NAEP Mathematics
Grade 4
Sample Assessment Block
West Virginia Department of Education
West Virginia Board of Education
2011-2012
L. Wade Linger Jr., President
Gayle C. Manchin, Vice President
Robert W. Dunlevy, Secretary
Michael I. Green, Member
Priscilla M. Haden, Member
Lloyd G. Jackson II, Member
Lowell E. Johnson, Member
Jenny N. Phillips, Member
William M. White, Member
Brian E. Noland, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
Jorea M. Marple, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
NAEP Mathematics - Grade 4
Table of Contents
Sample Assessment...................................................................................................................... 3
Framework Overview................................................................................................................ 15
Individual Item Analysis............................................................................................................ 17
NAEP Mathematics - Grade 4
Students are expected to answer the following 16 questions in 25 minutes.
Directions for students:
Mark your answers in your booklet. You will have to fill in an oval or write your answer as directed. In those
questions where you must write an answer, it is important that your answer be clear and complete and that you
show all of your work, since partial credit may be awarded.
2| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
1. 301
– 75
A. 226
B. 235
C. 236
D. 374
3| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
2.What number does n represent in the table?
A. 2
B. 3
C. 4
D. 5 4| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
3.Michelle has a container with 3 quarts of juice. She pours 1 cup of juice for each person. At most, how
many people can she serve? (1 quart = 4 cups)
A. 4
B. 7
C. 8
D. 12
• Fred planted 8 trees.
• Yolanda planted 12 trees
4.Make a pictograph of the information above. Use
5| Page
to represent 2 trees
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Reading - Grade 8
5.One student will be chosen at random from the list above. What is the probability that the student's name
begins with the letter P?
A. 1 out of 3
B. 1 out of 10
C. 3 out of 7
D. 3 out of 10
6| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Reading - Grade 8
6.It takes Ms. Wylie 15 minutes to drive from her house to the store. Which is the best estimate of the
distance from her house to the store?
A. 5 feet
B. 5 miles
C. 20 feet
D. 200 miles
7.On the number line, what number does P represent?
A. B. C. 1
D. 1
7| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
8.Kiara set her beads on a table to make a repeating pattern. Some of the beads rolled off the table.
Here is what was left. Which of the following should Kiara use to replace the missing beads in the pattern?
A.
B.
C.
D.
8| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
9.Which figure has the greatest area?
A. A
B. B
C. C
D. D
10.What is the shape of the shaded figure inside the star?
A. Hexagon
B. Pentagon
C. Quadrilateral
D. Triangle
9| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
11.Sam did the following problems.
2 + 1 = 3
6 + 1 = 7
Sam concluded that when he adds 1 to any whole number, his answer will always be odd.
Is Sam correct? __________
Explain your answer.
10| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
12.Divide:
A. 85 R1
B. 95 R1
C. 96
D. 135 R1
11| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
13.A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
12| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
14.Emily needs to measure the length of a table. She has a dollar bill that is about 6 inches long. It fits, end
to end, 10 times along the length of the table. Which is the best estimate for the length of the table?
A. 5 feet
B. 6 feet
C. 10 feet
D. 12 feet
15.Which fraction has a value closest to
A.
B.
C.
D.
?
NAEP Reading - Grade 8
16.On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Plot 3 more points on the grid so that when you connect all 6 points you will make a rectangle.
List the coordinates for the 3 new points. _______ _______ _______
Connect the 6 points to show your rectangle.
14| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
NAEP Mathematics Framework Overview Information
The National Assessment of Educational Progress (NAEP) assesses students’ understanding of mathematical
content. The framework for the mathematics assessment is anchored in five broad areas of mathematics.
Broad Area of Mathematics
Includes but is not limited to
Number Properties and Operations
Computation
Understanding of number concepts
Measurement
Use of instruments
Application of processes
Concepts of area and volume
Geometry
Spatial reasoning
Applying geometric properties
Data Analysis, Statistics, and Probability
Graphical display
Statistics
Algebra
Representations
relationships
These divisions are not intended to separate mathematic into discrete elements. Rather, they are intended to
provide a helpful classification scheme that describes the full spectrum of mathematical content assessed by
NAEP. Classification of items into one primary content area is not always clear-cut, but it helps ensure that
important mathematical concepts and skills are assessed in a balanced way.
Item Distribution by Content Area
Content Area
Grade 4
Grade 8
Grade 12
Number Properties and Operations
40%
20%
10%
Measurement
20%
15%
Geometry
15%
20%
Data Analysis, Statistics, and Probability
10%
15%
25%
Algebra
15%
30%
35%
15| Page
30%
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Mathematical Complexity
Items are the NAEP mathematics assessment are categories by mathematical complexity. Mathematical
complexity is an indication of the demands on students’ thinking. The demand on thinking that an item
expects—what it asks the student to recall, understand, reason about, and do—assume that students are familiar
with the mathematics of the task. Mathematical complexity deals with what the students are asked to do in a
task. It does not take into account how they might undertake it.
NAEP has three levels of complexity—high, moderate, low—forming an ordered description of the demands
an item may make on a student. Items at the low level of complexity, for example, may ask a student to recall a
property. At the moderate level, an item may ask the student to make a connection between two properties; at
the high level, an item may ask a student to analyze the assumptions made in a mathematical model.
At each grade level, the percent of testing time at each complexity level is the same. One half the testing time is
expected to be spent on moderate complexity level. One quarter of the testing time is expected to be spent on
low complexity items and the remaining quarter on high complexity items.
Item Type
NAEP assessment in mathematics has three formats or item types: multiple-choice, short constructed response,
and extended constructed response.
• Multiple-choice items require students to read, reflect, or compute and then to select the alternative that
best expresses the answer. Multiple-choice items for grade 4 have four choices, and at grades 8 and 12,
there are five choices.
• Short constructed-responses require students to give either a numerical result or the correct name or
classification for a group of mathematical objects, draw an example of a given concept, or possibly write
a brief explanation for a given result.
• Extended Constructed-response items require students to consider a situation that requires more than a
numerical response or a short verbal communication. The student may be asked, for example, to describe
a situation, analyze a graph or table of values or an algebraic equation, or compute specific numerical
values.
The NAEP assessment is divided evenly between multiple-choice and both types of constructed-response items.
50% of the testing time is expected to be spent of multiple-choice items and the other 50% on the constructedresponse items. Note: No one student takes the entire mathematics assessment. Some blocks of assessment
items may not contain all types of items, particularly the extended constructed response.
16| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Individual Item Analysis
For each question in the sample block, the cognitive target is given. In addition the percentage of students
selecting each answer choice for multiple choice or scoring at each score point are indicated for public school
students in West Virginia and the nation. The correct multiple choice answer is indicated with an asterisk. In
order for a question to be considered “omitted,” the student did not answer the question but answered a question
or questions after it.
1. Number Properties and Operations
West Virginia
National Public
A*
59%
67%
B
6%
6%
C
15%
14%
D
18%
12%
Omitted
2%
2%
301
– 75
A. 226
B. 235
C. 236
D. 374
17| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
2.Algebra
West Virginia
National Public
A
4%
4%
B*
81%
83%
C
5%
4%
D
10%
9%
Omitted
Rounds to Zero
1%
What number does n represent in the table?
A. 2
B. 3
C. 4
D. 5 18| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
3.Measurement
West Virginia
National Public
A
23%
20%
B
7%
6%
C
9%
7%
D*
60%
67%
Omitted
1%
1%
Michelle has a container with 3 quarts of juice. She pours 1 cup of juice for each person. At most, how
many people can she serve? (1 quart = 4 cups)
A. 4
B. 7
C. 8
D. 12
4.Data Analysis and Probability
West Virginia
National Public
Incorrect
28%
24%
Correct
71%
75%
Omitted
1%
2%
Off Task
Rounds to Zero
Rounds to Zero
• Fred planted 8 trees.
• Yolanda planted 12 trees
Make a pictograph of the information above. Use
19| Page
to represent 2 trees
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Scoring Rubric
Score & Description
Correct
Correct response
Sample Correct Responses:
Fred: 4 trees
Yolanda: 6 trees
Must show some kind of pictograph.
Incorrect
Incorrect response
Correct - Student Response
Exemplar 1
Make a pictograph of the information above. Use
20| Page
to represent 2 trees
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Exemplar 2
Make a pictograph of the information above. Use
to represent 2 trees
Scorer Comments:
These responses correctly drew 4 trees for Fred and 6 trees for Yolanda.
21| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
5.Data Analysis and Probability
West Virginia
National Public
A
19%
18%
B
5%
6%
C
11%
10%
D*
64%
66%
Omitted
Rounds to Zero
1%
One student will be chosen at random from the list above. What is the probability that the student's
name begins with the letter P?
A. 1 out of 3
B. 1 out of 10
C. 3 out of 7
D. 3 out of 10
22| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
6.Measurement
West Virginia
National Public
A
6%
6%
B*
74%
70%
C
18%
21%
D
2%
2%
Omitted
Rounds to Zero
1%
It takes Ms. Wylie 15 minutes to drive from her house to the store. Which is the best estimate of the
distance from her house to the store?
A. 5 feet
B. 5 miles
C. 20 feet
D. 200 miles
23| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
7.Number Properties and Operations
West Virginia
National Public
A
13%
13%
B
9%
9%
C
37%
30%
D*
40%
46%
Omitted
Rounds to Zero
1%
On the number line, what number does P represent?
A. B. C. 1
D. 1
24| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
8.Algebra
West Virginia
National Public
A
12%
14%
B
6%
6%
C*
72%
71%
D
9%
8%
Omitted
1%
1%
Kiara set her beads on a table to make a repeating pattern. Some of the beads rolled off the table.
Here is what was left. Which of the following should Kiara use to replace the missing beads in the pattern?
A.
B.
C.
D.
25| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
9.Measurement
A
West Virginia
3%
National Public
2%
B*
59%
65%
C
3%
3%
D
34%
29%
Omitted
1%
1%
Which figure has the greatest area?
A. A
B. B
C. C
D. D
26| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
10.Geometry
West Virginia
National Public
A
27%
23%
B*
61%
69%
C
11%
7%
D
Rounds to Zero
Rounds to Zero
Omitted
1%
1%
What is the shape of the shaded figure inside the star?
A. Hexagon
B. Pentagon
C. Quadrilateral
D. Triangle
27| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
11.Number Properties and Operations
West Virginia
National Public
Incorrect
62%
58%
Correct
37%
41%
Omitted
1%
1%
Off Task
1%
Rounds to Zero
Sam did the following problems.
2 + 1 = 3
6 + 1 = 7
Sam concluded that when he adds 1 to any whole number, his answer will always be odd.
Is Sam correct? __________
Explain your answer.
Scoring Rubric
Score & Description
Correct
Correct answer
Sample Correct Responses:
Provides a counterexample or an explanation such as adding 1 to an odd number gives an even number.
Incorrect
Incorrect response
28| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Correct - Student Response
Exemplar 1
Sam did the following problems.
Exemplar 2
Sam did the following problems.
Scorer Comments:
These responses correctly stated that Sam is not correct and provided a correct explanation.
29| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
12.Number Properties and Operations
West Virginia
National Public
A
14%
11%
B*
40%
57%
C
17%
12%
D
27%
17%
Omitted
2%
2%
Divide:
A. 85 R1
B. 95 R1
C. 96
D. 135 R1
13.Algebra
West Virginia
National Public
Incorrect
50%
43%
Partial 1
28%
34%
Partial 2
8%
7%
Correct
13%
15%
Omitted
1%
1%
Off Task
Rounds to Zero
Rounds to Zero
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
30| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Scoring Rubric
Score & Description
Correct
Correct response: 21 dots with a correct explanation.
Sample Correct Responses:
21 dots. The 5th picture would have 15 dots, 5 more than the 4th. The 6th picture would have 21 dots, 6
more than the 5th. An acceptable explanation may be given by drawings, words, and/or numbers.
Pictures drawn by the students need to follow the pattern of dots shown in the first four pictures in order
to be considered correctly drawn. Just having the correct number of dots (but not following the pattern)
is not sufficient to earn full credit.
There are two types of correct explanations.
• First type: The geometric explanation. For this, the student has presented correct drawings for the 5th
and 6th pictures, the numbers 15 and 21, and a correct supporting explanation.
• Second type: The numerical explanation. For this, the student has not presented any drawings for
the 5th and 6th pictures, but does have the correct numbers (15 and 21) with a correct supporting
explanation like "It goes +2 + 3 + 4 + 5 + 6."
Partial 2
Partially correct response
21 dots with no explanation, a partially correct explanation, or a partially complete explanation.
Examples of partially correct or partially complete explanations include the following:
• You add one more dot to the bottom.
• You add 1 each time.
• It increased by 1 each time.
• I counted the numbers in order.
Partial 1
Partially correct response
Does not get 21 but has a correct explanation.
Examples of correct explanations include the following:
• Because the bottom keeps changing to the next number
• It goes + 2 + 3 + 4 + 5 + 6.
Incorrect
Incorrect response
31| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Correct - Student Response
Exemplar 1
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
Exemplar 2
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
Scorer Comments:
These responses had the correct answer, the correct drawings for the 5th and 6th picture, and a correct
explanation.
32 Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Partial 2 - Student Response
Exemplar 1
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
Exemplar 2
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
Scorer Comments:
These responses had the correct answer and the correct number of dots on the answer line but only a partial
explanation or no explanation at all.
33| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Partial 1 - Student Response
Exemplar 1
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
34| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Exemplar 2
A pattern of dots is shown above. How many dots would be in the 6th picture?
Answer: ________________
Explain how you found your answer.
Scorer Comments:
These responses did not get 21 for the answer but had the correct numbers for the 5th and 6th picture. The
explanation was partially correct.
14.Number Properties and Operations
West Virginia
National Public
A*
31%
32%
B
27%
24%
C
22%
21%
D
19%
21%
Omitted
2%
1%
Emily needs to measure the length of a table. She has a dollar bill that is about 6 inches long. It fits, end
to end, 10 times along the length of the table. Which is the best estimate for the length of the table?
A. 5 feet
B. 6 feet
C. 10 feet
D. 12 feet
35| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
15.Number Properties and Operations
West Virginia
National Public
A*
17%
25%
B
6%
6%
C
37%
41%
D
38%
26%
Omitted
2%
2%
Which fraction has a value closest to
?
A.
B.
C.
D.
36| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
16.Geometry
West Virginia
National Public
Incorrect
21%
24%
Minimal
36%
32%
Partial
5%
3%
Satisfactory
11%
10%
Extended
24%
27%
Omitted
3%
3%
Off Task
Rounds to Zero
Rounds to Zero
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Plot 3 more points on the grid so that when you connect all 6 points you will make a rectangle.
List the coordinates for the 3 new points. _______ _______ _______
Connect the 6 points to show your rectangle.
37| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Scoring Rubric
Score & Description
Extended
Correct response
Sample Correct Responses:
• Correctly plots the points (B, 1), (B, 3), and (D, 5)
• Correctly plots 3 other points that form a rectangle and gives their coordinates
• Connects the dots to form a rectangle
Satisfactory
Plots 3 given points and plots 3 new points to form a rectangle, gives correct coordinates of new points, but
does not draw the rectangle.
OR
Draws rectangle that contains the 3 given points and gives coordinates of 3 other points on the rectangle but one
point is not clearly plotted.
OR
Plots 3 given points, plots 3 new points, draws rectangle, gives coordinates for 3 new points but one of the
coordinates given does not match the point plotted. (e.g., gives (D, 2) instead of (D, 3)).
Partial
Plots 3 given points and plots 2 or 3 new points that clearly form a rectangle; gives correct coordinates of 1 or 2
of the new points; may or may not draw the rectangle correctly.
OR
Plots 3 given points correctly and gives coordinates of 3 new points that clearly form a rectangle (but does not
plot the new points).
OR
Plots 3 given points and 3 new points and plots/identifies additional point(s) on rectangle.
Minimal
Plots 3 points clearly (either given points or new points or a combination).
OR
Plots 2 of the given points correctly and draws a rectangle using those 2 points. Points must be clearly marked.
OR
Lists coordinates for 3 new points that would clearly form a rectangle (e.g., (D, 1), (D, 3), (B, 5)) when
connected; points may not be plotted.
OR
Draws a rectangle that includes the 3 given points, but points may not be clearly plotted.
Incorrect
Incorrect response
38| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Extended - Student Response
Exemplar 1
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:
These responses correctly plotted the 3 given points, correctly plotted and listed 3 other points, and correctly
connected the points to form a rectangle.
39| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Satisfactory - Student Response
Exemplar 1
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:
These responses correctly plotted both the 3 given points and the 3 other points and gave the correct
coordinates, but they did not connect the points into a rectangle.
40| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Partial - Student Response
Exemplar 1
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:
These responses correctly plotted the 3 given points. The first response correctly listed the coordinates of the
other 3 points but did not plot them on the grid to form a rectangle. The second response plotted the other 3
points on the grid but did not correctly list their coordinates.
41| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
Minimal - Student Response
Exemplar 1
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Exemplar 2
On the grid below, plot the points that have coordinates (B, 1), (B, 3), and (D, 5).
Scorer Comments:
These responses correctly plotted only the 3 given points.
42| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.
NAEP Mathematics - Grade 4
NAEP Mathematics
Grade 4
Jorea M. Marple, Ed.D.
State Superintendent of Schools