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Open Ended Questions From Massachusetts

Open Ended Questions From Massachusetts. What does a complete solution look like?. Grade 3. 2009 MCAS Grade 3 Mathematics Question 14: Number Sense and Operations Tom, Nuno, and Paul each made a pizza. All the pizzas were the same size and shape. Tom cut his pizza into 2 equal pieces.

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Open Ended Questions From Massachusetts

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  1. Open Ended QuestionsFrom Massachusetts What does a complete solution look like?

  2. Grade 3 • 2009 MCAS Grade 3 Mathematics • Question 14: Number Sense and Operations • Tom, Nuno, and Paul each made a pizza. All the pizzas were the same size and shape. • Tom cut his pizza into 2 equal pieces. • Nuno cut his pizza into 3 equal pieces. • Paul cut his pizza into 4 equal pieces. • a. • Which boy has the smallest size pieces of pizza? Show or explain how you got your answer. • b. • Each boy ate some of the pizza he made. • Tom ate 1 piece of his pizza. • Nuno ate 1 piece of his pizza. • Paul ate 2 pieces of his pizza. • Which boys ate the same amount of pizza? Show or explain how you got your answer.

  3. Grade 4 • 2009 MCAS Grade 4 Mathematics • Question 4: Measurement Christina’s schedule for Tuesday afternoon is shown in the chart below. • Christina’s Schedule Time Activity • 3:00 p.m. Get out of school • 3:30 p.m. Dance class begins • 4:15 p.m. Dance class ends • 5:00 p.m. Do homework • 5:45 p.m. Eat dinner • How many minutes does Christina have between when she gets out of school and when her dance class begins? • How many minutes is Christina’s dance class? Show or explain how you got your answer. • It takes Christina’s family 1 hour 15 minutes to eat dinner. At what time will her family finish eating dinner? Show or explain how you got your answer.

  4. Grade 5 2009 MCAS Grade 5 Mathematics Question 13: Number Sense and Operations Ms. Hendricks asked her students how they get to school each day. She collected their answers and determined the following results. • Half of her students take the bus. • 15 of her students walk. • The rest of her students ride with their parents. • What percent of the students take the bus? • What percent of the students walk? Explain how you know that your answer is correct. • What percent of the students ride with their parents? Show or explain how you got your answer.

  5. Grade 6 2009 MCAS Grade 6 Mathematics Question 7: Number Sense and Operations The table below shows the distance, in kilometers, Lisa ran each day for 5 days. • Write the five distances in order from greatest to least. • Estimate the average distance, in kilometers, Lisa ran each day for the 5 days. Explain your estimation strategy. • To prepare for a race, Lisa plans to run 100 kilometers over a number of days. • Based on your answer to part (b), estimate the number of days it will take Lisa to run 100 kilometers. Explain your estimation strategy.

  6. Grade 7

  7. Grade 8 2009 MCAS Grade 8 Mathematics Question 14: Patterns, Relations, and Algebra Ms. Gleason is opening a new restaurant. • She has enough booths to seat up to 40 people. • She is ordering tables to fill the rest of the seating space. • Each table can seat up to 6 people. • If t represents the number of tables Ms. Gleason orders, write an expression to show the total number of people that can be seated at booths and tables. • Write an inequality that could be used to determine t, the number of tables Ms. Gleason needs to order so that she has enough seating at booths and tables for at least 125 people. • Solve the inequality from part (b) to determine the number of tables Ms. Gleason needs to order. Show or explain how you got your answer.

  8. High School 2009 MCAS Grade 10 Mathematics Question 20: Number Sense and Operations Thomas plays a number game using a spinner with four congruent sections. The sections are labeled W, X, Y, and Z, as shown below. In the game, a player receives the number of points represented by the expression in the section where the arrow stops. The first player to get 20 points or more wins. • During one game, Thomas needed 10 or more points to win. On his next spin the arrow stopped on section Z. Did he receive enough points to win? Show your work to justify your answer. • Which is worth more points, section X or section Z? Show your work to justify your answer. • Thomas believes section W and section Y are worth an equal number of points. Is Thomas correct? Explain your reasoning.

  9. What does a complete solution look like?????? • Check out the following slides

  10. Grade 3 complete solution

  11. Grade 3 complete solution

  12. Grade 4 complete solution

  13. Grade 4 complete solution

  14. Grade 5 complete solution

  15. Grade 5 complete solution

  16. Grade 6 complete solution

  17. Grade 6 complete solution

  18. Grade 7 complete solution

  19. Grade 7 complete solution

  20. Grade 8 complete solution

  21. High School complete solution

  22. High School complete solution

  23. Links • http://www.doe.mass.edu/mcas/student/ • Select a year • Select the grade level • You can go down a grade level to get similar questions • Under the question is the rubric – click on the numbers next to the rubric for student samples

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