High School Mathematics Test Booklet

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1 Student Name: Florida Standards Alternate Assessment Practice Test High School Mathematics Test Booklet Table of Contents Algebra Geometry...9

2 Florida Standards Alternate Assessment Practice Materials Guidelines Practice items are to be administered using guidelines provided in the Florida Standards Alternate Assessment Administration Manual Practice Materials provide teachers and students the opportunity to become familiar with the assessment materials, the administration of the assessment, the type of preparation needed by the teacher, the anticipated student mode of communication to answer selected- and open-response items, pacing, administration duration, and more. Practice Materials are not secure, and therefore, any part of the set of materials may be reproduced. Practice Materials circulated this year should not be discarded, shredded, or returned to alternate assessment coordinators after use. Practice Materials can be used throughout the school year and from one year to the next as a tool for students and teachers to gain greater familiarity with the administration of the Florida Standards Alternate Assessment. Please contact your district alternate assessment coordinator with any questions or concerns related to the use of Practice Materials.

3 Florida Standards Alternate Assessment High School Mathematics Content Standards Addressed Florida State Standards Algebra 1 Functions: Linear, Quadratic, & Exponential Models MAFS.912.F-LE.1.1 Functions: Interpreting Functions MAFS.912.F-IF.1.1 Geometry Similarity, Right Triangles, & Trigonometry MAFS.912.G-SRT.2.4 Modeling With Geometry MAFS.912.G-MG.1.1 Teacher-Gathered Materials None 1

5 High School Mathematics Algebra 1 3

6 Item 1 Florida Standards Access Point: Map elements of the domain sets to the corresponding range sets of functions and determine the rules in the relationship. Task 1 Response Booklet: page 3 Stimulus word/picture card: input/output table Number cards: Task 2 Here is an input ( x)/output ( y) table that shows a number pattern. There is a number missing from the table. Input ( x) 1, Output ( y) 1, Input ( x) 2, Output ( y) 2, Input ( x) 3, Output ( y) 3, Input ( x) 4, Output ( y) not shown. Here are three numbers. Read the number cards to the student. What number is missing from the table? \ A: 4 \ B: 6 \ C: 9 Scaffolded Response (when applicable) \ A: 4 \ B: 6 \ C: 9 Response Booklet: page 5 Stimulus word/picture card: input/output table Number cards: Here is an input ( x)/output ( y) table that shows a number pattern. There is a number missing from the table. Input ( x)1, Output ( y) 6, Input ( x) 2, Output ( y) 7, Input ( x) 3, Output ( y) 8, Input ( x) 4, Output ( y) not shown. Here are three numbers. Read the number cards to the student. What number is missing from the table? \ A: 1 \ B: 3 \ C: 9 Item con nued on the next page

7 Task 3 Response Booklet: page 7 Word/picture cards: table A table B table C Here are three input ( x)/output ( y) tables. Table A reads: Input ( x) 1, Output ( y) 2, Input ( x) 2, Output ( y) 3, Input ( x) 3, Output ( y) 4. Table B reads: Input ( x) 0, Output ( y) 0, Input ( x) 0, Output ( y) 1, Input ( x) 0, Output ( y) 2. Table C reads: Input ( x) 0, Output ( y) 2, Input ( x) 1, Output ( y) 2, Input ( x) 1, Output ( y) 4. Which table shows a function? \ A: table A \ B: table B \ C: table C Algebra 1. 5

8 Item 2 Florida Standards Access Point: Select the appropriate graphical representation of a linear model based on real-world events. Task 1 Response Booklet: page 9 Stimulus word/picture card: line graph (This is a line graph with one line. The line goes from the bottom left to the top right. Point B is on the line.) Word cards: point A point B point F Task 2 Here is a graph of a line. Here are three points. Read the word cards to the student. Which point is part of this line? Point to the line graph. \ A: point A \ B: point B \ C: point F Scaffolded Response (when applicable) \ A: point A \ B: point B \ C: point F Response Booklet: page 11 Stimulus word/picture card: Sarah s Biking Rate graph Number cards: 1 mile 2 miles 4 miles Here is a line graph. This graph is titled Sarah s Biking Rate. It shows the number of miles Sarah can ride her bike in different numbers of hours. The x-axis begins at zero and increases to five by units of one. It is labeled Number of Hours. The y-axis begins at zero and increases to five by units of one. It is labeled Number of Miles. There is a line that passes through the points (one, two) and (two, four). Here are three numbers. Read the number cards to the student. How many miles can Sarah ride her bike in two hours at this rate? Point to the graph. \ A: 1 mile \ B: 2 miles \ C: 4 miles Item con nued on the next page

9 Task 3 Response Booklet: page 13 Word/picture cards: graph A graph B graph C Arjun bikes four miles per hour. Here are three graphs. Graph A is titled Biking Rate. The x-axis begins at zero and increases to six by units of one. It is labeled Number of Hours. The y-axis begins at zero and increases to six by units of one. It is labeled Number of Miles. There is a line that passes through the point (one, four). Graph B is titled Biking Rate. The x-axis begins at zero and increases to six by units of one. It is labeled Number of Hours. The y-axis begins at zero and increases to six by units of one. It is labeled Number of Miles. There is a line that passes through the point (two, six). Graph C is titled Biking Rate. The x-axis begins at zero and increases to six by units of one. It is labeled Number of Hours. The y-axis begins at zero and increases to six by units of one. It is labeled Number of Miles. There is a line that passes through the points (one, four) and (four, four). Which graph shows a rate of four miles per hour? \ A: graph A \ B: graph B \ C: graph C Algebra 1. 7

11 High School Mathematics Geometry 9

12 Item 1 Florida Standards Access Point: Establish facts about the lengths of segments of sides of a triangle when a line parallel to one side of the triangles divides the other two sides proportionally. Task 1 Response Booklet: page 17 Picture cards: (circle) (star) (triangle) Task 2 Here are some shapes. Which shape is a right triangle? \ A: circle \ B: star \ C: triangle Scaffolded Response (when applicable) \ A: circle \ B: star \ C: triangle Response Booklet: page 19 Stimulus picture card: right triangle with leg lengths 12 and 16 Number cards: Here is a triangle. Its legs sides are twelve and sixteen units long. Point to the measurements on the stimulus picture card. The longest side, side c, is called the hypotenuse. Here are three numbers. Read the number cards to the student. Which is a possible length for the hypotenuse? \ A: 14 \ B: 20 \ C: 98 Item con nued on the next page

13 Task 3 Response Booklet: page 21 Stimulus picture card: right triangle with leg lengths 3 and 4 Stimulus equation strip: a 2 + b 2 = c 2 Equation strips: = c = c = c 2 Here is a right triangle. One leg, side a, is three units long. Point to the measurement on the stimulus picture card. The other leg, side b, is four units long. Point to the measurement on the stimulus picture card. Here is the Pythagorean Theorem. Point to the stimulus equation strip. You can use this formula to find the length of the hypotenuse, side c. Read the stimulus equation strip to the student. Here are three equations. Read the equation strips to the student. Which equation can be used to find the length of the missing side of the right triangle? \ A: = c 3 \ B: = c \ C: = c 2 Geometry. 11

14 Item 2 Florida Standards Access Point: Describe the relationship between the attributes of a fi gure and the changes in the area or volume when one attribute is changed. Task 1 Response Booklet: page 23 Stimulus picture card: triangle with height of 6 and base of 4 Word/picture cards: shape A (circle with a radius of three) shape B (square with side lengths of four) shape C (triangle with a base of eight and a height of six) Task 2 Here is a triangle with a height of six and a base of four. Point to each measurement on the stimulus picture card. A new triangle is made by increasing the base of the triangle to eight. Here are three shapes. Read the word/picture cards to the student. Which shape is the new triangle with a height of six and a base of eight? \ A: shape A \ B: shape B \ C: shape C Scaffolded Response (when applicable) \ A: shape A \ B: shape B \ C: shape C Response Booklet: page 25 Stimulus picture cards: triangle with height of 5 and base of 4 triangle with height of 5 and base of 8 Word cards: height radius base Here is a triangle with a height of five and a base of four. Point to each measurement on the fi rst stimulus picture card. One dimension of the triangle has been changed to make a new triangle. The height of the new triangle is five and the base of the new triangle is eight. Point to each measurement on the second stimulus picture card. Here are three words. Read the word cards to the student. Which dimension of the triangle has changed? \ A: height \ B: radius \ C: base Item con nued on the next page

15 Task 3 Response Booklet: page 27 Stimulus picture cards: triangle with height of 5 units and base of 4 units triangle with height of 10 units and base of 8 units Sentence strips: The area is greater than the area of the original triangle. The area is less than the area of the original triangle. The area is the same as the area of the original triangle. Here is a triangle with a height of five units and a base of four units. Point to each measurement on the fi rst stimulus picture card. The area of the triangle is ten square units. The dimensions of the triangle have been changed to make a new triangle. Each dimension of the triangle is doubled. The height is now ten units and the base is now eight units. Point to each measurement on the second stimulus picture card. Here are three sentences. Read the sentence strips to the student. Which sentence describes the area of the new triangle? \ A: The area is greater than the area of the original triangle. \ B: The area is less than the area of the original triangle. \ C: The area is the same as the area of the original triangle. Geometry. 13

the undefined notions of point, line, distance along a line, and distance around a circular arc.

the undefined notions of point, line, distance along a line, and distance around a circular arc. Tutorial Outline Florida Tutorials are designed specifically for the New Florida Standards for Math and English Language Arts and the Next Generation Sunshine State Standards (NGSSS) for science and social