OKLAHOMA SCHOOL TESTING PROGRAM - … · 2018-06-17 · Oklahoma School Testing Program Calculator...

OKLAHOMASCHOOL TESTING PROGRAM

ENGLISH LANGUAGE ARTS & MATHEMATICS

PARENT, STUDENT, AND TEACHER GUIDE

GRADE 72017-2018

ADMINISTRATION DATES

Testing Dates

Multiple-Choice Tests April 10–24, 2012

Oklahoma School Testing Program Administration Dates

2017–2018 School Year Mathematics and English Language Arts

Paper/Pencil Assessment Window April 2–20, 2018

Online Assessment Window April 2–27, 2018

Developed and published under contract with the Oklahoma State Department of Education by Measured Progress, 100 Education Way, Dover, NH 03820. Copyright © 2018 by the Oklahoma State Department of Education. All rights reserved. Only State of Oklahoma educators and citizens may copy, download, and/or print the document, located online at https://www.measuredprogress.org/web/occt1. Any other use or reproduction of this document, in whole or in part, requires written permission of the Oklahoma State Department of Education and the publisher. All brand and product names found in this publication are the trademarks of their respective owners.

Page ii Grade 7 Parent, Student, and Teacher Guide

http://sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview

http://sde.ok.gov/sde/oklahoma-academic-standards

http://sde.ok.gov/sde/assessment-material

[email protected]

SUPERINTENDENT LETTER

Dear Families and Educators, Students will soon be taking the Oklahoma School Testing Program (OSTP) tests to provide a snapshot of academic performance near the end of the school year. For an overview of the tests that will be given this spring, please click on the following link: http://sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview. Families will receive online reports that include their child’s test results, areas of success and areas in need of additional growth. Paper reports will be sent home by the local school district in summer 2018. A digital version of the OSTP Parent, Student and Teacher Guide is available on the Oklahoma State Department of Education (OSDE) website at http://sde.ok.gov/sde/assessment-material. Inside this guide, you will find an explanation of what’s covered in the test and sample questions to become familiar with the test format. These will help your child understand what to expect on the tests. OSTP tests measure your child’s progress in learning the Oklahoma Academic Standards for school subjects. To learn more about the standards, please visit http://sde.ok.gov/sde/oklahoma-academic-standards. We know that all families have dreams for their children and want what is best for them. The spring tests are an opportunity for children to showcase their learning this school year. Students are most successful when schools and families work together. During the week of testing, please be sure your child gets plenty of sleep, eats a healthy breakfast and is at school on time. If you have questions, please contact your school or the State Department of Education at (405) 521-3341 or [email protected]. Sincerely, State Superintendent of Public Instruction

http://sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview

http://sde.ok.gov/sde/oklahoma-academic-standards

http://sde.ok.gov/sde/assessment-material

mailto:assessments%40sde.ok.gov?subject=

Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Superintendent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Oklahoma School Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

General Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Technology Enhanced Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Online Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Oklahoma Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Test Blueprint–ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Test Blueprint–Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Oklahoma School Testing Program Calculator Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Multiple-Choice Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

English Language Arts Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Mathematics Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .INSIDE BACK COVER

TABLE OF CONTENTS

Page 2 Grade 7 Parent, Student, and Teacher Guide

THE OKLAHOMA SCHOOL TESTING PROGRAMThe Governor, state legislators, and other Oklahoma elected officials have committed themselves to ensuring that all Oklahoma students receive the opportunity to learn the skills required to obtain post-secondary success. To achieve this goal, schools must prepare every Oklahoma student for colleges, universities, and jobs that require new and different skills.

In addition, the Legislature established the standards-based assessment component of the Oklahoma School Testing Program (OSTP) to measure students’ progress in mastering the Oklahoma Academic Standards. Assessments have been developed by national test publishers that specifically measure the Oklahoma Academic Standards. Teachers throughout Oklahoma have been involved in the review, revision, and approval of the questions that are included in these assessments.

In the content areas assessed by the OSTP, a student’s performance is reported according to one of four performance levels: Advanced, Proficient, Limited Knowledge, or Unsatisfactory.

This year, students in Grade 7 will take online assessments in Mathematics and English Language Arts.

This guide provides an opportunity for families, students, and teachers to become familiar with how skills in these subject areas will be assessed. It presents general test-taking tips, lists the Oklahoma Academic Standards assessed, gives blueprints for the assessments, and provides practice questions.

Grade 7 Parent, Student, and Teacher Guide Page 3

TEST-TAKING TIPSThe following tips provide strategies for taking the Oklahoma School Testing Program assessments. Test-taking skills cannot replace proper preparation based on the Oklahoma Academic Standards, which serve as the foundation for these assessments.

To access the practice questions, go to the Student Log-in via browser: https://oklahoma.measuredprogress.org/Student/login

Student Log-in: practice Password: testing

General Test-Taking Tips• Read this guide carefully and complete the practice questions. These questions are for you

to familiarize yourself with the format of the assessments and should not be used as a predictor of how you will score on the actual assessments.

• Make sure you understand all directions. If you are uncertain about any of the directions, on the day of the assessment, raise your hand to ask questions before starting.

• Check your work if you finish your assessment early. Use the extra time to answer any questions that you skipped.

• Remember that if you cannot finish within the time allotted, you will be given additional time as an immediate extension to the current session to complete the assessment.

• Don’t spend too much time on any one question. If a question takes too long to answer, skip it and answer the other questions. You can return to any skipped questions after you have finished all other questions.

• Don’t attempt to leave the online testing system by closing the window by clicking on the X. Instead:

Steps Button to ClickOn the last item, students click Finish.

On the test review screen, students click Turn In.

Below the confirmation question, students click Turn In.

Student returns to test section selection page and may select the next section or click Exit to exit the client.


Multiple-Choice Questions• Each multiple-choice question contains four answer choices.

• Read each question and every answer choice carefully. Choose the best answer for each question.

• Check your work if you finish your assessment early. Use the extra time to answer any questions that you skipped.

• Read the selections on the English Language Arts assessment carefully.

• Be sure that you have seen all four answer choices before making your selection. On an online assessment, this may require you to use the scroll bar on the right or left side of the question.

Technology Enhanced Questions• Mathematics and Science online assessments will contain technology enhanced questions.

• There are four types of technology enhanced questions:

– Matching – students match information from one column to another

– Dropdown – students select the correct answer, from a dropdown menu, to complete a statement

– Drag-and-Drop – students drag selected answers into category boxes

– Hotspot – students highlight a box or boxes containing the correct answer(s)

• Read the directions at the start of each question carefully, as they explain how to interact with the components on the screen and how to change your answer.

• Use the scrolling tool, if needed, to see the entire item.

Online AssessmentsEach Grade 7 subject assessment is divided into separate sections. These separate sections may be administered on the same day with a break given between sections or on consecutive instructional days. Students taking an online assessment have both multiple-choice and technology enhanced questions in Mathematics, and multiple-choice in English Language Arts.

Students should have enough time to complete all sections. Students may be given additional time if needed, but additional time will be given as an immediate extension of the same testing period, not at a different time.

Students who finish early need to make sure their work is complete and are encouraged to check and verify their answers prior to turning in each separate section. Students will not be allowed to log back into a section once they have clicked the turn in buttons.

The following sections:

• list the Oklahoma Academic Standards assessed in each subject area,

• reproduce the student directions,

• present practice questions for each subject, and

• provide information about preparing for testing of the Oklahoma Academic Standards.


OKLAHOMA ACADEMIC STANDARDSThe Oklahoma School Testing Program will assess the full depth and breadth of the Oklahoma Academic Standards (OAS) in the Grade 7 online assessments. Presented below are the OAS for Grade 7 English Language Arts and Mathematics. Student performance on the assessments is reported at the standard level for each content area.

English Language Arts

OAS English Language Arts—Grade 7

Standard 2: Reading and Writing ProcessStudents will use a variety of recursive reading and writing processes.

ReadingStudents will read and comprehend increasingly complex literary and informational texts.

WritingStudents will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

7.2.R.1 Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

7.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

7.2.R.2 Students will analyze details in literary and nonfiction/informational texts to distinguish genres.

7.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

7.2.R.3 Students will paraphrase main ideas with supporting details in a text.

7.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

7.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.

7.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).


Standard 3: Critical Reading and WritingStudents will apply critical thinking skills to reading and writing.

ReadingStudents will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

WritingStudents will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

7.3.R.1 Students will compare and contrast stated or implied purposes of authors writing on the same topic in grade-level literary and/or informational texts.

7.3.W.1 NARRATIVEStudents will write narratives incorporating characters, plot, setting, point of view, conflict, dialogue, and sensory details to convey experiences and events.

7.3.R.2 Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.

7.3.W.2 INFORMATIVEStudents will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure and a formal style.

7.3.R.3 Students will analyze how key literary elements contribute to the meaning of the literary work:

• setting • plot• characters (i.e., protagonist, antagonist)• characterization • theme• conflict (i.e., internal and external)

7.3.W.3 ARGUMENT–Grade Level FocusStudents will introduce a claim and organize reasons and evidence, using credible sources.

7.3.R.4 Students will evaluate literary devices to support interpretations of literary texts:

7.3.W.4 Students will show relationships among the claim, reasons, and evidence.

• simile• metaphor• personification• onomatopoeia• hyperbole

• imagery• symbolism• tone• irony*

*Students will find textual evidence when provided with examples.

7.3.R.5 Students will distinguish factual claims from opinions.

7.3.R.6 Students will analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/evidence) and content by making inferences about texts and use textual evidence to draw simple logical conclusions.

7.3.R.7 Students will make connections (e.g., thematic links) between and across multiple texts and provide textual evidence to support their inferences.


Standard 4: VocabularyStudents will expand their working vocabularies to effectively communicate and understand texts.

ReadingStudents will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

WritingStudents will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

7.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

7.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.

7.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

7.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.

7.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

7.4.R.4 Students will infer the relationships among words with multiple meanings and recognize the connotation and denotation of words.

7.4.R.5 Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.


Standard 5: LanguageStudents will apply knowledge of grammar and rhetorical style to reading and writing.

ReadingStudents will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

WritingStudents will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

7.5.R.1 Students will recognize the correct use of prepositional phrases and dependent clauses.

7.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

7.5.R.2 Students will recognize simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

7.5.W.2 Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

7.5.R.3 Students will recognize the subject and verb agreement.

7.5.W.3 Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.7.5.R.4 Students will recognize and correct

misplaced and dangling modifiers.

Standard 6: ResearchStudents will engage in inquiry to acquire, refine, and share knowledge.

ReadingStudents will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.

WritingStudents will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.

7.6.R.1 Students will use their own viable research questions and thesis statements to find information about a specific topic.

7.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).

7.6.R.2 Students will follow ethical and legal guidelines for finding and recording information from a variety of primary and secondary sources (e.g., print and digital).

7.6.W.2 Students will refine and formulate a viable research question and report findings clearly and concisely, using a thesis statement.

7.6.R.3 Students will determine the relevance, reliability, and validity of the information gathered.

7.6.W.3 Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.

7.6.W.4 Students will summarize and present information in a report.


Test Blueprint–ELA

OKLAHOMA SCHOOL TESTING PROGRAMTEST BLUEPRINT ENGLISH LANGUAGE ARTS

2017-2018 GRADE 7This blueprint describes the content and structure of an assessment and defines the ideal

number of test items by standard of the Oklahoma Academic Standards (OAS).

TOTAL

18

10

8

6

8

IDEAL NUMBEROF ITEMS

50

36%

20%

16%

12%

16%

IDEAL PERCENTAGEOF ITEMS

100%

*Standard 8: Independent Reading and Writing is assessed throughout the test and dually aligned to each standard.Please note this blueprint does not include items that may be field-tested.A minimum of 6 items is required to report a standard.

STANDARD 2: READING AND WRITING PROCESSStudents will use a variety of recursive reading and writing processes.

STANDARD 3: CRITICAL READING AND WRITINGStudents will apply critical thinking skills to reading and writing.

STANDARD 4: VOCABULARYStudents will expand their working vocabularies to effectively communicate and understand texts.

STANDARD 5: LANGUAGEStudents will apply knowledge of grammar and rhetorical style to reading and writing.

STANDARD 6: RESEARCHStudents will engage in inquiry to acquire, refine, and share knowledge.

STANDARDS

Mathematics

Mathematical Actions and ProcessesThe Mathematical Actions and Processes simultaneously reflect the holistic nature of mathematics as a discipline in which patterns and relationships among quantities, numbers, and space are studied (National Academies of Science, 2014) and as a form of literacy such that all students are supported in accessing and understanding mathematics for life, for the workplace, for the scientific and technical community, and as a part of cultural heritage (NCTM, 2000). The seven Mathematical Actions and Processes leverage both the NCTM Process Standards and the Five Mathematical Proficiencies (NRC, 2001) to capture the mathematical experience of Oklahoma students as they pursue mathematical literacy.

Throughout their PK–12 education experience, mathematically literate students will:

Develop a Deep and Flexible Conceptual UnderstandingDemonstrate a deep and flexible conceptual understanding of mathematical concepts, operations, and relations while making mathematical and real-world connections. Students will develop an understanding of how and when to apply and use the mathematics they know to solve problems.

Develop Accurate and Appropriate Procedural FluencyLearn efficient procedures and algorithms for computations and repeated processes based on a strong sense of numbers. Develop fluency in addition, subtraction, multiplication, and division of numbers and expressions. Students will generate a sophisticated understanding of the development and application of algorithms and procedures.

Develop Strategies for Problem SolvingAnalyze the parts of complex mathematical tasks and identify entry points to begin the search for a solution. Students will select from a variety of problem solving strategies and use corresponding multiple representations (verbal, physical, symbolic, pictorial, graphical, tabular) when appropriate. They will pursue solutions to various tasks from real-world situations and applications that are often interdisciplinary in nature. They will find methods to verify their answers in context and will always question the reasonableness of solutions.

Develop Mathematical ReasoningExplore and communicate a variety of reasoning strategies to think through problems. Students will apply their logic to critique the thinking and strategies of others to develop and evaluate mathematical arguments, including making arguments and counterarguments and making connections to other contexts.

Develop a Productive Mathematical DispositionHold the belief that mathematics is sensible, useful, and worthwhile. Students will develop the habit of looking for and making use of patterns and mathematical structures. They will persevere and become resilient, effective problem solvers.

Develop the Ability to Make Conjectures, Model, and GeneralizeMake predictions and conjectures and draw conclusions throughout the problem solving process based on patterns and the repeated structures in mathematics. Students will create, identify, and extend patterns as a strategy for solving and making sense of a problem.

Develop the Ability to Communicate MathematicallyStudents will discuss, write, read, interpret, and translate ideas and concepts mathematically. As they progress, students’ ability to communicate mathematically will include their increased use of mathematical language and terms and analysis of mathematical definitions.


OAS Mathematics—Grade 7

Develop a Deep and Flexible

Conceptual Understanding

Develop Accurate and Appropriate Procedural

Fluency

Develop Strategies

for Problem Solving

Develop Mathematical

Reasoning

Develop a Productive

Mathematical Disposition

Develop the Ability to Make Conjectures, Model, and Generalize

Develop the Ability to

Communicate Mathematically

Number & Operations (N)7.N.1 Read, write, represent, and compare rational numbers, expressed as integers, fractions, and decimals.

7.N.1.1 Know that every rational number can be written as the ratio of two integers or as a terminating or repeating decimal.

7.N.1.2 Compare and order rational numbers expressed in various forms using the symbols <, >, and =.

7.N.1.3 Recognize and generate equivalent representations of rational numbers, including equivalent fractions.

7.N.2 Calculate with integers and rational numbers, with and without positive integer exponents, to solve real-world and mathematical problems; explain the relationship between absolute value of a rational number and the distance of that number from zero.

7.N.2.1 Estimate solutions to multiplication and division of integers in order to assess the reasonableness of results.

7.N.2.2 Illustrate multiplication and division of integers using a variety of representations.

7.N.2.3 Solve real-world and mathematical problems involving addition, subtraction, multiplication and division of rational numbers; use efficient and generalizable procedures including but not limited to standard algorithms.

7.N.2.4 Raise integers to positive integer exponents.

7.N.2.5 Solve real-world and mathematical problems involving calculations with rational numbers and positive integer exponents.

7.N.2.6 Explain the relationship between the absolute value of a rational number and the distance of that number from zero on a number line. Use the symbol for absolute value.


Algebraic Reasoning & Algebra (A)7.A.1 Understand the concept of proportionality in real-world and mathematical situations, and distinguish between proportional and other relationships.

7.A.1.1 Describe that the relationship between two variables, x and y, is proportional if it

can be expressed in the form yx = k or y = kx; distinguish proportional relationships from

other relationships, including inversely proportional relationships (xy = k or y = kx ).

7.A.1.2 Recognize that the graph of a proportional relationship is a line through the origin and the coordinate (1, r), where both r and the slope are the unit rate (constant of proportionality, k).

7.A.2 Recognize proportional relationships in real-world and mathematical situations; represent these and other relationships with tables, verbal descriptions, symbols, and graphs; solve problems involving proportional relationships and interpret results in the original context.

7.A.2.1 Represent proportional relationships with tables, verbal descriptions, symbols, and graphs; translate from one representation to another. Determine and compare the unit rate (constant of proportionality, slope, or rate of change) given any of these representations.

7.A.2.2 Solve multi-step problems involving proportional relationships involving distance-time, percent increase or decrease, discounts, tips, unit pricing, similar figures, and other real-world and mathematical situations.

7.A.2.3 Use proportional reasoning to solve real-world and mathematical problems involving ratios.

7.A.2.4 Use proportional reasoning to assess the reasonableness of solutions.

7.A.3 Represent and solve linear equations and inequalities.

7.A.3.1 Write and solve problems leading to linear equations with one variable in the form px + q = r and p(x + q) = r, where p, q,and r are rational numbers.

7.A.3.2 Represent, write, solve, and graph problems leading to linear inequalities with one variable in the form x + p > q and x + p < q, where p, and q are nonnegative rational numbers.

7.A.3.3 Represent real-world or mathematical situations using equations and inequalities involving variables and rational numbers.

7.A.4 Use order of operations and properties of operations to generate equivalent numerical and algebraic expressions containing rational numbers and grouping symbols; evaluate such expressions.

7.A.4.1 Use properties of operations (limited to associative, commutative, and distributive) to generate equivalent numerical and algebraic expressions containing rational numbers, grouping symbols and whole number exponents.

7.A.4.2 Apply understanding of order of operations and grouping symbols when using calculators and other technologies.


Geometry & Measurement (GM)7.GM.1 Develop and understand the concept of surface area and volume of rectangular prisms.

7.GM.1.1 Using a variety of tools and strategies, develop the concept that surface area of a rectangular prism with rational-valued edge lengths can be found by wrapping the figure with same-sized square units without gaps or overlap. Use appropriate measurements such as cm2.

7.GM.1.2 Using a variety of tools and strategies, develop the concept that the volume of rectangular prisms with rational-valued edge lengths can be found by counting the total number of same-sized unit cubes that fill a shape without gaps or overlaps. Use appropriate measurements such as cm3.

7.GM.2 Determine the area of trapezoids and area and perimeter of composite figures.

7.GM.2.1 Develop and use the formula to determine the area of a trapezoid to solve problems.

7.GM.2.2 Find the area and perimeter of composite figures to solve real-world and mathematical problems.

7.GM.3 Use reasoning with proportions and ratios to determine measurements, justify formulas, and solve real-world and mathematical problems involving circles and related geometric figures.

7.GM.3.1 Demonstrate an understanding of the proportional relationship between the

diameter and circumference of a circle and that the unit rate (constant of proportionality) is and can be approximated by rational numbers such as 22

7 and 3.14.

7.GM.3.2 Calculate the circumference and area of circles to solve problems in various contexts, in terms of and using approximations for .

7.GM.4 Analyze the effect of dilations, translations, and reflections on the attributes of two-dimensional figures on and off the coordinate plane.

7.GM.4.1 Describe the properties of similarity, compare geometric figures for similarity, and determine scale factors resulting from dilations.

7.GM.4.2 Apply proportions, ratios, and scale factors to solve problems involving scale drawings and determine side lengths and areas of similar triangles and rectangles.

7.GM.4.3 Graph and describe translations and reflections of figures on a coordinate plane and determine the coordinates of the vertices of the figure after the transformation.

Data & Probability (D)7.D.1 Display and analyze data in a variety of ways.

7.D.1.1 Design simple experiments, collect data and calculate measures of central tendency (mean, median, and mode) and spread (range). Use these quantities to draw conclusions about the data collected and make predictions.

7.D.1.2 Use reasoning with proportions to display and interpret data in circle graphs (pie charts) and histograms. Choose the appropriate data display and know how to create the display using a spreadsheet or other graphing technology.

7.D.2 Calculate probabilities and reason about probabilities using proportions to solve real-world and mathematical problems.

7.D.2.1 Determine the theoretical probability of an event using the ratio between the size of the event and the size of the sample space; represent probabilities as percents, fractions and decimals between 0 and 1.

7.D.2.2 Calculate probability as a fraction of sample space or as a fraction of area. Express probabilities as percents, decimals and fractions.

7.D.2.3 Use proportional reasoning to draw conclusions about and predict relative frequencies of outcomes based on probabilities.


Test Blueprint–Mathematics

OKLAHOMA SCHOOL TESTING PROGRAMTEST BLUEPRINT MATHEMATICS

This blueprint describes the content and structure of an assessment and defines the ideal

number of test items by strand and standard of the Oklahoma Academic Standards (OAS).

NUMBER AND OPERATIONS7.N.1 Representation and Comparison of Rational Numbers (4) 7.N.2 Number Operations and Absolute Value (6)

ALGEBRAIC REASONING AND ALGEBRA7.A.1 Proportional Relationships (4)7.A.2 Proportions, Rates and Ratios (5)7.A.3 Linear Equations and Inequalities (4)7.A.4 Order of Operations (2)

GEOMETRY AND MEASUREMENT7.GM.1 Surface Area and Volume of Rectangular Prisms (2) 7.GM.2 Trapezoids and Composite Figures (2)7.GM.3 Circles (5)7.GM.4 Transformations

DATA AND PROBABILITY7.D.1 Data Analysis (6)7.D.2 Probability (4)

1010

159

6

15

9

6

1010

20%

30%

30%

20%

TOTAL50100%

IDEAL #OF ITEMS

(Please note this blueprint does not include items that may be field-tested.) A minimum of 6 items is required to report a standard.

STRANDS AND STANDARDSIDEAL %OF ITEMS

2017-2018 GRADE 7

Oklahoma School Testing Program Calculator Policy

Oklahoma School Testing Program

Calculator Policy Effective beginning 2017–18 School Year

Purpose

The items on the Grade 6–8 Math, Grade 8 Science, and CCRA Science Content assessments are designed so that all tasks can be solved without the use of a calculator. However, certain tasks are more difficult if a calculator is not available.

Before the first day of the test, students using a calculator for any Mathematics and Science assessment should be familiar with the use of the specific calculator that can be utilized. Students should be consistently instructed throughout the school year in the use of calculators; otherwise it may hinder students’ performance on the assessment.

Grade-Specific Requirements Grades 3–5 Mathematics:

Calculators are only allowed as an approved accommodation for students on an IEP or 504 Plan, and only basic four-function calculators with square root and percent keys are allowed.

Grades 6–7 Mathematics:

Basic four-function calculators that include square root and percent keys but do not include +/- keys are allowed, (Calculators with memory keys, including M+ and M-, are acceptable).

Grade 8 Mathematics and Science:

Scientific calculators meeting general requirements are allowed. Grade 11 CCRA Mathematics and Science: For part 1, please see the policy of the assessment your district has chosen. ACT: http://www.act.org/content/dam/act/unsecured/documents/ACT-calculator-policy.pdf SAT: https://collegereadiness.collegeboard.org/sat/taking-the-test/calculator-policy For part 2 Science Content Graphing calculators and/or scientific calculators meeting general requirements are allowed.

General Requirements Calculators are permitted but are not required. Calculator capabilities described for a specific subject give the maximum capabilities allowed;

calculators with less capability are acceptable. Students may not share calculators. Students may use their own calculators or those provided by the school. Calculators that make noise must have the sound feature turned off. Calculators that have paper tape must have the tape removed. Programs, applications, or documents must be removed or disabled prior to the test session. All calculators must have the memory cleared or reset before and after the test session.

o See the manufacturer’s website or user guide for clearing procedures.


www.education.ti.com/us/testprep

ExamCalc Online Testing Calculator For grades 6–8 Math and Science and CCRA Part 2 Science content, each test administered online will be equipped with an ExamCalc within the testing interface. Students may use a handheld calculator meeting their grade-specific requirements, the ExamCalc or both. The calculators provided in ExamCalc are:

Grades 6–7 TI-108 with the +/- key disabled Grade 8 TI-30XS Multiview CCRA Science Content TI-84 Plus

Prohibited Calculators Pocket organizers Handheld or laptop computers Electronic writing pads or pen-input devices Calculators built into cellular phones, smart watches, tablets, or other electronic communication

devices Calculators with a typewriter keypad (QWERTY format) Calculators with programs or applications that cannot be removed or disabled (e.g., Polynomial

Root-Finders and Simultaneous Equation Solvers) Calculators that provide Internet access or Bluetooth

Deleting or Disabling Programs, Applications, and Documents on Graphing Calculators Texas Instruments

See the instructions for your calculator model at: www.education.ti.com/us/testprep

Casio

To reset the memory on any Casio graphing calculator, use the following steps: [menu], go to system, [exe], [F5] to reset, [F2] for main memory, [F1] for yes, [exit]

For all other calculators, please refer to the manufacturer’s website or user guide.

Test Security and Validity Using a calculator that does not meet the above requirements invalidates the test results and is a violation of test security and test validity. Any violation will be reported to the State Superintendent and may result in revocation of teaching and/or administrative certificates.


http://www.education.ti.com/us/testprep

MULTIPLE-CHOICE PRACTICE QUESTIONS


Directions Choose the best answer for the question. Mark the circle for the answer you have chosen.148072A The Book Fair Passage

Read the selection. Then answer the questions that follow.

The Book Fair

1 Our school holds an annual book fair each January, where new and used books are available for students to purchase. Our librarian, Mr. Egan, is the school sponsor for it. Traditionally, the seventh grade students are responsible for the planning, set-up, and selling at the fair. I am sure that Mr. Egan consulted our teacher, Ms. Cates, for suggestions as to who would be the student directors, and I was pleasantly surprised when he approached me to be one of the students in charge. I was even more surprised when he told me that the student I would be working with was Charlie Lyons.

2 Charlie and I have known each other since kindergarten but have never been close. Ever since we were designated partners for the science project last year, there is very little we choose to say to each other. Needless to say, the science project fell short of our expectations. I know that we both had our individual ideas and strategies about the direction the project would go, but we just found it difficult to work together. In light of that event, I was dumbfounded that Mr. Egan and Ms. Cates found us a suitable match.

English Language Arts Practice Questions

19

3 At the initial meeting with Mr. Egan, we divided the responsibilities between us. I would be in charge of setting up the room and getting the volunteers to work the sale for all three days. Charlie would be in charge of all the books. We were both quite satisfied with our jobs, and even more satisfied that there would be little contact between us.

4 I left the meeting and immediately started thinking of what I needed to do. With only two weeks to plan, I knew I could not procrastinate.1 I enlisted John, Mark, Kaylee, and Rachel to help me with the set-up and twelve other classmates to work at the fair. I figured that, between Mr. Egan, the friends who volunteered to help, and me, we would be just fine. My mom and Kaylee’s mom volunteered to help out, too. They would give us more adult supervision in case any unforeseeable problems occurred.

5 The second meeting among Mr. Egan, Charlie, and me was scheduled for exactly one week before the fair was scheduled to open. Charlie was absent that day, and I anticipated that Mr. Egan would postpone the meeting for another day. He said that he would meet with me anyway because he had a librarian’s conference to attend the next two days. Mr. Egan said he would be in touch with Charlie when he returned from the conference. He asked about how my preparations were going, and I provided him with a detailed report. He seemed satisfied and said he would see me at the set-up.

6 I tried on two separate occasions to initiate a conversation with Charlie about the progress he was making, but each time his response was, “Everything’s cool.”

7 On the day of the set-up, my friends and I arrived, only to find Charlie with his head in his hands, surrounded by a zillion boxes of books. I asked him, “Charlie, what’s wrong?”

8 He responded, “I think I’ve got a problem. There are a lot more books here than I anticipated. I thought I could do it all by myself. I’m up a creek without a paddle. Will you help me?”

9 My initial impulse was to say, “No, this is your mess. Figure it out.” But instead I responded, “Sure, Charlie. Let me see if I can get some people to lend us a hand.”

10 All in all, the book fair was a success, but I would have preferred not to have the last-minute panic situation that we did.

11 After the book fair was over, I could not stop wondering what Mr. Egan was thinking when he put us together, so I asked him. His reply was quite simple, “You see, I knew that this would be a great experience for both of you. It wasn’t so much about running the book fair as it was a lesson in how important it is to communicate and to work alongside others when necessary.”

12 I think he accomplished his goal.

1procrastinate: to put off doing something

20

500826 C In Development

1 Which characteristic of the passage shows that it is a short story?

A It is the correct length.

B It uses descriptive language.

C It has a conflict and a resolution.

D It takes place in more than one setting.

148081A C Common

2 Using knowledge of word parts, what does unforeseeable mean?

F not able to see at all

G not able to see again

H not able to see ahead

J not able to see correctly

21

148089A B Common

3 The author’s use of hyperbole in paragraph 7 helps the reader understand

A where Charlie has to go.

B the extent of the problem.

C how the narrator is feeling.

D the satisfaction Charlie feels.

160842A D In Development

4 Which idea is most related to the theme of the passage?

F being patient

G working hard

H paying attention

J being cooperative

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148128A Taking Care of Your Hair Passage

Read the selection. Then answer the questions that follow.

Taking Care of Your Hair

medulla

cuticle

cortex

1 We have about 100,000 hairs on our heads. Each hair shaft has three layers, with the cuticle, or outside layer, protecting the two inner layers.

2 Shiny hair is a sign of health because the layers of the cuticle lie flat and reflect light. When the scales of the cuticle lie flat they overlap tightly, so the inner layers are well protected from heat, sun, chlorine, and all the other hazards that can come from living in our environment. When hair is damaged, though, the scales may separate and hair can become dry. Because the scales on dry hair don’t protect the inner two layers as well, hair can break and look dull.

3 The type of hair a person has—whether it’s straight or curly—can also affect how shiny it is. Sebum1 covers straight hair better than curly hair, which is why straight hair can appear shinier.

4 Depending how long a person’s hair is or how fast it grows, the end of each hair shaft can be a couple of years old. So the hair at the end of the shaft could have survived a few summers of scorching sun and saltwater and winters of cold, dry air. How well you care for your hair from the time it emerges from the root plays a role in how healthy it looks.

1sebum: natural oil on the hair

23

Caring for Hair 5 How you take care of your hair depends on the type of hair you have, your

lifestyle, and how you style your hair. 6 Your hair type. People with dry, curly hair have different hair care needs

from people with straight, fine hair. But all hair needs to be treated gently, especially when it’s wet. Wet hair can stretch, making it more vulnerable to breakage or cuticle damage. That’s why using a hot blow-dryer (or other heat styling products) on very wet hair can damage it.

7 If you’re washing your hair every day or more, it may be better to choose a mild shampoo instead of a shampoo designed for oily hair. For some people—especially people with fine, fragile, or combination hair (hair that’s oily at the crown but dry on the ends)—shampoos for oily hair can be too harsh. If you have oily hair and want to use a conditioner, choose one that’s made for oily hair.

8 If your hair is dry, it’s a good idea to wash it less frequently. Some people only need to wash their hair once a week—and that’s fine. Many people who have curly hair also have dry hair. Curly and dry hair types are usually more fragile than straight hair, so you’ll need to be especially careful about using heat styling products. Shampoos made for dry hair and hair conditioners can help.

9 Your activity level and interests. Do you play sports or spend a lot of time at the beach? These kinds of things can affect your hair. For example, if you’re an athlete with oily hair, you may want to wash your hair after working up a sweat during practice and games. But if you’re a lifeguard or a swimmer, sun and saltwater (or the chlorine in pool water) can dry your hair out, no matter what your hair type. If you’re exposed to sun, wind, or other elements, you may want to use a shampoo designed for dry hair or use a conditioner. It’s also a good idea to wear a hat to protect your hair when you’re outdoors.

10 Your hairstyle. Heat styling products, like curling and straightening irons, can dry out even oily hair if they’re used too much. Follow the instructions carefully, and don’t use them on wet hair or high settings, and give your hair a vacation from styling once in a while.

11 Regular haircuts are one of the best ways to help keep hair healthy. A haircut can help protect the ends of your hair from splitting and damage. In fact, cutting may actually help your hair grow better because it’s healthy and not breaking off. As with the rest of our bodies, hair is healthiest when we eat right, exercise, and protect it from too much sun.

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148176A C Common

5 Which sentence from the passage best states the main idea?

A Each hair shaft has three layers, with the cuticle, or outside layer, protecting the two inner layers.

B When hair is damaged, though, the scales may separate and hair can become dry.

C How you take care of your hair depends on the type of hair you have, your lifestyle, and how you style your hair.

D Curly and dry hair types are usually more fragile than straight hair, so you’ll need to be especially careful about using heat styling products.

160808A A In Development

6 . . . give your hair a vacation from styling once in a while.

Which type of figurative language is used above?

F personification

G metaphor

H imagery

J simile

148169A B Common

7 Wet hair can stretch, making it more vulnerable to breakage or cuticle damage.

What does the word vulnerable mean in this sentence?

A soft; flexible

B at risk; weak

C honest; truthful

D needed; of importance

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148165A D Common

8 Which source would be best for learning more about what makes hair grow?

F a brochure about a hair salon

G a book with pictures of long hairstyles

H a magazine article about different hairstyles

J a scientific journal entry written by a hair expert

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500797 Making Candles Passage

A student wrote a report on how people have made candles throughout history. Read the first part of the report, think about what revision you would make, and then answer the question.

Making Candles—Part 1

1 Did you ever wonder who developed the first candles? Well, surprisingly, there is

2 no one clear answer, but it is known that candles have been around for over

3 5,000 years. Early Egyptians are the first to use wickless candles where cloth was

4 soaked in an oily substance. Ancient Romans created candles with wicks by

5 dipping papyrus, a tall marsh plant, in beeswax over and over again. Historians

6 are certain that candles have been burning around the world for a very long time.

7 All candles are made from some type of fat, oil, or waxy substance that came

8 from either a plant, insect, or animal—and sometimes even from a rock. Colonial

9 women are known to have produced the first candles in the United States by

10 boiling berries from the bayberry bush. When burned, these berries have a sweet

11 smell which creates a clean, pleasant aroma in the room.


9 What change, if any, should be made to are in line 3?

A is

B was

C were

D No change

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500797 Making Candles Passage

Read the next part of the report, think about what revision you would make, and then answer the question.

Making Candles—Part 2

12 This process proved to be too time-consuming, however, so other options were

13 developed to be more efficient. Beeswax became the most popular substance to

14 use in candle making. Paraffin wax is currently the most-used product in creating

15 candles, and beeswax is still used today.

16 Although there are several ways to make candles by using molds; most traditional

17 candles are made by one of two other methods. One method is by dipping a wick

18 over and over in melted wax until the desired thickness is achieved. The other

19 method is by using a sheet of softened wax and rolling it tightly around a wick.

500811 A In Development

10 What change, if any, should be made to the sentence in lines 16 and 17?

F Although there are several ways to make candles by using molds, most traditional candles are made by one of two other methods.

G Although there are several ways to make candles by using molds most traditional candles are made by one of two other methods.

H Although there are several ways to make candles by using molds: most traditional candles are made by one of two other methods.

J No change

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Directions Read each question and choose the best answer. Then mark your answer on the answer document. Make sure you find the question number on the answer document that matches the question number in the Mathematics Test.

148696A A Common

1 Which set of numbers is arranged in order from least to greatest?

A 0.25,13,

35, 0.85

B 13, 0.25,

35, 0.85

C 0.25, 0.85,13,

35

D 13,

35, 0.25, 0.85

Mathematics Practice Questions

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148142A D Common

2 The line plot shows the number of phone calls made in one day by students in Dorothy’s class.

Number of Phone Calls

0 1 2 3 4 5

XX

XX

XXXX

XXXX

XXX

X

XXX

Based on the information in the line plot, what is the probability a student chosen at random made 2 or 3 phone calls that day?

F 13

G 110

H 29

J 59

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497357 A In Development

3 Which equation represents a proportional relationship?

A y = –2x

B y = 5 – 2x

C y = 2x – 5

D y = 2x + 5


4 This figure shows the placemat Kenneth made using two square pieces of paper measured in inches (in.). He cut one piece in half.

9 in.

9 in.

6 in.6 in.

6 in.6 in.

What is the area, in square inches (sq in.), of Kenneth’s placemat?

F 42 sq in.

G 54 sq in.

H 99 sq in.

J 117 sq in.

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149169A B Field Test/Pilot

5 Carla bought 8 equally priced theater tickets. The total cost was $190 including a $6 service charge. This equation can be used to find t, the price of each ticket.

8t + 6 = 190

What is the price of each ticket, t?

A $14.00

B $23.00

C $23.75

D $24.50


6 The expression below will be simplified according to the correct order of operations.

9 4 ÷ 2 2 + 1− 6

Which expression results after the first step of simplifying?

F 36 ÷ 18 2 + 1− 6

G 9 8 ÷ 4 + 1− 6

H 9 4 ÷ 2 2 + 5

J 9 2 2 + 1− 6

32


7 A box is in the shape of a cube. The box has edge lengths of 5 inches. How many unit cubes are needed to fill the box?

A 25

B 50

C 125

D 150

151038A A In Development

8 Alicia drove to her grandparent’s house. The graph below shows the number of gallons of gas used and the distance traveled during the trip.

Alicia’s Trip

Gas used (gallons)

Dis

tan

ce (

mile

s)

75

50

25

10 2 3

P

According to the graph, which statement best describes point P?

F Alicia used 1.5 gallons to travel a distance of 37.5 miles.

G Alicia used 37.5 gallons to travel a distance of 1.5 miles.

H Alicia traveled at a rate of 37.5 miles per hour.

J Alicia traveled at a rate of 1.5 miles per hour.

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489592 B Common

9 The circle in the center of a professional basketball court has a diameter of 12 feet. What is the circumference, in feet, of the circle?

A 6π feet

B 12π feet

C 24π feet

D 144π feet

148408A C Common

10 This table shows the number of birds a bird watcher saw each day during a week.

Bird Watcher Data

Day

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

42

35

31

53

29

31

52

Numberof Birds

What is the mean number of birds the bird watcher saw in one day?

F 24

G 31

H 39

J 53

34

149193A C Field Test/Pilot

11 Gabrielle had $300 in her checking account and $125 in her savings account. If Gabrielle transferred enough money from her checking account to her savings account to double the savings account balance, what is her new checking account balance?

A $350

B $250

C $175

D $125

35

480363 In Development

12

36


13

37


14


15

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MathematicsNumber Answer OAS Objective

1 A 7.N.1.22 J 7.D.2.23 A 7.A.1.14 J 7.GM.2.25 B 7.A.3.16 J 7.A.4.17 C 7.GM.1.28 F 7.A.2.19 B 7.GM.3.210 H 7.D.1.111 C 7.N.2.3

12(–6, 6); (2, 6); (2, 1)

7.GM.4.3

131a-2d; 1b-2e; 1c-2a; 1d-2c; 1e-2b

7.N.1.3

14 0.35; 3/5; 75% 7.D.2.215 2; 5; 7; 10 7.A.2.1

English Language ArtsNumber Answer OAS Objective

1 C 7.2.R.22 H 7.4.R.23 B 7.3.R.44 J 7.3.R.35 C 7.2.R.36 F 7.3.R.47 B 7.4.R.38 J 7.6.R.39 C 7.5.R.310 F 7.5.W.3

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OKLAHOMA SCHOOL TESTING PROGRAM - … · 2018-06-17 · Oklahoma School Testing Program Calculator...

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