Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Geographic information system wikipedia , lookup
Neuroinformatics wikipedia , lookup
Theoretical computer science wikipedia , lookup
Corecursion wikipedia , lookup
Multidimensional empirical mode decomposition wikipedia , lookup
Inverse problem wikipedia , lookup
Data analysis wikipedia , lookup
Mathematics Benchmarks & Indicators with Ohio Achievement Test Questions Grades 3 – 4 Includes questions from the released 2008, 2007, 2006, and 2005 Ohio Achievement Tests and the 2005 Practice Tests Far East Regional Partnership for Conceptually Based Mathematics Youngstown State University Compiled by A. Crabtree, 2006 Revised by A. Crabtree and L. Holovatick, 2007 Revised by A. Crabtree, J. Lucas, and T. Cameron, 2008 FERPCBM Data Analysis and Probability Standard Data Analysis and Probability Grades 3 - 4 A. Gather and organize data from surveys and classroom experiments, including data collected over a period of time. 3-1. Collect and organize data from an experiment, such as recording and classifying observations or measurements, in response to a question posed. 4-1. Create a plan for collecting data for a specific purpose. Grade 4 – 2006 OAT – Problem # 2 Alan will be gathering data about the temperature. Which part of Alan’s data collection plan should come first? A. create a graph to display the data B. record the data C. choose a place and time to collect the data each day D. interpret the data B. Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions. 3-4. Support a conclusion or prediction orally and in writing, using information in a table or graph. 3-5. Match a set of data with a graphical representation of the data. 3-7. Analyze and interpret information represented on a timeline. 4-2. Represent and interpret data using tables, bar graphs, line plots and line graphs. 4-5. Propose and explain interpretations and predictions based on data displayed in tables, charts and graphs. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 3 of 31 Data Analysis and Probability Grades 3 - 4 Grade 3 – 2006 OAT – Problem # 39 The list shows the ages of all the players on Miguel’s baseball team. Which line plot shows this information correctly? Grade 3 – 2005 OAT – Problem # 26 How many goldfish are there? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems A. 12 B. 18 C. 24 July 2006 (Rev. July 2008) Page 4 of 31 Data Analysis and Probability Grades 3 - 4 Grade 3 – 2005 Practice Test – Problem # 7 The graph shows the favorite flavors of ice cream for Stephanie’s class. A. Chocolate B. Strawberry C. Vanilla Which flavor is the mode of the data? Grade 3 – 2005 Practice Test – Problem # 14 Use the data in the chart. A. 5 B. 7 C. 8 How many more children picked the swings than the slides as a playground activity? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 5 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2007 Test – Problem # 28 Ken goes grocery shopping once a week and keeps track of how much money he spends. He made a bar graph and a line plot to display these data. What information can be found only on the bar graph? A. the number of weeks he shopped B. the week he spent the least money C. the most money he spent in one week D. the least money he spent in one week Grade 4 – 2005 Practice Test – Problem # 3 The bar graph shows the total number of jelly beans that Greta has each day. The pattern for the number of jelly beans will continue. A. 15 B. 25 C. 30 D. 35 How many jelly beans will Greta have on Friday? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 6 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2005 Practice Test – Problem # 12 The Venn diagram shows the number of students in a class who have brothers and sisters. Which statement is true? A. Exactly 6 students in the class have brothers. B. Exactly 10 students in the class have brothers. C. Exactly 16 students in the class have brothers. D. Exactly 23 students in the class have brothers. C. Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams. 3-6. Translate information freely among charts, tables, line plots, picture graphs and bar graphs; e.g., create a bar graph from the information in a chart. 4-2. Represent and interpret data using tables, bar graphs, line plots and line graphs. 4-3. Interpret and construct Venn diagrams to sort and describe data. 4-4. Compare different representations of the same data to evaluate how well each representation shows important aspects of the data, and identify appropriate ways to display the data. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 7 of 31 Data Analysis and Probability Grades 3 - 4 Grade 3 – 2006 OAT – Problem # 44 The chart below shows the kinds of pets owned by students in Mr. Grady’s class. Which graph shows these data? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 8 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2007 Test – Problem # 35 Mrs. Allen has 15 students. Eight students belong to the drama club and 10 students belong to the computer club. Some students belong to both clubs. Which Venn diagram represents these data? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 9 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2005 Practice Test – Problem # 10 Twelve students wrote their names and the number of letters in their names on cards as shown. Use the line to construct a line plot of the information on the students’ cards. Use X to show the data. Find the median, mode and range of the data on the cards. Median: __________ Mode: ____________ Range: ___________ Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 10 of 31 Data Analysis and Probability Grades 3 - 4 D. Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one; e.g., each = 10 bicycles or the intervals on an axis are multiples of 10. 3-2. Draw and interpret picture graphs in which a symbol or picture represents more than one object. 3-3. Read, interpret and construct bar graphs with intervals greater than one. Grade 3 – 2007 Test – Problem # 41 Mrs. Jones’ students made a picture graph of their favorite ice cream cones. How any students chose vanilla ice cream cones as their favorite? A. 3 B. 6 C. 18 Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 11 of 31 Data Analysis and Probability Grades 3 - 4 Grade 3 – 2005 OAT – Problem # 30 This table shows the number of students in four classes. Directions: Use the grid on the next page to create a bar graph to show the data in the table. Be sure to show a scale for your graph. Write two different facts about the information in the graph. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 12 of 31 Data Analysis and Probability Grades 3 - 4 Grade 3 – 2005 Practice Test – Problem # 4 The school store had fancy pencils for sale as shown in this table. Make a picture graph showing the number of each type of pencil. Let each Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 13 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2006 OAT – Problem # 27 The bar graph shows the number of people who visited the first-aid station at Holden Creek State Park each month last summer. A. 15 people B. 20 people C. 40 people D. 110 people How many more people visited the first-aid station in July than in May? E. Describe data using mode, median and range. 3-8. Identify the mode of a data set and describe the information it gives about a data set. 4-6. Describe the characteristics of a set of data based on a graphical representation, such as range of the data, clumps of data, and holes in the data. 4-7. Identify the median of a set of data and describe what it indicates about the data. 4-8. Use range, median and mode to make comparisons among related sets of data. Grade 3 – 2006 OAT – Problem # 24 Nine students gathered data about their fathers’ shoe sizes. A. size 8 B. size 9 C. size 10 Shoe size: 8, 8, 8, 9, 9, 9, 9, 10, 10 What is the mode for the data they collected? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 14 of 31 Data Analysis and Probability Grades 3 - 4 Grade 3 OAT 2005 – Problem # 3 Johnny asked his classmates to name their favorite food. The mode of this data was pizza. Which statement tells what the mode means? A. The greatest number of students said pizza. B. The least number of students said pizza. C. None of the students said pizza. Grade 3 – 2005 Practice Test – Problem # 7 The graph shows the favorite flavors of ice cream for Stephanie’s class. A. Chocolate B. Strawberry C. Vanilla Which flavor is the mode of the data? Grade 4 – 2007 Test – Problem # 8 Fred recorded the heights, in inches, of the students in his class. The range of the data was 15. Which statement is true about Fred’s data? A. Fred found that 15 students are all the same height. B. The height of the shortest student is 15 inches. C. Fred recorded the heights of 15 students in his class. D. The tallest student is 15 inches taller than the shortest student. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 15 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2006 OAT – Problem # 20 Reuben recorded the heights of 7 boys and 7 girls in his class in the table shown. Calculate the range, the median and the mode for the height of the boys and for the height of the girls. Range: Boys Girls Median: Boys Girls Mode: Boys Girls ________ ________ ________ ________ ________ ________ Use the range, median or mode to compare the heights of the boys and the girls and tell which group you think is taller. Explain how you made your choice. Grade 4 – 2006 OAT – Problem # 37 Andrea made a line plot of the ages of children at summer camp. A. The data are spread out evenly. B. The data have a hole between 10 and 13. C. There is a clump of data between 10 and 13. D. The range and the median are the same. Which is true about the data in the line plot? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 16 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2005 Practice Test – Problem # 10 Twelve students wrote their names and the number of letters in their names on cards as shown. Use the line to construct a line plot of the information on the students’ cards. Use X to show the data. Find the median, mode and range of the data on the cards. Median: __________ Mode: ____________ Range: ___________ F. Conduct a simple probability experiment and draw conclusions about the likelihood of possible outcomes. 3-9. Conduct a simple experiment or simulation of a simple event, record the results in a chart, table or graph, and use the results to draw conclusions about the likelihood of possible outcomes. 4-9. Conduct simple probability experiments and draw conclusions from the results; e.g., rolling number cubes or drawing marbles from a bag. 4-10. Represent the likelihood of possible outcomes for chance situations; e.g., probability of selecting a red marble from a bag containing 3 red and 5 white marbles. 4-11. Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain). Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 17 of 31 Data Analysis and Probability Grades 3 - 4 4-12. Place events in order of likelihood and use a diagram or appropriate language to compare the chance of each event occurring; e.g. impossible, unlikely, equal, likely, certain. Grade 3 – 2006 OAT – Problem # 21 Which spinner has the best chance of landing on a shaded space? Grade 3 – 2005 OAT – Problem # 12 Monica pulls one block from each bag. Which bag is the least likely to have a white block pulled from it? Grade 4 – 2006 OAT – Problem # 30 The table shows the number of different-colored tiles Anita placed in a bag. Anita picked one tile from the bag without looking. Which shows the colors listed in order from the least likely to be picked to the most likely? A. green, red, yellow, blue B. green, red, blue, yellow C. yellow, blue, green, red D. red, blue, yellow, green Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 18 of 31 Data Analysis and Probability Grades 3 - 4 G. Identify and represent possible outcomes, such as arrangements of a set of up to four members and possible combinations from several sets, each containing 2 or 3 members. 3-10. Use physical models, pictures, diagrams and lists to solve problems involving possible arrangements or combinations of two to four objects. 4-13. List and count all possible combinations using one member from each of several sets, each containing 2 or 3 members; e.g., the number of possible outfits from 3 shirts, 2 shorts, and 2 pairs of shoes. Grade 3 – 2005 OAT – Problem # 20 José has a red shirt, a blue shirt and a white shirt. He also has an orange hat and a green hat. Use words or pictures to show all the different ways José can wear one shirt and one hat. Grade 3 – 2005 Practice Test – Problem # 19 Steve has the three groups of objects shown below. He picks one object from each group. Which is one possible way Steve could have picked the three objects? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 19 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4– 2007 Test – Problem # 15 Raymond has these notebooks and pens in his backpack. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 20 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2006 OAT – Problem # 46 Calvin plans to plant one type of flower and one type of vegetable in his garden. He chooses the plants from the table shown. Which list shows all the different combinations of one flower and one vegetable that Calvin can plant? A. roses and carrots, roses and peas B. roses and carrots, roses and peas, tulips and carrots, tulips and peas C. roses and carrots, tulips and peas, roses and tulips, carrots and peas D. roses and carrots, roses and peas, roses and tulips, tulips and carrots, tulips and peas, carrots and peas Grade 4 – 2005 Practice Test – Problem # 2 Ramón’s uncle is buying an automobile. He needs to choose an outside color and an inside color. What are all the possible combinations of one outside color and one inside color that he could choose? A. blue and gray, blue and tan, red and gray, red and tan B. blue and red, blue and gray, blue and tan, blue and blue C. gray and tan, red and blue D. gray and red, gray and blue Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 21 of 31 Data Analysis and Probability Grades 3 - 4 H. Use the set of possible outcomes to describe and predict events. 4-10. Represent the likelihood of possible outcomes for chance situations; e.g., probability of selecting a red marble from a bag containing 3 red and 5 white marbles. 4-11. Relate the concepts of impossible and certain-to-happen events to the numerical values of 0 (impossible) and 1 (certain). Grade 3 – 2005 Practice Test – Problem # 36 Morgan spins both spinners shown. A. possible but not certain B. impossible C. certain He adds the two numbers on which the spinners land. How likely is it that Morgan’s sum will be an odd number? Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 22 of 31 Data Analysis and Probability Grades 3 - 4 Grade 4 – 2006 OAT – Problem # 8 Which spinner has a probability of 0 for landing on a star, Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems ? July 2006 (Rev. July 2008) Page 23 of 31 Data Analysis and Probability Grades 3 - 4 Mathematical Processes: A. Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess and check. B. Use an organized approach and appropriate strategies to solve multi-step problems. C. Interpret results in the context of the problem being solved; e.g., the solution must be a whole number of buses when determining the number of buses necessary to transport students. D. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork. E. Link concepts to procedures and to symbolic notation; e.g., model 3 x 4 with a geometric array, represent one-third by dividing an object into three equal parts. F. Recognize relationships among different topics within mathematics; e.g., the length of an object can be represented by a number. G. Use reasoning skills to determine and explain the reasonableness of a solution with respect to the problem situation. H. Recognize basic valid and invalid arguments, and use examples and counter examples, models, number relationships, and logic to support or refute. I. Represent problem situations in a variety of forms (physical model, diagram, in words or symbols), and recognize when some ways of representing a problem may be more helpful than others. J. Read, interpret, discuss and write about mathematical ideas and concepts using both everyday and mathematical language. I. Use mathematical language to explain and justify mathematical ideas, strategies and solutions. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 24 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 Multiple Choice: OAT – Grades 3 & 4 Data Analysis and Probability A B C D E F G H * Grade 4 3 3 3 3 4 4 4 4 4 3 3 3 4 3 3 4 4 4 4 3 4 3 3 4 4 4 3 4 Test Year 2006 2006 2005 2005* 2005* 2007 2005* 2005* 2007 2005* 2007 2005 2005* 2006 2005 2005* 2007 2006 2006 2005* 2005 2006 2005 2005* 2007 2006 2005* 2007 2006 No. 2 39 26 7 14 28 3 12 35 10 41 30 4 27 3 7 8 20 37 10 12 30 20 19 15 46 2 36 8 Answer C A B A B B B C D ** C E.R. ** C A A D E.R. B ** B B S.A. C S.A. B A A C Half-Length Practice Test ** Scoring Guidelines Not Released (Short Answer/Extended Response) Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 25 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 Short Answer & Extended Response Rubrics: Grade 3 DAP – Benchmark G 2005 OAT – Grade 3 – Problem # 20 Scoring Guidelines: Points Student Response 2 The response shows six different combinations of shirts and hats using pictures or words. Examples of correct responses: red shirt - orange hat G and W red shirt - green hat G and R blue shirt - orange hat OR G and B blue shirt - green hat O and W white shirt - orange hat O and R white shirt - green hat O and B 1 The response shows one to five correct combinations of shirts and hats. 0 The response indicates no understanding of the task or the underlying skills, concepts tasks or processes. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 26 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 DAP – Benchmark D 2005 OAT – Grade 3 – Problem # 30 Scoring Guidelines: Points 4 Student Response The response creates the bar graph with a correct scale and bar heights and writes two different, correct facts based on the table or graph. For example: Acceptable facts: • Any reference to the bar heights or numbers used in the table are ok • Repetition of the information in the table is not correct 3 The response creates the bar graph with a correct scale and bar heights and writes one correct fact based on the table or graph. OR The response creates the bar graph with no more than two errors (scale and/or bar height(s)), and writes two different, correct facts based on the table or graph. NOTE: Multiple unrelated bar height errors = # of errors One error in bar heights that is consistently carried through = 1 error Scale and bar height error = 2 errors 2 The response creates the bar graph with a correct scale and bar heights OR writes two different, correct facts based on the table or graph. OR The response creates the bar graph with no more than two errors (scale and/or bar heights) AND writes one correct fact based on the table or graph. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 27 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 1 The response creates the bar graph with no more than two errors (scale and/or bar heights) OR writes one correct fact based on the table or graph. 0 The response indicates no understanding of the task or the underlying skills, concepts or processes. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 28 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 Short Answer & Extended Response Rubrics: Grade 4 DAP – Benchmark G 2007 OAT – Grade 4 – Problem #15 Scoring Guidelines: Points Student Response 2 The focus of this task is to show all possible outcomes using one member from each of two sets; each set contains three members. The response includes a list of all 9 combinations of one notebook and one pen with no incorrect combinations. Science and blue, Science and green, Science and red, Reading and blue, Reading and green, Reading and red, Writing and blue, Writing and green, Writing and red Note – Letters or symbols may be used to represent colors, i.e., b – blue. Tables with outcomes are also acceptable. 1 The response provides partial evidence of understanding how to list all possible combinations using one member from each of two sets; however, the response is incomplete or slightly flawed. 1 point sample answer: For example, the response may: • Include 5, 6, 7 or 8 correct combinations and may include additional incorrect combinations. • Include at least five correct combinations. 0 The response provides evidence of inadequate understanding of listing possible outcomes. The response will provide major flaws in explanations or irrelevant information. 0 point sample answer: For example, the response may: • Include 4 or fewer correct combinations. • Only list the combinations shown adjacent on the chart. • Be blank or state unrelated statements. • Recopy information from the stem. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 29 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 DAP – Benchmark E 2006 OAT – Grade 4 – Problem # 20 Scoring Guidelines: Points Student Response 4 The focus of the task is calculating relevant statistics for two sets of data and making and explaining a conclusion based on the statistics. The response provides a correct range for the girls and the boys, a correct median for the girls and the boys, a correct mode for the girls and the boys, and an accurate explanation of which group is taller. Sample correct response: Range: boys 58 – 47 = 11, girls 58 – 49 = 9 Median: boys = 53, girls = 55 Mode: boys = 53, girls = 56 The girls are taller because the tallest girl is just as tall as the tallest boy and the range is smaller for the girls. OR The median height of the girls is higher, so half of the girls are taller than 55 inches and half of the boys are taller than 53 inches. 3 The response provides evidence of calculating relevant statistics for two sets of data and making and explaining a conclusion based on the statistics; however, the solution may contain a slight error, a flaw or a vague explanation. For example, the response may: • Provide two out of the three correct statistics and provide an accurate explanation of the tallest group based on the statistics as provided. • The response correctly determines the range, median, and mode, but does not give an explanation, or uses a flawed reasoning to explain which group is taller. 2 The response provides partial evidence of calculating relevant statistics for two sets of data and making and explaining a conclusion based on the statistics; however, the solution is incomplete and/or contains minor flaws. For example, the response may: • Incorrectly determine two of the statistics but provides a reasonable explanation for which group is taller. • Have multiple calculation errors in determining the range, median and mode but includes an explanation that uses only slightly flawed reasoning. 1 The response provides minimal evidence of calculating relevant statistics for two sets of data and making and explaining a conclusion based on the statistics. The response has major flaws and errors in reasoning. For example, the response may: • Incorrectly determine 2 out of the 3 statistics and provide an explanation based on flawed reasoning or omit an explanation. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 30 of 31 Data Analysis and Probability – Answer Key Grades 3 - 4 DAP – Benchmark E 2006 OAT – Grade 4 – Problem # 20 Scoring Guidelines: 0 The response provides inadequate evidence of calculating relevant statistics for two sets of data and making and explaining a conclusion based on the statistics. For example, the response may: • Incorrectly determine all of the statistics OR make multiple errors and provide a completely flawed or unrelated explanation. • Provide unrelated statements. Prepared by A. Crabtree for FERPCBM, Youngstown, Ohio Benchmarks & Indicators with OAT Problems July 2006 (Rev. July 2008) Page 31 of 31