High School MathematicsTest Booklet

Table of Contents

Algebra 1 ........................................................................................3

Geometry ........................................................................................9

Student Name: ______________________________________

Practice Test2016–2017

Florida Standards Alternate AssessmentPractice Materials Guidelines

Practice items are to be administered using guidelines provided in the FSAA—Performance Task Administration Manual 2016–2017.

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.

1

Florida Standards Alternate AssessmentHigh School Mathematics

Content Standards Addressed

Florida State Standards

Algebra 1Functions: Linear, Quadratic, & Exponential ModelsMAFS.912.F-LE.1.1

Functions: Interpreting FunctionsMAFS.912.F-IF.1.1

GeometrySimilarity, Right Triangles, & TrigonometryMAFS.912.G-SRT.2.4

Modeling With GeometryMAFS.912.G-MG.1.1

Teacher-Gathered Mater ia ls

None

3

High School Mathematics

Algebra 1

Item continued on the next page

268225

Item 1Florida 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

Materials Teacher Script Student Response

Response Booklet: page 3

Stimulus word/picture card:

input/output table

Number cards:

4

6

9

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.

What number is missing from the table?

Read the number cards to the student.

\ A: 4

\ B: 6

\ C: 9

\ D: No Response

Scaffolded Response (when applicable)\ A: 4

\ B: 6

\ C: 9

\ D: No Response

Task 2

Materials Teacher Script Student Response

Response Booklet: page 5

Stimulus word/picture card:

input/output table

Number cards:

1

3

9

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.

What number is missing from the table?

Read the number cards to the student.

\ A: 1

\ B: 3

\ C: 9

\ D: No Response

5Algebra 1

Task 3

Materials Teacher Script Student Response

Response Booklet: page 7

Word/picture cards:

table A

table B

table C

Which input/output table shows a function?

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.

\ A: table A

\ B: table B

\ C: table C

\ D: No Response

Item continued on the next page

268224

Item 2

Florida Standards Access Point: Select the appropriate graphical representation of a linear model based on real-world events.

Task 1

Materials Teacher Script Student Response

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

Here is a graph of a line.

Which point is part of this line? Point to the line graph.

Read the word cards to the student.

\ A: point A

\ B: point B

\ C: point F

\ D: No Response

Scaffolded Response (when applicable)\ A: point A

\ B: point B

\ C: point F

\ D: No Response

Task 2

Materials Teacher Script Student Response

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).

How many miles can Sarah ride her bike in two hours at this rate? Point to the graph.

Read the number cards to the student.

\ A: 1 mile

\ B: 2 miles

\ C: 4 miles

\ D: No Response

7Algebra 1

Task 3

Materials Teacher Script Student Response

Response Booklet: page 13

Word/picture cards:

graph A

graph B

graph C

Arjun bikes four miles per hour.

Which graph shows a rate of four miles per hour?

All three graphs are titled Biking Rate. The x-axis is titled Number of Hours and begins at zero, increasing to six by units of one. The y-axis is titled Number of Miles and begins at zero, increasing to six by units of one. Graph A has a line that passes through the point (one, four). Graph B has a line that passes through the point (two, six). Graph C has a line that passes through the points (one, four) and (four, four).

\ A: graph A

\ B: graph B

\ C: graph C

\ D: No Response

9

High School Mathematics

Geometry

268226

Item 1Florida 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

Materials Teacher Script Student Response

Response Booklet: page 17

Picture cards:

(circle)

(star)

(triangle)

Here are some shapes.

Which shape is a right triangle?

\ A: circle

\ B: star

\ C: triangle

\ D: No Response

Scaffolded Response (when applicable)\ A: circle

\ B: star

\ C: triangle

\ D: No Response

Task 2

Materials Teacher Script Student Response

Response Booklet: page 19

Stimulus picture card:

right triangle with leg lengths 12 and 16

Number cards:

14

20

98

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.

Which is a possible length for the hypotenuse?

Read the number cards to the student.

\ A: 14

\ B: 20

\ C: 98

\ D: No Response

Item continued on the next page

11Geometry

Task 3

Materials Teacher Script Student Response

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:

35 + 42 = c 3

3 + 42 = c

32 + 42 = 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.

Which equation can be used to find the length of the missing side of the right triangle?

Read the equation strips to the student.

\ A: 35 + 42 = c 3

\ B: 3 + 42 = c

\ C: 32 + 42 = c 2

\ D: No Response

267276

Item 2Florida Standards Access Point: Describe the relationship between the attributes of a figure and the changes in the area or volume when one attribute is changed.

Task 1

Materials Teacher Script Student Response

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)

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.

Which shape is the new triangle with a height of six and a base of eight?

Read the word/picture cards to the student.

\ A: shape A

\ B: shape B

\ C: shape C

\ D: No Response

Scaffolded Response (when applicable)\ A: shape A

\ B: shape B

\ C: shape C

\ D: No Response

Task 2

Materials Teacher Script Student Response

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 first 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.

Which dimension of the triangle has changed?

Read the word cards to the student.

\ A: height

\ B: radius

\ C: base

\ D: No Response

Item continued on the next page

13Geometry

Task 3

Materials Teacher Script Student Response

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 first 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.

Which sentence describes the area of the new triangle?

Read the sentence strips to the student.

\ 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.

\ D: No Response