the amount of time it takes water to reach boiling. With help from a parent, he heated a pot of cold water on a stove. He measured the amount of time it took the water to reach boiling. He repeated these steps after adding different amounts of salt to the same amount of water at the same starting temperature. The table below shows his results.
AmountofSaltandTimetoReachBoiling
AmountofSaltAdded(grams)
AmountofTimetoReachBoiling
(minutes)
0 10
5 12
10 15
15 17
20 19
Between which TWO amounts of salt added did the amount of time to reach boiling increase the MOST?
Answer grams and grams
According to Mike’s data, how does adding salt affect the time it takes water to reach boiling?
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Science
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2 Kelly learned that a gas is released when vinegar and baking soda are mixed together. She decided to test this using the steps listed below.
1. Pour a small amount of vinegar into three plastic soda bottles.
2. Put some baking soda into each bottle.
3. Place the open end of a balloon over the top of each bottle.
The diagram below shows how each bottle looked when Kelly completed the experiment.
A B C
Give TWO different reasons why the three balloons were NOT filled to the same size at the end of the experiment.
1)
2)
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Science
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3 David wanted to find out how the brand of food eaten by a pet mouse affects the mass of the mouse. He used three mice that were the same type and age and placed them in cages that were exactly the same. Each mouse was fed a different brand of food. The results of the experiment are shown below.
• Amy the mouse ate only Brand A food, and her starting mass was 14 grams (g). After two weeks, her mass was 22 g.
• Betsy the mouse ate only Brand B food, and her starting mass was 15 g. After two weeks, her mass was 15 g.
• Cindy the mouse ate only Brand C food, and her starting mass was 16 g. After two weeks, her mass was 13 g.
Complete the DATA TABLE below to show the results of David’s experiment. Be sure to include units of measurement anywhere they are needed as you fill in the table.
HowBrandofFoodAffectsMouseMass
MouseNameBrandof
FoodStartingMass(g)
A
B
C
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Science
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4 The students at a school have started a recycling program. They wanted their school to switch to paper towels that contain 100% recycled materials.
The students did an investigation to find out how different brands of recycled paper towels compare to the school’s current paper towels in cost and ability to absorb water. They completed the following steps.
1. They poured 50 milliliters (mL) of water into each of four same-sized cups.
2. They placed one equal-sized paper towel from each brand into its own cup.
3. They waited one minute.4. They determined the amount of water each brand of paper towel
absorbed.
Their results are shown in the table below.
ComparingBrandsofPaperTowels
PaperTowel WaterAbsorbed Cost
Current brand 35 mL $0.99 per roll
Recycled brand A 38 mL $1.50 per roll
Recycled brand B 34 mL $1.00 per roll
Recycled brand C 27 mL $1.10 per roll
Besides the cups, identify TWO different tools needed to take the measurements during this investigation.
1)
2)
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Describe how brands A, B, and C compared to the school’s current brand of paper towels in cost.
Describe how brands A, B, and C compared to the school’s current brand of paper towels in their ability to absorb water.
Which brand of paper towels should the students recommend that the school use?
Using the information in the data table, explain why you think the students should recommend that brand of paper towels.
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Science
Session4
STOP!____STOP!____STOP!____STOP!____STOP!____
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Applied Skills Assessment Mathematics • English/Language Arts • ScienceGrade 4
