NAEP Mathematics
Grade 8
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 8
Table of Contents
Sample Assessment...................................................................................................................... 3
Framework Overview................................................................................................................ 16
Individual Item Analysis............................................................................................................ 18
NAEP Mathematics - Grade 8
Directions for students:
This part has 16 questions. Mark your answers in your booklet. You will have to fill in an oval or write your
answers 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 8
1.
Which of the following equations has the same solution as the equation 2 x + 6 = 32?
A. 2 x = 38
B. x − 3 = 16
C. x + 6 = 16
D. 2( x − 3) = 16
E. 2( x + 3) = 32
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 8
2. Megan drew a rectangle that has an area of 24 square centimeters. Which of the following could be
the dimensions of her rectangle?
A. 2 centimeters by 12 centimeters
B. 3 centimeters by 9 centimeters
C. 4 centimeters by 20 centimeters
D. 6 centimeters by 6 centimeters
E. 12 centimeters by 12 centimeters
3.
In the figure above, polygons ABCDE and RSTUV are congruent. Which side must have the same
length as side BC ?
A. CD
B. DE
C. ST
D. TU
E. UV
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 8
4.
In which of the following numbers is the digit 6 in the hundredths place?
A. 682.3
B. 382.6
C. 6.832
D. 4.836
E. 2.862
5.
The school carnival committee sold a total of 200 tickets for the grand prize drawing. Sue bought
enough tickets so that she had a 20 percent chance of winning the grand prize. How many tickets did
Sue buy?
A. 20
B. 40
C. 160
D. 400
E. 1,000
5| 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.
What is the area of the figure shown above?
A. 28 square centimeters
B. 32 square centimeters
C. 38 square centimeters
D. 44 square centimeters
E. 64 square centimeters 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
7.
Which point is the solution to both equations shown on the graph above?
A. (0, 0)
B. (0, 4)
C. (1, 1)
D. (2, 2)
E. (4, 0) 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 8
8.
The length of a rectangle is 3 feet less than twice the width, w (in feet). What is the length of the
rectangle in terms of w?
A. 3 − 2 w
B. 2( w + 3) C. 2( w − 3)
D. 2 w + 3 E. 2 w − 3 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 8
9.
In the sequence below, the ratio of each term to the term immediately following it is constant. What
is the next term of this sequence after 2240 ?
35, 280, 2240, _______
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 8
10. Tom went to the grocery store. The graph below shows Tom’s distance from home during his trip.
Tom stopped twice to rest on his trip to the store. What is the total amount of time that he spent
resting?
A. 5 minutes
B. 7 minutes
C. 8 minutes
D. 10 minutes
E. 25 minutes
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 8
11. For a school report, Luke contacted a car dealership to collect data on recent sales. He asked, “What
color do buyers choose most often for their car?” White was the response. What statistical measure does
the response “white” represent?
A. Mean
B. Median
C. Mode
D. Range
E. Interquartile range 12.
How many degrees are in the acute angle formed by the hands of the clock in the figure above?
A. 10°
B. 30°
C. 36°
D. 60°
E. 120°
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 8
13. A certain even number is divisible by 9. This number is between 100 and 120. What is the number?
________________________
14. For the figure above, which of the following points would be on the line that passes through points
N and P ?
A. (−2, 0)
B. (0, 0)
C. (1, 1)
D. (4, 5)
E. (5, 4)
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 8
15. Identical puzzle pieces have been put together to form the large square shown above. Which of the
following could be the shape of each puzzle piece?
A.
B.
C.
D.
E.
NAEP Mathematics - Grade 8
16. The Morrisons are going to build a new one-story house. The floor of the house will be rectangular with
a length of 30 feet and a width of 20 feet.
The house will have a living room, a kitchen, two bedrooms, and a bathroom. In part (a) below create a
floor plan that shows these five rooms by dividing the rectangle into rooms.
Your floor plan should meet the following conditions. • Each one of the five rooms must share at least one side with the rectangle
in part (a); that is, each room must have at least one outside wall.
• The floor area of the bathroom should be 50 square feet.
• Each of the other four rooms (not the bathroom) should have a length of at
least 10 feet and a width of at least 10 feet.
Be sure to label each room by name (living room, kitchen, bedroom, etc.) and include its length and
width, in feet. (Do not draw any hallways on your floor plan.)
(a) Draw your floor plan on the figure below. Remember to label your rooms by name and include the
length and width, in feet, for each room.
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 8
(b) Complete the table below by filling in the floor area, in square feet, for each room in your floor plan.
15| 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 8
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%
16| 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 8
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.
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 8
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. Algebra
West Virginia
National Public
A
14%
13%
B
5%
3%
C
9%
9%
D
4%
6%
E*
68%
68%
Omitted
Rounds to Zero
2%
Which of the following equations has the same solution as the equation 2 x + 6 = 32?
A. 2 x = 38
B. x − 3 = 16
C. x + 6 = 16
D. 2( x − 3) = 16
E. 2( x + 3) = 32
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 8
2. Measurement
West Virginia
National Public
A*
50%
70%
B
10%
7%
C
14%
8%
D
6%
5%
E
20%
10%
Omitted
Rounds to Zero
1%
Megan drew a rectangle that has an area of 24 square centimeters. Which of the following could be
the dimensions of her rectangle?
A.
B.
C.
D.
E.
19| Page
2 centimeters by 12 centimeters
3 centimeters by 9 centimeters
4 centimeters by 20 centimeters
6 centimeters by 6 centimeters
12 centimeters by 12 centimeters
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 8
3. Geometry
West Virginia
National Public
A
10%
6%
B
3%
3%
C*
56%
69%
D
24%
17%
E
6%
5%
Omitted
Rounds to Zero
1%
In the figure above, polygons ABCDE and RSTUV are congruent. Which side must have the same
length as side BC?
A.
B.
C.
D.
E.
20| Page
CD
DE
ST
TU
UV
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 8
4. Number Properties and Operations
West Virginia
National Public
A
16%
16%
B
5%
5%
C
6%
4%
D
12%
8%
E*
61%
66%
Omitted
Rounds to Zero
1%
In which of the following numbers is the digit 6 in the hundredths place?
A.
B.
C.
D.
E.
21| Page
682.3
382.6
6.832
4.836
2.862
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 8
5. Number Properties and Operations
West Virginia
National Public
A
22%
15%
B*
65%
72%
C
9%
7%
D
3%
4%
E
1%
2%
Omitted
Rounds to Zero
1%
The school carnival committee sold a total of 200 tickets for the grand prize drawing. Sue bought
enough tickets so that she had a 20 percent chance of winning the grand prize. How many tickets
did Sue buy?
A. 20
B. 40
C. 160
D. 400
E. 1,000
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 8
6. Measurement
West Virginia
National Public
A
32%
18%
B
29%
32%
C*
15%
21%
D
15%
19%
E
9%
8%
Omitted
Rounds to Zero
2%
What is the area of the figure shown above?
A. 28 square centimeters
B. 32 square centimeters
C. 38 square centimeters
D. 44 square centimeters
E. 64 square centimeters 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 8
7. Algebra
West Virginia
National Public
A
4%
3%
B
14%
10%
C
14%
9%
D*
61%
70%
E
7%
7%
Omitted
Rounds to Zero
1%
Which point is the solution to both equations shown on the graph above?
A.
B.
C.
D.
E.
24| Page
(0, 0)
(0, 4)
(1, 1)
(2, 2)
(4, 0) 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 8
8. Algebra
West Virginia
National Public
A
22%
21%
B
11%
8%
C
16%
13%
D
10%
7%
E*
39%
49%
Omitted
Rounds to Zero
1%
The length of a rectangle is 3 feet less than twice the width, w (in feet). What is the length of the
rectangle in terms of w?
A. 3 − 2 w
B. 2( w + 3) C. 2( w − 3)
D. 2 w + 3 E. 2 w − 3 9. Algebra
West Virginia
National Public
Incorrect
77%
60%
Correct
17%
29%
Omitted
4%
7%
Off Task
3%
4%
In the sequence below, the ratio of each term to the term immediately following it is constant. What
is the next term of this sequence after 2240?
35, 280, 2240, _______
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 8
Scoring Guide
Score & Description
Correct
Correct response
17,920
Incorrect
Incorrect response
Correct - Student Response
Exemplar 1
In the sequence below, the ratio of each term to the term immediately following it is constant. What is the next
term of this sequence after 2240?
Exemplar 2
In the sequence below, the ratio of each term to the term immediately following it is constant. What is the next
term of this sequence after 2240 ?
Scorer Comments:
These responses correctly found the next term in the sequence.
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 8
10.Data Analysis and Probability
West Virginia
National Public
A
16%
12%
B*
32%
43%
C
19%
18%
D
25%
19%
E
9%
8%
Omitted
Rounds to Zero
1%
Tom went to the grocery store. The graph below shows Tom’s distance from home during his trip.
Tom stopped twice to rest on his trip to the store. What is the total amount of time that he spent
resting?
A.
B.
C.
D.
E.
27| Page
5 minutes
7 minutes
8 minutes
10 minutes
25 minutes
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 8
11.Data Analysis and Probability
West Virginia
National Public
A
20%
18%
B
12%
10%
C*
55%
59%
D
8%
8%
E
4%
4%
Omitted
Rounds to Zero
1%
For a school report, Luke contacted a car dealership to collect data on recent sales. He asked, “What
color do buyers choose most often for their car?” White was the response. What statistical measure
does the response “white” represent?
A.
B.
C.
D.
E.
Mean
Median
Mode
Range
Interquartile range 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 8
12.Measurement
West Virginia
National Public
A
15%
14%
B
22%
21%
C
10%
8%
D*
48%
52%
E
5%
4%
Omitted
Rounds to Zero
1%
How many degrees are in the acute angle formed by the hands of the clock in the figure above?
A. 10°
B. 30°
C. 36°
D. 60°
E. 120°
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 8
13.Number Properties and Operations
West Virginia
National Public
Incorrect
55%
45%
Correct
40%
49%
Omitted
4%
6%
Off Task
Rounds to Zero
1%
A certain even number is divisible by 9. This number is between 100 and 120. What is the number?
________________________
Scoring Guide
Score & Description
Correct
Correct response
108
Incorrect
Incorrect response
Correct - Student Response
Exemplar 1
A certain even number is divisible by 9. This number is between 100 and 120. What is the number?
Exemplar 2
A certain even number is divisible by 9. This number is between 100 and 120. What is the number?
Scorer Comments:
These responses gave the correct answer of 108.
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 8
14.Algebra
West Virginia
National Public
A
11%
9%
B
3%
3%
C
27%
27%
D*
51%
54%
E
7%
6%
Omitted
1%
2%
For the figure above, which of the following points would be on the line that passes through points N
and P ?
A.
B.
C.
D.
E.
32 Page
(−2, 0)
(0, 0)
(1, 1)
(4, 5)
(5, 4)
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 8
15.Geometry
West Virginia
National Public
A*
42%
46%
B
9%
9%
C
27%
22%
D
6%
7%
E
15%
14%
Omitted
1%
2%
Identical puzzle pieces have been put together to form the large square shown above. Which of the
following could be the shape of each puzzle piece?
A.
D.
B.
E.
C.
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 8
16.Geometry
West Virginia
National Public
Incorrect
19%
19%
Minimal
61%
51%
Partial
12%
15%
Satisfactory
1%
2%
Extended
2%
5%
Omitted
4%
7%
Off Task
Rounds to Zero
1%
The Morrisons are going to build a new one-story house. The floor of the house will be rectangular with
a length of 30 feet and a width of 20 feet.
The house will have a living room, a kitchen, two bedrooms, and a bathroom. In part (a) below create a
floor plan that shows these five rooms by dividing the rectangle into rooms.
Your floor plan should meet the following conditions. • Each one of the five rooms must share at least one side with the rectangle
in part (a); that is, each room must have at least one outside wall.
• The floor area of the bathroom should be 50 square feet.
• Each of the other four rooms (not the bathroom) should have a length of at
least 10 feet and a width of at least 10 feet.
Be sure to label each room by name (living room, kitchen, bedroom, etc.) and include its length and
width, in feet. (Do not draw any hallways on your floor plan.)
(a) Draw your floor plan on the figure below. Remember to label your rooms by name and include the
length and width, in feet, for each room.
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 8
(b) Complete the table below by filling in the floor area, in square feet, for each room in your floor plan.
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 8
Scoring Guide
Sample Correct Responses:
There are many possible correct responses. All should contain square or rectangular rooms, a bathroom with an
area of 50 square feet, and meet the other required conditions.
For a table to be correct, it must:
1. have entries that add up to 600, and
2. have an area of 50 for the bathroom, and
3. have dimensions for other rooms of at least 10 by 10.
For labeling of the drawing to be considered correct, it must:
1. have name of room, and
2. have room dimensions.
Score & Description
Extended
Correct response (complete and correctly labeled)
Satisfactory
Correct table and correct drawing (in correct proportion) but drawing is missing some or all labels.
OR
Correct drawing (in correct proportion) with all labels correct but table is missing or incomplete.
Partial
Correct table but drawing is not presented in proportion that is consistent with table (may be because drawing
includes an incorrect label).
OR
Correct drawing (in correct proportion) with some correct labeling but table may be incomplete and/or not in
agreement with drawing in some respect.
OR
Table adds to 600, rooms are in proportion to table, but bathroom area may not necessarily be 50.
Minimal
Correct table only.
OR
50 sq. ft. for bathroom represented in some way.
OR
Obtains room areas in table that total to 600.
OR
Drawing contains 5 rooms, each with at least one outside wall, and no hallways.
Incorrect
Incorrect response
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 8
Extended - Student Response
Exemplar 1
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 8
Exemplar 2
Scorer Comments:
These responses correctly named each of the rooms and gave the dimensions of each. The table was completely
correct with all the entries adding up to 600, the bathroom had an area of 50 square feet, and the dimensions of
the rest of the rooms were at least 10 feet by 10 feet.
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 8
Satisfactory - Student Response
Exemplar 1
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 8
Exemplar 2
Scorer Comments:
These responses had the correct drawing with the correct proportions and the correct table but drawings are not
labeled with dimensions.
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 8
Partial - Student Response
Exemplar 1
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 8
Exemplar 2
Scorer Comments:
These responses had a correct drawing with some correct labeling.
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 8
Minimal - Student Response
Exemplar 1
43| 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 8
Exemplar 2
Scorer Comments:
These responses had 50 in the table as the area of the bathroom.
44| 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 8
Jorea M. Marple, Ed.D.
State Superintendent of Schools