Mathematics • Grade 4
Constructed Response Items • PART 4
NAEP
WEST VIRGINIA
NATIONAL ASSESSMENT
OF EDUCATIONAL
PROGRESS next generation west virginia content standards & objectives

W est
V irginia
B oard of
e ducation
2013-2014
Gayle C. Manchin , President
Michael I. Green , Vice President
Robert W. Dunlevy , Secretary
Thomas W. Campbell , Member
Tina H. Combs , Member
Lloyd G. Jackson II, Member
L. Wade Linger Jr.
, Member
William M. White, Member
Paul L. Hill , Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore , Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
James B. Phares , Ex Officio
State Superintendent of Schools
West Virginia Department of Education

User Guide
This document contains released items from past NAEP assessments which have been aligned to the Common Core State Standards. Please note: the items do not always align to a Common Core State Standard in the same grade as assessed.
Each item can be found online using the NAEP Questions Tool
( http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx
). The NAEP Questions Tool allows items to be downloaded in Microsoft Word. To assist in locating each item online, the following information has been provided for each item:

NAEP assessment year

Assessed

Block

Question
Each item includes the following information:

NAEP Questions Tool search parameter

Common Core State Standards and West Virginia Next Generation CSO alignment

Text of item

Performance data for public school students in West Virginia and the nation, including the percentage of students in each score category.
Suggested uses for information:

Review items in context of instruction provided. Determine if instruction is reaching the depth of knowledge necessary.

Analyze sample student responses for each score category to determine: o Why each response was placed in the score category. o How students could edit answer to score in the highest score category.

Use items with students, for example, as “bell ringers” or assessment items.

Develop items of similar rigor to use with students during instruction or as assessment tools.
1

NAEP 2009 Grade 4 Block M5 #6
Additional questions and more information about this question can be found on the
NAEP Questions Tool ( http://nces.ed.gov/nationsreportcard/itmrlsx.landing.aspx
). In the NAEP Questions Tool search, this mathematics question is 2009 Grade 4 Block M5
#6.
Common Core State Standards and WV Next Generation CSOs alignment for 2009
Grade 4 Block M5 #6 is shown in the table below.
Common Core State Standards WV Next Generation CSOs
6.RP.3 M.6.RP.3
Students were given the following shapes to use for this question.
2

3

You will need the pieces labeled T and X to answer this question.
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
West
Virginia
National
Public
Extended
Satisfactory
Omitted
(Skipped)
Off Task
4% 10% 9% 28% 47% 3% 0%
4

Scoring Guide
Extended
Correct response
Sample Correct Responses:
Part A: Piece T - 26
Piece X - 52
Part B:
Explanation:
7 (accept 7R1)
Kylena could make 7 shy dogs with the pieces she has. She needs 2 X 's for each dog.
15 ÷ 2 = 7.5 so there are only enough X 's for 7.
There are enough T 's for more than 7.
Satisfactory
Both parts correct, but explanation is incomplete.
OR
Has 52 for piece X but piece T is incorrect and has 7 for part B and explanation is completely correct.
OR
Part A completely correct and explanation completely correct but does not answer 7 for part B.
Partial
Part A is completely correct and there is some correct work in the explanation, but does not have 7 on answer line.
OR
Shows three answers 26, 52, and 7 with no explanation.
OR
Part A is incorrect and part B is correct and explanation is completely correct.
Minimal
Has part A correct
OR
Answers 7 for part B with no explanation, incorrect explanation or incomplete explanation.
OR
Answers 52 for piece X (and number for piece T is incorrect or missing).
OR
Explanation completely correct with no other correct work.
Incorrect
Incorrect response
5

Examples of Student Responses Representing Each Score Category
Extended – Example of Actual Student Responses
Student Response A
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of Piece T and the correct number of Piece
X . They also had the correct answer of 7 for the number of shy dog designs that could be made, and provided a complete explanation.
6

Student Response B
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of Piece T and the correct number of Piece
X . They also had the correct answer of 7 for the number of shy dog designs that could be made, and provided a complete explanation.
7

Satisfactory – Examples of Actual Student Responses
Student Response A
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of pieces for both T and X and the correct number of shy dog designs that could be made, but it had incomplete explanations.
8

Student Response B
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of pieces for both T and X and the correct number of shy dog designs that could be made, but it had incomplete explanations.
9

Partial – Examples of Actual Student Responses
Student Response A
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of pieces for both T and X and some correct work in the explanation, but it did not have the correct number of shy dog designs that could be made.
10

Student Response B
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of pieces for both T and X and some correct work in the explanation, but it did not have the correct number of shy dog designs that could be made.
11

Minimal – Examples of Actual Student Responses
Student Response A
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had the correct number of pieces for both T and X only.
12

Student Response B
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
These responses had the correct number of pieces for both T and X only.
13

Incorrect – Examples of Actual Student Responses
Student Response A
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
The response had no correct answers or explanations.
14

Student Response B
Kylena made a design from the pieces and called it a "shy dog." Each dog design used
1 piece labeled T and 2 pieces labeled X . It looked like this.
How many of each of the pieces would she need to make 26 shy dog designs?
Piece T ____________________
Piece X ____________________
If Kylena had only 11 pieces labeled T and only 15 pieces labeled X , how many shy dog designs could she make?
Answer: ___________________
Use drawings, words, or numbers to explain how you found the number of shy dog designs she could make.
Scorer Comments:
These responses had no correct answers or explanations.
15

James B. Phares, Ed.D.
State Superintendent of Schools