Download MEMORANDUM

Westwood Regional School District
2012-2013
NJASK PRIMER
Grades 6 - 7
“Preparation…Concentration…Domination…Celebration!”
Developed by:
Susan Radoslovich
Diane Carroll
Westwood Regional School District
The essence of mathematics is not to make
simple things complicated, but to make
complicated things simple.
~S. Gudder
Westwood Regional School District
Introduction
Mathematics success on the NJASK is determined by the time and effort spent
throughout the year on class work and homework. The curriculum is aligned with the
state standards and all problems done on a daily basis are important to future success on
the state test. Students also have access to extra practice using the online program, Study
Island, and through online textbook resources.
Basic math fact knowledge is integral to success. Students should readily know their
basic addition, subtraction, multiplication, and division facts. These can easily be
practiced regularly at home with flash cards.
NJASK Mathematics Content
Number Sense, Numeration, and Numerical Operations
Students should be able to work with various concepts and representations of large and
small numbers such as scientific notation, squares, and square roots. Students will
perform the four operations of addition, subtraction, multiplication, and division of
integers. Students will also use ratios and proportions to solve problems including
discounts, taxes, commissions, and simple interest.
Patterns, Relationships, and Functions
Students should be able to evaluate algebraic expressions as well as write, solve, and
graph equations and inequalities. Given a simple linear equation or inequality, students
will write a problem that represents that equation or inequality. Students will describe,
extend, analyze, and create geometric and numeric patterns to solve problems.
Spatial Sense, Measurement, and Geometry
Students should be able to find area, perimeter, circumference, surface area, and volume.
Students will find missing side lengths of right triangles, find congruent, corresponding
side lengths or angle measurements, and draw transformations including translations and
reflections.
Data, Probability, and Statistics
Students should be able to display data that have one or more variables in a variety of
ways, including frequency tables, bar graphs, histograms, and circle graphs. Students
will analyze that data to determine relationships among variables. Terms such as mean,
median, and mode will be used to describe sets of data.
Westwood Regional School District
Point Breakdown by Standard
POINT
BREAKDOWN
GRADE 6
GRADE 7
STANDARD 1
STANDARD 2
STANDARD 3
STANDARD 4
TOTAL POINTS
13
14
14
8
49
13
14
14
8
49
Standard 1. Number and Numerical Operations
A. Number Sense
B. Numerical Operations
C. Estimation
Standards 2: Geometry and Measurement
A. Geometric Properties
B. Transforming Shapes
C. Coordinate Geometry
D. Units of Measurement
E. Measuring Geometric Objects
Standards 3: Patterns and Algebra
A. Patterns
B. Functions and Relationships
C. Modeling
D. Procedures
Standards 4: Data Analysis, Probability, and Discrete Mathematics
A. Data Analysis (Statistics)
B. Probability
C. Discrete Mathematics--Systematic Listing and Counting
D. Discrete Mathematics--Vertex-Edge Graphs and Algorithms
Standards 5: Mathematical Processes
A. Problem Solving
B. Communication
C. Connections
D. Reasoning
E. Representations
F. Technology
Westwood Regional School District
• The Short Constructed Response (SCR) section of NJASK grades 3 through 8 will be non-calculator
active for all students including students with disabilities.
Students with disabilities may use calculators as an appropriate special education modification under the
following circumstances:
• For the spring 2010 administration, special education students whose documented educational disability
limits him or her from calculating mathematically may use a calculator on the non-calculator sections
(with the exception of SCR as noted above) if the student uses a calculator or other manipulatives during
routine instruction, except while the student is actually being taught to calculate.
• Students who are accommodated through the use of calculators must have the assessment administered
to them in an alternative setting.
• Beginning with the May 2011 administration, the use of a calculator or other specific manipulatives as
an instructional and assessment accommodation must be documented in the student’s IEP or 504 plan.
However, the Short Constructed Response (SCR) section as stated above will remain non-calculator
active.
Westwood Regional School District
Multiple Choice
Sal is making a frame for a rectangular sand box. He has 4 friends who want to
build the sand box with him. He has enough wood to make the perimeter of the
sand box 24 feet long. How long should he make the sides of the sandbox if he
wants the largest area possible?
A)
B)
C)
D)
2 feet by 10 feet
4 feet by 8 feet
5 feet by 7 feet
6 feet by 6 feet
Instructional Hints:
 Underline important information
 Eliminate useless information
 Eliminate answers you know are wrong
 Try to solve the problem before looking at answer choices
Short Constructed Response
A pitching machine at a batting cage is set to randomly throw balls and strikes.
Harry observes that 21 of the last 30 pitches have been strikes. What is the
probability that the next pitch will be a strike?
Instructional Hints:
 Underline important information
 Eliminate useless information
 Check your calculations
 Label your answer with the appropriate unit
 Fully explain your solving strategy when appropriate
Westwood Regional School District
Extended Constructed Response
Suppose Mr. and Mrs. Thomson take their four children to the movies. Adult
tickets cost $9.00; let b represent the cost of a child’s ticket.
 Write an expression to represent the total cost for purchasing the movie
tickets.
 Suppose Mr. and Mr. Thomson spent a total of $15.00 on popcorn and
sodas. Write an expression for showing the total cost for going to the
movies.
 What was the total cost for the Thompsons to attend the movies if a child’s
ticket is $5.00? Show how to evaluate the expression to find the total cost.
Instructional Hints:
 Underline important information
 Eliminate useless information
 Check your calculations
 Label your answer with the appropriate unit
 Completely answer and explain each bullet
Mathematics Test Taking Tips:
1.
2.
3.
Use all the test time given
DO NOT leave any questions blank
Take a step-by-step approach to word problems.
a. Answer all parts of open ended questions
b. Write your answers neatly and clearly in the spaces provided
c. You cannot get credit if the grader cannot read your writing!
4. Learn to test each of the answers to multiple choice questions to see which
one works.
5. Make sure you have your materials ready:
pencils, eraser, and calculator.
Westwood Regional School District
Westwood Regional School District
Resources and Samples
NJASK Update for 2013:
http://www.state.nj.us/education/assessment/
NJASK Parent, Teacher and Student Guide:
http://www.nj.gov/education/assessment/ms/
Links to Math reference and manipulatives sheets:
http://www.state.nj.us/education/assessment/ms/5-8/ref/math/
Sample tests from Massachusetts can be obtained at:
http://www.doe.mass.edu/mcas/testitems.html