Download 7 Grade Math Sample Items Aligned to CCSS

th
7 Grade
Math
Sample Items
Aligned to
CCSS
Created for Morehouse Parish School System by Dr. Stacey Pullen
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7th Grade
Sample Math Items Aligned to CCSS
Table of Contents
CCSS Code
7.RP.A.1
7.RP.A.2
7.RP.A.2a
7.RP.A.2b
7.RP.A.2c
7.RP.A.2d
7.RP.A.3
7.NS.A.1
7.NS.A.1a
7.NS.A.1b
7.NS.A.1c
7.NS.A.1d
7.NS.A.2
7.NS.A.2a
7.NS.A.2b
7.NS.A.2c
7.NS.A.2d
7.NS.A.3
7.EE.A.1
7.EE.A.2
7.EE.B.3
7.EE.B.4
7.EE.B.4a
7.EE.B.4b
7.G.A.1
7.G.A.2
7.G.A.3
7.G.B.4
7.G.B.5
7.G.B.6
7.SP.A.1
Page #
3
5
8
12
14
15
16
18
19
20
22
23
24
25
26
28
30
31
33
34
35
37
38
39
40
41
42
43
45
47
49
CCSS Code
7.SP.A.2
7.SP.B.3
7.SP.B.4
7.SP.C.5
7.SP.C.6
7.SP.C.7
7.SP.C.7a
7.SP.C.7b
7.SP.C.8
7.SP.C.8a
7.SP.C.8b
7.SP.C.8c
Key
Rubrics
Origination of Items
2
Page #
50
51
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63
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67
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7th Grade
Sample Math Items Aligned to CCSS
7. RP.A.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4
hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per
hour. (Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Rosy waxes
of her car with
bottle of car wax.
At this rate, what fraction of the bottle of car wax will Rosy use to wax her entire car?
A.
B.
C.
D.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Claire is digging a hole for a fence post. So far, she has dug of the hole in of an hour. She
continues to dig at the same rate. How many minutes will it take her to dig the entire hole?
A.
45
B.
50
C.
70
D.
100
Sample 3:
Cheryl volunteers to mow the lawn at a retirement home. She can mow of the lawn in
At that rate, how many hours will it take Cheryl to mow the entire lawn?
Enter your answer in the box.
4
of an hour.
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. RP.A.2
Recognize and represent proportional relationships between quantities. (Conceptual
Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
The prices for various numbers of pounds of apples at several stores are shown in the
table below.
For which store(s) would 7 pounds of apples cost exactly $13.44?
A. Store A
B. Store B
C. Store C
D. Store D
E. Store E
F. Store F
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by Dr. Stacey Pullen
Sample 2:
Sid wraps slabs of cheese in plastic to sell.



Each slab of cheese is shaped like a rectangular prism.
Each slab of cheese is 3 inches wide and 6 inches long.
Different slabs of cheese are different heights (h, in inches).
Part A
Use the given dimensions to write an equation relating the height (h) in inches and the
volume (v) in cubic inches of the slabs of cheese.
Part B
What is the surface area of a slab of cheese with a height of 1 inch?
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Part C
Is the relationship between the height and the volume of the slabs of cheese
proportional? Explain.
Part D
Is the relationship between the height and the surface area of the slabs of cheese
proportional? Explain.
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by Dr. Stacey Pullen
7. RP.A.2a
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent
ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight
line through the origin. (Conceptual Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Jeremy runs a shop that rents standard tuxedos. The total cost to rent different numbers of standard
tuxedos is given in the table below.
Standard Tuxedo Rental
Number of Tuxedos
Total Cost
2
$130
4
$260
6
$390
Which statements prove that the number of standard tuxedos rented and the total cost are in a
proportional relationship based on the table?
Select all that apply.
A. The ratio of total cost to number of tuxedos is $65 per tuxedo.
B. The ratio of total cost to number of tuxedos is $130 per tuxedo.
C. The difference between the total costs in consecutive rows is constant.
D. All the points on the graph lie on a straight line that passes through the origin.
E. All the points on the graph lie on a straight line that passes through the point (0,130).
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by Dr. Stacey Pullen
Sample 2:
Part A
The graph shows the distance in miles, d, a car travels in t hours.
d
Car Travels
300
200
100
t
0 1 2 3456
Time (hours)
Explain why the graph does or does not represent a proportional relationship between the variables d
and t.
Enter your explanation in the box provided.
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by Dr. Stacey Pullen
Part B
Two cars leave from the same city at the same time and drive in the same direction. The table shows the
distances traveled by each car.
•
•
•
Hours of
Travel
Miles Traveled
by Red Car
Miles Traveled
by White Car
1
77
55
2
122
110
3
167
165
4
212
220
5
257
275
Determine whether the relationship between the number of hours traveled and the number of
miles traveled is proportional for each car.
Use the table to explain how you determined your answers.
Describe how the graph of the distance traveled by each car would support your answers.
Enter your answers and your explanations in the box provided.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 3:
A right triangle has legs measuring 4.5 meters and 1.5 meters.
The lengths of the legs of a second triangle are proportional to the lengths of the legs of the first
triangle.
Which could be the lengths of the legs of the second triangle?
Select each correct pair of lengths.
A.
6 m and 2 m
B.
8 m and 5 m
C.
7 m and 3.5 m
D.
10 m and 2.5 m
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by Dr. Stacey Pullen
7. RP.A.2b
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and
verbal descriptions of proportional relationships. (Conceptual Understanding & Procedural Skill
and Fluency)
What test questions look like:
Sample 1:
Victoria folded 56 paper cranes in 6 hours. Daimon folded paper cranes at the same rate as
Victoria. Which graph could model the rate at which Daimon folded paper cranes?
A.
C.
B.
D.
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by Dr. Stacey Pullen
Sample 2:
Jana needs to bake cookies for her class. The recipe says that she needs 423
sugar for 7 batches of cookies.
What is the constant of proportionality?
A. 2/3
B. 1 ½
C. 4 2/3
D. 32 2/3
13
cups of
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. RP.A.2c
Represent proportional relationships by equations. For example, if total cost t is proportional to
the number n of items purchased at a constant price p, the relationship between the total cost and
the number of items can be expressed as t = pn. (Conceptual Understanding)
What test questions look like:
Sample 1:
Lara charges $12 per hour for babysitting. If f represents Lara’s total fee after babysitting for h hours,
which equations can be used to model the situation?
Select all the correct equations.
A. f = 12h
B. f =
h
C. h = 12f
D. h =
f
E. f = h + 12
F. 12 = f + h
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by Dr. Stacey Pullen
7. RP.A.2d
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the
situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (Conceptual
Understanding)
What test questions look like:
Sample 1:
Erik feeds stray cats near his house. The graph below shows different amounts of cat food he puts out
based on the number of cats near his house.
y Cat Food for Stray Cats
10
9
8
7
6
5
4
3
2
1
0
x
12345678910
Cats Near Erik’s House
Erik graphs point P to represent the unit rate in terms of cups of cat food per cat near his house. What
are the coordinates of point P?
A.
(0, 0)
B.
(1, )
C.
(1, 1)
D.
( , 1)
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by Dr. Stacey Pullen
7. RP.A.3
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple
interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and
decrease, percent error. (Application)
What test questions look like:
Sample 1:
A salesperson earns commission on the sales that she makes each month.
• The salesperson earns a 5% commission on the first $5,000 she has in sales.
• The salesperson earns a 7.5% commission on the amount of her sales that are greater than
$5,000.
Part A
This month the salesperson had $8,000 in sales. What amount of commission, in dollars, did she earn?
A.
$400
B.
$475
C.
$525
D.
$600
Part B
The salesperson earned $1,375 in commission last month. How much money, in dollars, did she have
in sales last month?
Enter your answer in the box.
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by Dr. Stacey Pullen
Sample 2:
Devin is buying concert tickets. The concert tickets have a regular price of $40 each. Devin has a
coupon that gives a 5% discount off the regular price of the tickets. The website he uses to buy the
tickets charges a 10% fee for purchasing tickets. The website’s fee is based on the original price of the
tickets before any discounts. What is Devin’s total cost, in dollars, to buy 2 tickets, including the
discount and the website’s fee?
Enter your answer in the box.
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by Dr. Stacey Pullen
7. NS.A.1
Apply and extend previous understandings of addition and subtraction to add and subtract
rational numbers; represent addition and subtraction on a horizontal or vertical number line
diagram. (Conceptual Understanding)
What test questions look like:
Sample 1:
What is the value of this expression when m = -3?
2m5 – 3m3 + 12
A. -555
B. -393
C. 417
D. 579
Sample 2:
In a game, Janeesa started with 0 points. She then earned 50 points, lost 80 points, and
earned 10 points. Which number line shows Janeesa’s ending score in the game?
A.
B.
C.
D.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. NS.A.1a
Describe situations in which opposite quantities combine to make 0. For example, a hydrogen
atom has 0 charge because its two constituents are oppositely charged. (Conceptual
Understanding & Application)
What test questions look like:
Sample 1:
The high temperature in Duluth, Minnesota, on a winter day is 8°.
Part A:
When the low temperature is added to the high temperature, the result is 0°. What is the
low temperature? Just enter the number; do not type degrees.
Part B:
The high temperature the next day is -2°. What is the difference in the high temperatures
these two days? Just enter the number; do not type degrees.
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7. NS.A.1b
Understand p + q as the number located a distance |q| from p, in the positive or negative
direction depending on whether q is positive or negative. Show that a number and its opposite
have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing realworld contexts. (Conceptual Understanding & Application)
What test questions look like:
Sample 1:
Shawn’s total score for two rounds of a game was less than 0. He scored 24 points during the first
round of the game. He scored n points during the second round of the game. Which statement about
n must be true?
A. The value of n is 24.
B. The absolute value of n is 24.
C. The value of n is greater than 24.
D. The absolute value of n is greater than 24.
Sample 2:
Which situation can be modeled by the expression 5 ¾ + – ¼?
A. Anna is making salad dressing. She starts with 5 ¾ ounces of buttermilk and adds ¼ ounce of
spices.
B. Ben has a board that has been shortened by 5 ¾ inches. He removes another ¼ inch from
the board.
C. There are 5¾ pounds of oranges in a basket before Carly adds another ¼ pound
of oranges.
D. There are 5¾ cups of flour in a container before David removes ¼ cup for making stew.
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by Dr. Stacey Pullen
Sample 3:
Consider the equation 5 + x = n.
What must be true about any value of x if n is a negative number? Explain your answer. Include an
example with numbers to support your explanation.
Enter your answer, your explanation, and your example in the box provided.
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by Dr. Stacey Pullen
7. NS.A.1c
Understand subtraction of rational numbers as adding the additive inverse, p - q = p+ (-q). Show
that the distance between two rational numbers on the number line is the absolute value of their
difference, and apply this principle in real-world contexts. (Conceptual Understanding &
Application)
What test questions look like:
Sample 1:
Paige had 18 dollars. She spent 6 of these dollars.
Select all the expressions that could be used to represent the number of dollars that Paige has now.
A. 18 + 6
B. -18 + 6
C.
18 – 6
D. -18 – 6
E. 18 + (6)
F. -18 – ( -6)
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by Dr. Stacey Pullen
7. NS.A.1d
Apply properties of operations as strategies to add and subtract rational numbers. (Conceptual
Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Which expression is equivalent to 5 + –2 1/3?
A. 5 – 2 +
B. 5 + 2 –
C.
D. –
–
–
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by Dr. Stacey Pullen
7. NS.A.2
Apply and extend previous understandings of multiplication and division and of fractions to
multiply and divide rational numbers. (Conceptual Understanding)
What test questions look like:
Sample 1:
What is the value of this expression when m = -3?
2m5 – 3m3 + 12
A. -555
B. -393
C. 417
D. 579
Sample 2:
What is the value of the expression below when x = -3?
x3 + 2x2
x+5
A. -1
B. -7
C. -13
D. -37
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by Dr. Stacey Pullen
7. NS.A.2a
Understand that multiplication is extended from fractions to rational numbers by requiring that
operations continue to satisfy the properties of operations, particularly the distributive
property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers.
Interpret products of rational numbers by describing real-world contexts. (Conceptual
Understanding & Application)
What test questions look like:
Sample 1:
Use the equation below to answer the question.
X ?= 1
What is the missing number in the equation?
A.
B.
C.
D.
8
−5
5
−8
−8
−5
−5
−8
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by Dr. Stacey Pullen
7. NS.A.2b
Understand that integers can be divided, provided that the divisor is not zero, and every
quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then (p/q) = (-p)/q = p/(-q). Interpret quotients of rational numbers by describing real-world
contexts. (Conceptual Understanding & Application)
What test questions look like:
Sample 1:
A.
Which fractions are equivalent to
5
−9
?
Select all that apply.
A.
5
−9
B. −
C.
D.
−5
9
−5
−9
−5
9
E. −
F. −
5
−9
−5
−9
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by Dr. Stacey Pullen
Sample 2:
The value of the expression –3 ÷ 5 can be modeled by a point on the number line.
A
–3
B
–2
–1
C
0
D
1
2
3
Which point on the number line most likely represents the value of the expression?
A.
point A
B.
point B
C.
point C
D.
point D
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by Dr. Stacey Pullen
7. NS.A.2c
Apply properties of operations as strategies to multiply and divide rational numbers.
(Conceptual Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Which of the following are equivalent to –23 ? Select all that apply.
2
A. (−1)( )
3
B.
C.
D.
E.
−2
3
2
−3
−2
−3
2
3
−2
F. -( )
−3
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by Dr. Stacey Pullen
Sample 2:
Which expression is equivalent to the expression shown?
-
3
4
X
2
5
Select each equivalent expression.
A. 3×(−2)4×5
B. 3×2−(4×5)
C. −3×2−4×5
D. −(3×(−2))−(4×5)
E. −(3×(−2))−(4×(−5))
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by Dr. Stacey Pullen
7. NS.A.2d
Convert a rational number to a decimal using long division; know that the decimal form of a
rational number terminates in 0s or eventually repeats. (Conceptual Understanding &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
5
What is the decimal equivalent of ?
6
A. 0.83
B.
C. 1.2
D.
Sample 2:
A bird feeder is
full of seed. Written as a decimal, how full is the bird feeder?
Enter your answer in the box.
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by Dr. Stacey Pullen
7. NS.A.3
Solve real-world and mathematical problems involving the four operations with rational
numbers. (Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
The table below shows the high temperature for each of six days in February. It also shows the
difference between the high and the low temperature for each day. Daily Temperatures
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
high
8°F
3°F
–2°F
0°F
13°F
4°F
difference
9°F
8°F
5°F
3°F
11°F
9°F
Select all the days that the temperature reached below –3°F.
A. Monday
B. Tuesday
C. Wednesday
D. Thursday
E. Friday
F. Saturday
Sample 2:
An employee will spend of his time each day answering phone calls. Each day, he will work 6.5
hours. How many hours will the employee answer phone calls each day?
A.
B.
C. 4
D. 4
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by Dr. Stacey Pullen
Sample 3:
Kenny made pillows to sell at a fair.
•
•
He paid $175.96 for supplies.
He charged $8.75 for each pillow he sold.
Kenny sold 27 pillows at the fair. What was Kenny’s profit in dollars?
Enter your answer in the box.
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by Dr. Stacey Pullen
7. EE.A.1
Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients. (Conceptual Understanding)
What test questions look like:
Sample 1:
Which expressions are equivalent to 2.5 – 4(1.5 – 10) + 3?
Select all that apply.
A. 2.5 + 4(–1.5 + 10) + 3
B. 2.5 – 4 + 3(1.5 – 10)
C. 2.5 – 4(10 – 1.5) + 3
D. 3 + 2.5 – 4(1.5 – 10)
E. –4(1.5 – 10) + 3 + 2.5
F. 4 – 2.5(1.5 – 10) + 3
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by Dr. Stacey Pullen
7. EE.A.2
Understand that rewriting an expression in different forms in a problem context can shed light
on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means
that "increase by 5%" is the same as "multiply by 1.05." (Conceptual Understanding)
What test questions look like:
Sample 1:
On Mondays, a café offers its customers a 25% discount on all coffee purchases. The café usually
charges c dollars for a flavored coffee. The expression below can be used to determine the cost of
a flavored coffee on Mondays.
c – 0.25c
Which expression could also be used to determine the cost of a flavored coffee on Mondays?
A. 0.25c
B. 0.75c
C. 1.25c
D. 1.75c
Sample 2:
Donald has two bags of grapes.
•
•
Bag A contains g grapes.
Bag B contains 40% fewer grapes than bag A.
The expression g – 0.40g can be used to find the number of grapes in bag B. Donald correctly
simplifies the expression until it has just one term. What is the coefficient of g in Donald’s
simplified expression?
Enter your answer in the box.
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by Dr. Stacey Pullen
7. EE.B.3
Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply
properties of operations to calculate with numbers in any form; convert between forms as
appropriate; and assess the reasonableness of answers using mental computation and
estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will
make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want
to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will
need to place the bar about 9 inches from each edge; this estimate can be used as a check on
the exact computation. (Conceptual Understanding & Procedural Skill and Fluency &
Application)
What test questions look like:
Sample 1:
Rita gets paid $16 per hour for the first 8 hours she works each day. She earns 1 times her hourly
pay rate for time she works over 8 hours each day. Rita’s work day for Monday is described in the
list.
 worked from 8:15 a.m. to 12:45 p.m.
 took a 45 min lunch break
 worked until 6:15 p.m.
Rita does not get paid for her lunch break.
How much money did Rita earn for the time she worked on Monday? Show or explain all of the
steps you used to determine your answer.
Enter your answer and your work or explanation in the box provided.
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by Dr. Stacey Pullen
Sample 2:
Part A
At Fairview Middle School, 75 band members need to raise a total of $8,250 for a trip. So far, they
have raised $3,120.
How much money, in dollars, per band member, still needs to be raised for the trip?
Enter your answer in the box.
Part B
The entire band decides to have a concert to raise the money for the trip. Tickets for the concert
will cost $7.50 each. A local business agrees to donate an additional $0.50 for each $1.00 in ticket
sales to the band for their trip.
What is the least number of concert tickets the band must sell in order to raise the rest of the
money needed for the trip?
Enter your answer in the box.
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by Dr. Stacey Pullen
7. EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
(Conceptual Understanding & Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
Daniel makes this statement about a famous swimmer.
Wow! Even if I could swim twice as fast
as I do now, he would still be faster than me.
Daniel can swim at a speed of d meters per second. Which inequality correctly
models Daniel’s statement about the speed, s, of the famous swimmer in meters per
second?
A. 2 × d < s
B. 2 × d > s
C. d ÷ 2 < s
D. d ÷ 2 > s
Sample 2:
Which situation can be modeled by the equation d = 1.1g + 0.08?
A. The tax (d) for a gallon of diesel fuel is 8% of the price (g) per gallon, plus a
$1.10 local smog tax.
B. The tax (d) for a gallon of diesel fuel is 1.1% of the price (g) per gallon, plus an
$0.08 local smog tax.
C. The cost (d) for a gallon of diesel fuel is 0.08 times the price (g) per gallon, plus a
$1.10 local smog tax.
D. The cost (d) for a gallon of diesel fuel is 1.1 times the price (g) per gallon, plus an
$0.08 local smog tax.
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by Dr. Stacey Pullen
7. EE.B.4a
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q,
and r are specific rational numbers. Solve equations of these forms fluently. Compare an
algebraic solution to an arithmetic solution, identifying the sequence of the operations used in
each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its
width? (Conceptual Understanding & Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
Payton bought packages of black T-shirts and packages of white T-shirts. Each package of black Tshirts contains 3 shirts. Each package of white T-shirts contains 4 shirts. Payton bought b packages
of black T-shirts and 5 packages of white T-shirts for a total of 38 T-shirts.
Which equation could Payton solve to determine the number of packages of black T-shirts, b, he
bought?
A. 38 – 5(4) = b
B. 3b + 4(5) = 38
C. 38 – 3b = 5
D. 3(4) + 5b = 38
Sample 2:
A student usually saves $20 a month. He would like to reach a goal of saving $350 in 12 months.
The student writes the equation 350 = 12(x + 20) to represent this situation. Solve the equation for
x.


Show your work or explain your answer.
Write your answer as a sentence that describes what the variable x represents.
Enter your answers and your work or explanation in the box provided.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. EE.B.4b
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q,
and r are specific rational numbers. Graph the solution set of the inequality and interpret it in
the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3
per sale. This week you want your pay to be at least $100. Write an inequality for the number of
sales you need to make, and describe the solutions. (Conceptual Understanding & Procedural
Skill and Fluency & Application)
What test questions look like:
Sample 1:
Jason is shopping at a store for a shirt. He has a coupon that will reduce the original price of the
shirt by $2. A 4% sales tax will be added to the reduced price. Which inequality represents all of the
possible original prices, p, of shirts that will cost less than $20 after the coupon and tax are
applied?
A. 1.04p < 17.92
B. 1.04p < 22.08
C. 0.96p < 18.00
D. 0.96p < 22.00
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and
areas from a scale drawing and reproducing a scale drawing at a different scale. (Procedural Skill and
Fluency & Application)
What test questions look like:
Sample 1:
The distance from New Orleans to Nashville is 4.5 centimeters on a map. The actual
distance between the cities is about 450 miles. Which scale is on the map?
A. 1 centimeter = 10 miles
B. 1 centimeter = 100 miles
C. 10 centimeters = 1 mile
D. 100 centimeters = 1 mile
Sample 2:
The distance on a map between the entrance of a park and a waterfall inside the park is
4 ½ inches.
What is the actual distance, in miles, from the entrance of the park to the waterfall?
Enter your answer in the box. Enter you answer as a whole number or decimal.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given
conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the
conditions determine a unique triangle, more than one triangle, or no triangle. (Conceptual
Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
. Part A
Which sets of measurements could be the interior angle measures of a triangle?
Select each correct answer.
A. 10°, 10°, 160°
B. 15°, 75°, 90°
C. 20°, 80°, 100°
D. 35°, 35°, 105°
E. 60°, 60°, 60°
Part B
Which sets of measurements could be the side lengths of a triangle?
Select each correct answer.
A. 3 cm, 3 cm, 3 cm
B. 4 cm, 8 cm, 13 cm
C. 5 cm, 9 cm, 14 cm
D. 6 cm, 7 cm, 8 cm
E. 7 cm, 7 cm, 10 cm
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. G.A.3
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane
sections of right rectangular prisms and right rectangular pyramids. (Conceptual Understanding)
What test questions look like:
Sample 1:
Jamal will slice a right circular cylinder into two congruent pieces. Which two-dimensional plane sections
could result from the slice Jamal makes?
Select each correct answer.
A. circle
B. pentagon
C. hexagon
D. triangle
E. rectangle
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an
informal derivation of the relationship between the circumference and area of a circle. (Conceptual
Understanding & Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Use the picture to answer the question.
Mary baked 12 cookies that each have a diameter of 4 inches. She baked them on an
18-inch by 13-inch baking sheet as shown.
What is the area of the empty space on the baking sheet to the nearest square inch?
43
Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Use the picture to answer the question.
The soup can label shown wraps around the soup can exactly once.
Which expression models the length of the soup can label?
A. π × 3.52
B. π × 1.752
C. 2 × π × 3.5
D. 2 × π × 1.75
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. G.B.5
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to
write and solve simple equations for an unknown angle in a figure. (Conceptual Understanding &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Segment AC bisects angle BAD.
What is the measure of angle CAB?
A. 12.25°
B. 22.5°
C. 45.0°
D. 67.5°
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Carmen is studying the design of this flag from the United Kingdom.
How does an angle measuring 55° relate to the angle measurement shown on the flag?
A. It is vertical
B. It is complementary
C. It is corresponding
D. It is supplementary
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. G.B.6
Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
(Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
Melissa’s family is building a closet in the spare bedroom. The closet is under a
staircase which makes the ceiling of the closet slanted. A model of the closet is shown
below. Select all of the statements about the closet that are true.
A. The volume of the triangular prism is exactly half of the volume of the rectangular
prism.
B. The volume of the triangular prism is 108 ft3.
C. The volume of the rectangular prism is 108 ft3.
D. The total volume of the closet is 32
times the volume of the rectangular prism.
E. The total volume of the closet is 162 ft3.
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Created for Morehouse Parish School System
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Sample 2:
Use the floor plan to answer the question.
The owner of a shopping mall wants to install a carpeted play area for children. The
dimensions of the play area are shown.
How many square feet of carpet are needed for the play area?
A. 516
B. 548
C. 684
D. 764
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.A.1
Understand that statistics can be used to gain information about a population by examining a sample of
the population; generalizations about a population from a sample are valid only if the sample is
representative of that population. Understand that random sampling tends to produce representative
samples and support valid inferences. (Conceptual Understanding)
What test questions look like:
Sample 1:
Josephine owns a diner that is open every day for breakfast, lunch, and dinner. She offers a regular
menu and a menu with daily specials. She wanted to estimate the percentage of her customers
who order specials. She selected a random sample of 50 customers who had lunch at her diner
during a three-month period. She determined that 28% of these customers ordered from the menu
with specials.
Which statement about Josephine’s sample is true?
A.
The sample is the percentage of customers who ordered daily specials.
B.
The sample might not be representative of the population because it only included
lunch customers.
C.
The sample shows that exactly 28% of Josephine’s customers ordered daily specials.
D.
No generalizations can be made from this sample, because the sample size of 50 is too
small.
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Created for Morehouse Parish School System
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7. SP.A.2
Use data from a random sample to draw inferences about a population with an unknown characteristic
of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in
estimates or predictions. For example, estimate the mean word length in a book by randomly sampling
words from the book; predict the winner of a school election based on randomly sampled survey data.
Gauge how far off the estimate or prediction might be. (Conceptual Understanding & Procedural
Skill and Fluency & Application)
What test questions look like:
Sample 1:
The attendance for the last 4 years at a county fair is shown in the table.
County Fair Attendance
Year
Attendance
1
9,278
2
10,365
3
12,128
4
13,304
This year, the first 20% of people attending the fair will receive a raffle ticket. Of the people who receive
raffle tickets,
•
•
•
will receive a small prize.
Based on the data in the table, determine a reasonable estimate of the number of people
who will attend this year’s fair. Explain how you found your estimate.
Use your estimate to find the approximate number of people who will receive a small prize
at this year’s fair.
Show your work or provide an explanation of how you found the approximate number of
people who will receive a small prize at this year’s fair.
Enter your answers and your work or explanations in the box provided.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.B.3
Informally assess the degree of visual overlap of two numerical data distributions with similar
variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of
variability. For example, the mean height of players on the basketball team is 10 cm greater than the
mean height of players on the soccer team, about twice the variability (mean absolute deviation) on
either team; on a dot plot, the separation between the two distributions of heights is noticeable.
(Conceptual Understanding & Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
A movie theater kept track of the attendance on Fridays and Saturdays. The
results are shown in the box plots below.
Which conclusion can be drawn from the box plots?
A. Both days’ data has the same median and interquartile range.
B. Friday’s data has a greater median and a greater interquartile range than
Saturday’s data.
C. Friday’s data has a greater interquartile range than Saturday’s data, but both
data sets have the same median.
D. Friday’s data has a greater median than Saturday’s data, but both data sets have
the same interquartile range
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Use the box plots to answer the question.
The weights of pumpkins from two pumpkin patches are shown in the box plots. The
mean absolute deviation of both data sets is approximately 4 pounds.
Which statement best describes the data?
A. The mean weight of Mr. Holm’s pumpkins is 8 pounds greater than the
mean weight of Mr. Chase’s pumpkins.
B. The median weight of Mr. Holm’s pumpkins is 8 pounds greater than the
median weight of Mr. Chase’s pumpkins.
C. The mean weight of Mr. Holm’s pumpkins is 10 pounds greater than the
mean weight of Mr. Chase’s pumpkins.
D. The median weight of Mr. Holm’s pumpkins is 10 pounds greater than the
median weight of Mr. Chase’s pumpkins.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.B.4
Use measures of center and measures of variability for numerical data from random samples to draw
informal comparative inferences about two populations. For example, decide whether the words in a
chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourthgrade science book. (Conceptual Understanding & Application)
Sample 1:
What test questions look like:
Alexis chose a random sample of 10 jars of almonds from each of two different brands, X and Y.
Each jar in the sample was the same size. She counted the number of almonds in each jar. Her
results are shown in the plots.
Brand X
40 45 50 55 60 65 70
Number of Almonds
Brand Y
40 45 50 55 60 65 70
Number of Almonds
Based on the plots, which statement best compares the numbers of almonds in the jars from the
two brands?
A
The number of almonds in jars from Brand X tends to be greater and more consistent than
those from Brand Y.
B
The number of almonds in jars from Brand X tends to be greater and less consistent than
those from Brand Y.
C
The number of almonds in jars from Brand X tends to be fewer and more consistent than
those from Brand Y.
D
The number of almonds in jars from Brand X tends to be fewer and less consistent than those
from Brand Y.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
The box plot shows the heights of grade 7 students in two random samples from two different
schools. The sample from each school is 30% of the student population.
Height of Grade 7 Students
School A
School B
52 53 54 55 56 57 58 59 60 61 62 63 64 65 66
Height
(inches)
Based on the box plot, which comparison is true?
A. Grade 7 students from School A are typically shorter than grade 7 students from School B
because of the difference in the interquartile ranges of grade 7 student heights at the
schools.
B. Grade 7 students from School A are typically shorter than grade 7 students from School B
because of the difference in the medians of grade 7 student heights at the schools.
C. Grade 7 students from School A are typically taller than grade 7 students from School B
because of the difference in the interquartile ranges of grade 7 student heights at the
schools.
D. Grade 7 students from School A are typically taller than grade 7 students from School B
because of the difference in the medians of grade 7 student heights at the schools.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.5
Understand that the probability of a chance event is a number between 0 and 1 that expresses the
likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0
indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely,
and a probability near 1 indicates a likely event. (Conceptual Understanding)
What test questions look like:
Sample 1:
Mr. Flugence has a box containing bags of different types of chips. The number
of bags and types of chips are shown in the table below.
He will randomly give one bag of chips to each of his 20 students. Rhylen is one of the
students in Mr. Flugence’s class. Which statement about the likelihood of Rhylen
receiving different types of chips is true?
Select each correct statement.
A. Rhylen is less likely to receive either plain or nacho chips than ranch chips.
B. Rhylen is twice as likely to receive ranch chips as he is to receive dill chips.
C. Rhylen is more likely to receive dill chips than either plain chips or ranch
chips.
D. Rhylen is less likely to receive nacho chips than either ranch chips or plain
chips.
E. Rhylen is more likely to receive dill chips than either nacho chips or ranch
chips.
F. Rhylen is equally as likely to receive dill chips as he is to receive either plain
or nacho chips.
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Created for Morehouse Parish School System
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Sample 2:
Calvin is deciding what activities to do on the weekend. He writes the six letters of his
name on pieces of paper, places them in a bag, and picks a piece of paper from the bag
without looking.


Saturday activity: If Calvin chooses C, A, or L, he will play soccer; otherwise, he
will play baseball.
Sunday activity: If Calvin chooses a vowel, he will go to a movie; otherwise, he
will go to the arcade.
Which statement is true?
A. Calvin’s Saturday activity choices are equally likely, but his Sunday activity
choices are not.
B. Calvin’s Saturday activity choices are not equally likely, but his Sunday activity
choices are.
C. Neither Calvin’s Saturday activity choices nor Sunday activity choices are
equally likely.
D. Calvin’s Saturday activity choices and Sunday activity choices are equally likely.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.6
Approximate the probability of a chance event by collecting data on the chance process that produces it
and observing its long-run relative frequency, and predict the approximate relative frequency given the
probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled
roughly 200 times, but probably not exactly 200 times. (Conceptual Understanding)
What test questions look like:
Sample 1:
Reagan will use a random number generator 1,200 times. Each result will be a digit from 1 to 6.
Which statement best predicts how many times the digit 5 will appear among the 1,200 results?
A. It will appear exactly 200 times.
B. It will appear close to 200 times but probably not exactly 200 times.
C. It will appear exactly 240 times.
D. It will appear close to 240 times but probably not exactly 240 times.
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Created for Morehouse Parish School System
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7. SP.C.7
Develop a probability model and use it to find probabilities of events. Compare probabilities from a
model to observed frequencies; if the agreement is not good, explain possible sources of the
discrepancy. (Conceptual Understanding)
What test questions look like:
Sample 1:
Pablo recorded the colors of cars driving by his house. The table below shows the
colors of the last 250 cars to drive by Pablo’s house.
Pablo wants to make a prediction using the data he has collected. Which statement
could be true based on the data in the table?
Select each correct statement.
A. There is a 20% chance the next car to drive by Pablo’s house will be red.
B. There is a 70% chance the next car to drive by Pablo’s house will be blue.
C. There is a 12% chance the next car to drive by Pablo’s house will be
green.
D. There is a 20% chance the next car to drive by Pablo’s house will be
yellow.
E. There is an 80% chance the next car to drive by Pablo’s house will be
white.
F. There is a 0.4% chance the next car to drive by Pablo’s house will be
yellow.
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Created for Morehouse Parish School System
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Sample 2:
Four students are flipping nickels. This table shows the results.
Flipping Nickels
Number of
Heads
Number of
Tails
Jake
51
49
Hannah
48
52
Shane
29
71
Mariah
45
55
Student
Based on these results, how many of these students are most likely using this bent
nickel instead of a regular coin?
A. 1
B. 2
C. 3
D. 4
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.7a
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model
to determine probabilities of events. For example, if a student is selected at random from a class, find
the probability that Jane will be selected and the probability that a girl will be selected. (Conceptual
Understanding)
What test questions look like:
Sample 1:
The spinner shown is divided into 8 equal sections.
2
1
1
2
3
4
5
2
The arrow on this spinner is spun once.
What is the probability that the arrow will land on a section labeled with a number greater than
3?
A
B
C
D
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.7b
Develop a probability model (which may not be uniform) by observing frequencies in data generated
from a chance process. For example, find the approximate probability that a spinning penny will land
heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny
appear to be equally likely based on the observed frequencies? (Conceptual Understanding &
Procedural Skill and Fluency)
What test questions look like:
Sample 1:
Tanisha hit 40 golf shots and measured the distance of each shot. Her results
are shown below.
What is the experimental probability that Tanisha hits a shot that is in the 180–189 yard
range?
A.
B.
C.
D.
11
40
11
29
29
40
9
11
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
Marques has a bag of colored cubes. Without looking, he draws a cube out of the bag,
and replaces the cube back in the bag. He repeats this process multiple times and
records the results in the table below.
Based on the data collected, what is the best approximation of the probability that he
will choose a yellow cube on his next draw?
A.
B.
C.
D.
7
28
7
30
4
15
7
28
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.8
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
(Conceptual Understanding & Procedural Skill and Fluency & Application)
What test questions look like:
Sample 1:
The weather forecast shows a 50% chance of rain during the next few days. Dionne
flips two coins 20 times to simulate the probability of it raining two days in a row, as
shown below.
HH
HT
TT
TH
TH
HH
TH
HT
HH
TH
TT
HT
HT
TT
TT
TH
HT
TH
HH
HT
Each H represents a day it will rain. Each T represents a day it will be sunny. Based on
this simulation, what is the probability that it will rain two days in a row? Write your
answer in fraction form.
Do not add any words, symbols, or punctuation to your answer.
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by Dr. Stacey Pullen
Sample 2:
Abby spins these two spinners.
What is the probability that both spinners land on 3?
A.
B.
C.
D.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.8a
Understand that, just as with simple events, the probability of a compound event is the fraction of
outcomes in the sample space for which the compound event occurs. (Conceptual Understanding)
What test questions look like:
Sample 1:
Chandra creates a 5-section spinner. Chandra spins the spinner 50 times. This
table shows the experimental probabilities for each outcome.
Outcome
Probability
Red
Blue
Green
Yellow
Black
0.22
0.52
0.04
0.10
0.12
Chandra spins her spinner two more times. Based on the data in the table, what is the
approximate probability that she will land on blue both times?
A. 0.04
B. 0.25
C. 0.50
D. 1.00
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
Sample 2:
This table shows the types of neon tetra fish in a tank at the pet store.
Type of Fish
Number of
Fish in Tank
Neon Tetra
Gold Neon Tetra
Diamond Head Neon Tetra
15
10
25
An employee randomly catches one fish and puts it in another tank. Then she catches
another fish. What is the probability that she catches 2 gold neon tetras?
A.
B.
C.
D.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.8b
Represent sample spaces for compound events using methods such as organized lists, tables and tree
diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the
outcomes in the sample space which compose the event. (Conceptual Understanding)
What test questions look like:
Sample 1:
A school cafeteria serves several different lunch options each day. On Monday, a
student can choose from hamburgers, chicken, or pizza. They have a choice of
vegetable or fresh fruit and a choice of chocolate or 2% milk. How many different lunch
combinations can a student choose?
A. 3
B. 7
C. 8
D. 12
Sample 2:
Jasmine is rolling two six-sided number cubes and adding the two numbers from the
sides that land facing up. Which table could be used to represent all the possible
outcomes?
A.
B.
C.
D.
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Created for Morehouse Parish School System
by Dr. Stacey Pullen
7. SP.C.8c
Design and use a simulation to generate frequencies for compound events. For example, use random
digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A
blood, what is the probability that it will take at least 4 donors to find one with type A blood?
(Application)
What test questions look like:
Sample 1:
. Part A
A game at a carnival has 4 colors on a wheel, as seen in the diagram. Each section of the wheel is
the same size.
Yellow Blue
Blue
Yellow
Red
Red
Blue
Blue
Green Yellow
Lori wants to design a computer simulation to study how many spins it takes to land on each color
once. Using the digits 0 through 9, she will assign a digit to each section of the wheel. Which option
describes how the digits can be assigned?
A Assign the digit 0 to blue, 1 to yellow, 2 to red, and 3 to green.
B Assign the digit 4 to blue, 3 to yellow, 2 to red, and 1 to green.
C Assign the digits 0, 1, and 2 to blue; 3, 4, and 5 to yellow; 6, 7, and 8 to red; and 9 to green.
D Assign the digits 0, 1, 2, and 3 to blue; 4, 5, and 6 to yellow; 7 and 8 to red; and 9 to green.
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Part B
Lori designs a computer simulation with 25 trials and uses the data from the simulation to create a
graph. The graph shows the relative frequency of the number of spins in her simulation to land on each
color once. Using the graph, what is the probability that a player lands on each color once in less than 7
spins?
Lori’s Simulation Results
0.16
0.12
0.08
0.04
0
4
5
6
7
8
9 10 11 12 13
Number of Spins Needed to
Land on Each Color Once
Enter your answer in the box.
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Created for Morehouse Parish School System
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7th Grade
Sample Math Items Aligned to CCSS
CCSS Code
7.RP.A.1
7.RP.A.2
Sample 1
C
B, C, D
7.RP.A.2a
7.RP.A.2b
7.RP.A.2c
7.RP.A.2d
7.RP.A.3
7.NS.A.1b
A, D
C
A, D
B
Part A: B
Part B: 20000
B
Part A: -8
Part B: 10
D
7.NS.A.1c
7.NS.A.1d
7.NS.A.2
7.NS.A.2a
7.NS.A.2b
7.NS.A.2c
7.NS.A.2d
7.NS.A.3
7.EE.A.1
7.EE.A.2
7.EE.B.3
C, E
C
B
A
A, D, F
A, B, C, F
B
B, C, F
A, D, E
B
See Rubric #29
7.EE.B.4
7.EE.B.4a
7.EE.B.4b
A
B
B
7.NS.A.1
7.NS.A.1a
KEY
Sample 2
Sample 3
A
3
Part A: v=18h
or v/18=h
Part B: 54 sq in
Part C: See rubric
Part D: See rubric
See Rubric #32 A, E
A
84
B
D
See Rubric
#30
A
B
A, B, D
0.375
C
0.6
Part A: 68.40
Part B: 456
D
See Rubric #36
70
60.29
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
CCSS Code
7.G.A.1
7.G.A.2
7.G.A.3
7.G.B.4
CCSS Code
7.G.B.5
7.G.B.6
7.SP.A.1
7.SP.A.2
7.SP.B.3
7.SP.B.4
7.SP.C.5
7.SP.C.6
7.SP.C.7
7.SP.C.7a
7.SP.C.7b
7.SP.C.8
7.SP.C.8a
7.SP.C.8b
7.SP.C.8c
Sample 1
B
Part A: A, B, E
Part B: A, D, E
A, E
83 or 84 (sq in)
Sample 1
B
A, C, D, E
B
See Rubric #28
D
B
C, D, F
B
A, C
B
A
1/5 or 4/20 or 2/10
B
D
Part A: D
Part B: 0.36
Sample 2
3.75
D
Sample 2
B
A
D
B
A
A
B
A
B
D
71
Sample 3
Sample 4
Sample 3
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7th Grade
Sample Math Items Aligned to CCSS
Rubrics
7.RP.A.2
Sample 2
Part A
v = 18h
OR
v/18 = h
Part B
54 square inches
Part C
Yes, because when the height is 0, the volume is 0, and there is a linear relationship
between height and volume.
OR
other valid response
Part D
No, because even though there is a linear relationship between height and surface area, a
graph of the relationship would not go through the origin.
OR
No, because the area of the top and bottom of the cheese are constant and do not increase
or decrease as the height changes.
OR
other valid response
Points Assigned




1 point for part A
1 point for part B
1 point for part C
1 point for part D
4
4 points
3
3 points
2
2 points
1
1 point or minimal understanding of proportional relationships and the volume and surface
area of rectangular prisms
The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
0
72
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7.RP.A.2a
Score
1
(Rubric #32)
Part A
Description
Student response includes the following element:
Correct explanation of why the graph represents a proportional relationship
Sample Student Response:
The graph represents a proportional relationship between the variables d and
t because the ratio of d to t is always the same number.
0
3
Student response is incorrect or irrelevant.
(Rubric #32)
Part B
Student response includes the following 3 elements:
•
Correct identification of the relationship of distance and time as
proportional for the white car and not proportional for the red car
•
Correct explanation, using the table, of why each relationship is
proportional or not proportional
•
Correct explanation of how the graph of each relationship would support
the previous answer
Sample Student Response:
The relationship between distance and time is proportional for the white car, but
not proportional for the red car. The ratio of miles traveled to hours traveled for
the white car is the same for each row (55 miles per hour). The ratio of miles
traveled to hours traveled for the red car is not the same for each row (77/1 = 77,
and 122/2 = 61). The graph of the white car relationship would form a straight
line that passes through the origin, so this supports my answer that it is a
proportional relationship. The graph of the red car relationship would also pass
through the origin, but does not form a straight line. This also supports my
answer that the red car relationship is not a proportional relationship.
2
1
0
Student response includes 2 of the 3 elements.
Student response includes 1 of the 3 elements.
Student response is incorrect or irrelevant.
73
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7.NS.A.1b (Rubric #30 )
Score
3
Description
Student response includes each of the following 3 elements:
•
•
•
Valid statement about the value of x
Valid explanation about the statement regarding the value of x
Valid example, using numbers, that supports the explanation
Sample Student Response:
I know that 5 + (-5) = 0. Then, 5 plus any number less than -5 will be negative. So, the
value of x must be less than -5 if n is a negative number (x < -5 can be used as the
statement). An example that shows this is true is 5 + (-6) = -1, and this works for any
number less than -5.
2
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
74
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7.EE.B.3
Score
3
Sample 1
(Rubric #29)
Description
Student response includes the following 3 elements
 Computation component = 1 point
 Correctly calculates how much money was earned on Monday: $158
 Modeling component – 2 points
 Correctly models a process for determining the total number of hours
worked. (Note: It is not necessary to show the total hours of 9.25 if the two
correct subtotals are given.)
 Correctly models a process for determining the total dollar amount earned,
including overtime.
Sample Student Response:
Rita worked from 8:15 a.m. to 12:45 p.m., or 4 ½ hours before lunch. She worked from 1:30 p.m.
to 6:15 p.m., or 4 ¾ hours after lunch. The total time Rita worked on Monday was 4 ½ + 4 ¾ = 9 ¼
hours.
Rita worked 1 ¼ hours beyond 8 hours, so she is paid overtime for that time. Rita is paid $16 per
hour for the first 8 hours she worked and ($16)(1 ½) = $24 per hour for the 1 ¼ overtime hours she
worked. The total dollar amount she earned on Monday is $17 (8) + $24(1 ¼) = $128 + $30 = $158.
Notes:
 The student may receive a total of 2 modeling points if the modeling processes are correct
but the student makes one or two computational errors resulting in an incorrect answer.
 The student may receive a total of 1 modeling point if the modeling processes are correct
but the student makes more than two computational errors resulting in an incorrect
answer.
2
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
75
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7.EE.B.4a
Score
3
Sample 1
(Rubric #36)
Description
Student response includes the following 3 elements.
 Computation compontent = 1 point
Correctly determines the value of x
 Reasoning component = 2 points
Correctly uses an equation to determine the monthly savings goal
Correctly writes a sentence to explain the solution
Sample Student Response
350 = 12(x+20)
29.16 = x + 20
9.16 = x
$9.17 ≈ x
2
The student has to save an additional $9.17 per month to reach his goal of saving $350 in 12
months.
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
76
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7.SP.A.2
Score
3
Sample 1
(Rubric #28)
Description
Student response includes the following 3 elements.
 Computation compontent = 1 point
The student correctly determines the approximate number of people who will
receive a small prize. Accept a range from 900 to 1,200 people.
 Reasoning component = 2 points
The student correctly models a valid estimation strategy fro determining the
number of people who will attend this year’s fair. Accept a range of 14,000 to
17,000.
The student correctly models finding the approximate number of people who
will receive a prize.
Sample student response:
I saw that the attendance was increasing each year and found the average amount that it increased
by each year. (1,087 + 1,763 + 1,176)/3 = 4,026/3
So I estimate that the attendance this year will increase by about 1,342 people and will be 14,646
people.
20% of 14,646 is 0.20(14,468) = 2,929.2
1/3 of 2,929.2 is (2,929.2)(1/3) = (2,929.2)/3 = 976.4
So about 976 people will receive a small prize.
Note: Accept other valid estimation strategies for determining this year’s attendance.
2
Student response includes 2 of the 3 elements.
1
Student response includes 1 of the 3 elements.
0
Student response is incorrect or irrelevant.
77
Created for Morehouse Parish School System
by Dr. Stacey Pullen
7th Grade
Sample Math Items Aligned to CCSS
CCSS Code
7.RP.A.1
7.RP.A.2
7.RP.A.2a
7.RP.A.2b
7.RP.A.2c
7.RP.A.2d
7.RP.A.3
7.NS.A.1
7.NS.A.1a
7.NS.A.1b
7.NS.A.1c
7.NS.A.1d
7.NS.A.2
7.NS.A.2a
7.NS.A.2b
7.NS.A.2c
7.NS.A.2d
7.NS.A.3
7.EE.A.1
7.EE.A.2
7.EE.B.3
7.EE.B.4
7.EE.B.4a
7.EE.B.4b
7.G.A.1
Origination of Sample Items
Sample 1
Sample 2
Sample 3
2016 Leap Practice
Test #23
Eagle
2016 Leap Practice
Test #26
Eagle
2016 Leap
Practice Test #33
2016 Leap Practice
Test #25
Eagle
2016 Leap Practice
Test #32
Eagle
2016 Leap
Practice Test #35
2016 Leap Practice
Test #4
2016 Leap Practice
Test #11
2016 Leap Practice
Test #27
Eagle
2016 Leap Practice
Test #39
Eagle
Eagle
2016 Leap Practice
Test #10
2016 Leap Practice
Test #6
2016 Leap Practice
Test #19
Eagle
2016 Leap Practice
Test #2
2016 Leap Practice
Test #9
Eagle
2016 Leap Practice
Test #12
2016 Leap
Practice Test #30
Eagle
2016 Leap Practice
Test #16
Eagle
2016 Leap Practice
Test #8
2016 Leap Practice
Test #5
2016 Leap Practice
Test #13
2016 Leap Practice
Test #1
2016 Leap Practice
Test #29
Eagle
2016 Leap Practice
Test #18
2016 Leap Practice
Test #17
2016 Leap Practice
Test #3
2016 Leap Practice
Test #7
Eagle
2016 Leap Practice
Test #36
2016 Leap Practice
Test #14
2016 Leap Practice
Test #40
Eagle
Eagle
78
2016 Leap
Practice Test #20
Sample 4
Created for Morehouse Parish School System
by Dr. Stacey Pullen
CCSS Code
7.G.A.2
7.G.A.3
7.G.B.4
7.G.B.5
7.G.B.6
7.SP.A.1
7.SP.A.2
7.SP.B.3
7.SP.B.4
7.SP.C.5
7.SP.C.6
7.SP.C.7
7.SP.C.7a
7.SP.C.7b
7.SP.C.8
7.SP.C.8a
7.SP.C.8b
7.SP.C.8c
Sample 1
Sample 2
2016 Leap Practice
Test #31
2016 Leap Practice
Test #43
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
2016 Leap Practice
Test #34
2016 Leap Practice
Test #28
Eagle
Eagle
2016 Leap Practice
Test #24
Eagle
2016 Leap Practice
Test #37
Eagle
2016 Leap Practice
Test #22
Eagle
Eagle
2016 Leap Practice
Test #21
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
Eagle
2016 Leap Practice
Test #38
79
Sample 3
Sample 4