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4&MATHEMATICS CONCEPTSMATHEMATICS ITEMSThe Mathematics Concepts and Mathematics Items book contains the released TIMSS mathematicsassessment items. These are the released items from the 1995 and 2003 assessments (as distinctfrom the secure items, which are kept confidential so that they may be used in subsequent cyclesto monitor trends).Guide to Using the Mathematics Concepts and Mathematics Items MaterialsThe materials contained in this book can be used in a number of ways as a tool to assist teachersin making a formative assessment of student knowledge and skills. Some of these ways includethe following:Teacher-designed formative assessments. A teacher might, for example, decide to examinehow well his or her class knows facts and procedures. In such a case, the first step would be toreview the questions in Mathematics Concepts and Mathematics Items, selecting the ones of interest.Ready-to-use versions of these items can be found in the Mathematics Items book. Teachers canprint these items or present them to students on an overhead. Student responses can be scored byreferring to the appropriate page in Mathematics Concepts and Mathematics Items. Teachers can alsocompare the overall percentage of students responding correctly to the international benchmarkfor that item.Feedback on teaching. To the extent that the items coincide with concepts taught, the teachermight follow the same process to gain rapid feedback on the success of the teaching episode.Understanding misunderstandings. Again, a teacher might decide to examine the incorrector partially correct responses of the class for insight into any general misunderstandings, with aview to re-teaching a particular topic or skill.Identifying individual difficulties. In the same way, the teacher might use the items toidentify particular difficulties experienced by individual students, as the basis for some remedialteaching or focused practice.18675.02063
Guide to the Content and Layout of This BookThis book contains the released items from both TIMSS 1995 and TIMSS 2003. Due to slight revisions in terminologyand released information between cycles, the format for the items in each cycle differs slightly. Each item appears ona single page and is accompanied by a number of descriptors.1995 Content Domains: Whole numbers Fractions and proportionality Measurement, estimation, and number sense Data representation, analysis, and probability Geometry Patterns, relations, and functions2003 Content Domains: Patterns and Relationships Data Geometry Measurement Number1995 Cognitive Domains: Knowing Performing routine procedures Using complex procedures Solving problems2003 Cognitive Domains: Knowing facts and procedures Using concepts Solving routine problems ReasoningTake a look at Which number is it, the name given to the first 1995 item in this book. As specified in boxes at the top of thepage, the content domain for this item is whole numbers and the cognitive domain is using complex procedures. Looking atSymbolic linear equation of magazines, the first item fromTIMSS 2003 (page 73), the content domain (patterns and relationships)and the cognitive domain (solving routine problems) are also accompanied by the main topic (equations and formulas).International item numbers identify each item. This number appears just below the item box.Correct answers are shown beneath each item. These correct answers take two forms: Letter code. This form is used for the correct response on multiple-choice items. Which number is it provides anexample of the letter code type—the correct answer is D. Scoring guide. This form is used to assist in scoring write-in responses. Complete number sentence (S2) furtheralong in the Whole Numbers domain (page 13), provides an example of the scoring guide approach, indicating thegeneral nature of correct and incorrect responses. In some cases, partial credit may be awarded and these itemswill provide guidelines for fully correct, partially correct, and incorrect responses.Sample student responses are provided for TIMSS 2003 extended response items. An example of an actual U.S.fourth-grade student’s response is provided for each scoring category. See Item M031249 on page 76.International benchmarks are provided in a table next to each item.These consist of statistics on the percentage ofstudents in each country who answered the question correctly. The countries are ordered in terms of this percentage.The international average is included as well, and this display also indicates which countries scored significantly higher,significantly lower, and not significantly different from this international average.
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersUsing Complex ProceduresOverall Percent CorrectWhich number is itWhen you subtract one of the numbers below from 900, theanswer is greater than 300. Which number is it?A. 823B. 712C. 667D. 579KoreaCzech RepublicHong ingaporeLatvia (LSS)International averageUnited raliaEnglandIcelandNew ZealandNorwayPortugalIran, Islamic 48474743403934Country average vs.International average:HigherNot differentLowerItem Number: I3Correct Response:D3 O OOOOOOOOOOOO OO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainPerforming RoutineProceduresWhole NumbersOverall Percent CorrectWhat is 3 times 23What is 3 times 23?NetherlandsCzech RepublicHungaryJapanHong KongLatvia (LSS)SloveniaAustriaSingaporeUnited landInternational averageCyprusNorwayIcelandIsraelPortugalNew ZealandIran, Islamic Rep.ThailandKuwaitA. 323B. 233C. 69D. 735412Country average vs.International average:HigherNot differentLowerItem Number: I4Correct Response:C4 O OOOOOOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersPerforming Routine ProceduresOverall Percent CorrectSubtraction of 4 digit ngaporeHong KongJapanNetherlandsSloveniaCzech RepublicGreeceIrelandLatvia (LSS)CyprusPortugalInternational averageIsraelUnited StatesThailandIran, Islamic andNew ZealandA. 4,369B. 3,742C. 3,631D. 747463630Country average vs.International average:HigherNot differentLowerItem Number: I9Correct Response:C5 O OOOOO O
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersUsing Complex ProceduresOverall Percent CorrectWhat is the increase in product25 18 is more than 24 18. How much more?KoreaSingaporeHong zech RepublicIsraelUnited StatesInternational averageLatvia tlandIcelandThailandGreeceNew ZealandIran, Islamic Rep.KuwaitA. 1B. 18C. 24D. 282619Country average vs.International average:HigherNot differentLowerItem Number: J4Correct Response:B6 O OOOOOOOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersPerforming Routine ProceduresOverall Percent CorrectNumber in boxHere is part of a wall chart that lists numbers from 1 to 100.Below is part of the same wall chart. What number shouldbe in the box with the question mark inside?4353?A. 34B. 44C. 504038Country average vs.International average:D. 64HigherNot differentLowerItem Number: J9Correct Response:NetherlandsKoreaJapanAustraliaCanadaHong KongSingaporeEnglandIrelandUnited StatesAustriaScotlandHungarySloveniaCzech RepublicInternational averageNew ZealandCyprusIsraelNorwayLatvia (LSS)PortugalIcelandGreeceThailandIran, Islamic Rep.KuwaitD7 O OOOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersPerforming Routine ProceduresOverall Percent CorrectAddition of four digit numbersAdd:6,971 5,291KoreaSingaporeCyprusCzech RepublicJapanIrelandAustriaSloveniaThailandHong KongNetherlandsCanadaHungaryPortugalUnited StatesIsraelLatvia (LSS)International averageGreeceIran, Islamic Rep.IcelandAustraliaNorwayScotlandKuwaitNew ZealandEnglandA. 11,162B. 12,162C. 12,262D. 9767673726960Country average vs.International average:HigherNot differentLowerItem Number: K2Correct Response:C8 O OOOOOOOOO O
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersUsing Complex ProceduresOverall Percent CorrectWhich pair different by 100In which pair of numbers is the second number 100 morethan the first number?A. 199 and 209B. 4,236 and 4,246C. 9,635 and 9,735D. 51,863 and 52,863KoreaJapanHong KongAustriaCzech yprusLatvia (LSS)International averageAustraliaUnited landNew ZealandPortugalIcelandKuwaitIran, Islamic 31282421Country average vs.International average:HigherNot differentLowerItem Number: L7Correct Response:C9 O OOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersKnowingOverall Percent CorrectWhich operation equivalentstands for a number. 7 answer asA. will always give the same7B. 7C.–7D. 7 E. 7JapanKoreaIsraelSingaporeHong KongUnited ayInternational averageEnglandLatvia (LSS)CanadaIrelandNew ZealandScotlandSloveniaIran, Islamic Rep.ThailandGreeceIcelandPortugalCzech 585756555454514141Country average vs.International average:HigherNot differentLowerItem Number: M3Correct Response:A10 O OOOOOOOOOOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersSolving ProblemsOverall Percent CorrectWhat to do to correct mistakeJohn wanted to use his calculator to add 1,463 and 319.He entered 1,263 319 by mistake. What could he do tocorrect his mistake?A. Add 200.B. Add 2.C. Subtract 2.D. Subtract 200.JapanKoreaHungaryNetherlandsCzech RepublicHong KongSingaporeSloveniaAustraliaLatvia (LSS)IsraelCyprusIrelandCanadaEnglandInternational averageUnited StatesNorwayScotlandNew ZealandAustriaGreeceIcelandThailandPortugalIran, Islamic 60605953484338Country average vs.International average:HigherNot differentLowerItem Number: M6Correct Response:A11 O O OOOOOOOOO O
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainCognitive DomainWhole NumbersUsing Complex ProceduresOverall Percent CorrectChoose largest numberWhich of these is the largest number?KoreaAustriaHong KongJapanCzech ingaporeUnited StatesCanadaIrelandLatvia (LSS)GreeceNorwayInternational averageScotlandEnglandNew ZealandCyprusThailandIcelandPortugalIran, Islamic Rep.KuwaitA. 2,735B. 2,537C. 2,573D. 180806347Country average vs.International average:HigherNot differentLowerItem Number: M8Correct Response:D12 O O OOOOOOOOOOOOO
Content DomainWhole NumbersTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainPerforming RoutineProceduresOverall Percent CorrectComplete number sentenceHere is a number sentence.2,000 30 9 2,739What number goes where thetrue?is to make this sentenceAnswer:SingaporeKoreaJapanNetherlandsHong KongSloveniaCzech RepublicHungaryIsraelCanadaLatvia (LSS)International ndUnited StatesGreeceEnglandNew ZealandScotlandIcelandNorwayKuwaitIran, Islamic 45452726Country average vs.International average:HigherNot differentLowerItem Number: S2SCORINGCorrect Response 700 or written out as "seven hundred."Incorrect Response 7 43 70 Gives other numbers made by digits in 2,739 such as 73, 30, 9, 39, 739, 2,739,. Other incorrect.13 O OOOOOOOOO
Content DomainWhole NumbersTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainSolving ProblemsOverall Percent CorrectMake smallest whole numberWhat is the smallest whole number that you can make usingthe digits 4, 3, 9 and 1? Use each digit only once.Answer:KoreaSingaporeAustraliaHong KongHungaryIran, Islamic Rep.JapanUnited StatesCanadaIrelandInternational averageNetherlandsAustriaCzech RepublicNew ZealandScotlandLatvia 039393835333331313029271910Country average vs.International average:HigherNot differentLowerItem Number: T2SCORINGCorrect Response 1,349Incorrect Response 1,3,4,9 1 4 17 Any four-digit number with digits 4,3,9 and 1, other than 1,349 13 OR "1 and 3" OR "3 and 1" Other incorrect.14 O OOOOOOOO
Content DomainWhole NumbersTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainKnowingOverall Percent CorrectAddition/multiplication taskWrite this addition fact as a multiplication fact. Hong landsUnited StatesCyprusCzech RepublicAustriaLatvia (LSS)HungaryGreeceInternational averageCanadaIran, Islamic Rep.AustraliaNew 66565635342Country average vs.International average:HigherNot differentLowerItem Number: U5SCORINGCorrect Response 5x4 20 4x5 20 Other correctIncorrect Response 4x4 16 4x4 20 10x2 20 OR 2x10 20 Other incorrect15 O OOOOOO
Content DomainWhole NumbersTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainKnowingOverall Percent CorrectNumber larger than 56,821Write the number that is 1,000 more than 56,821.Answer:KoreaSingaporeJapanCzech RepublicSloveniaHong KongAustriaUnited StatesNetherlandsHungaryIrelandAustraliaLatvia (LSS)International ndNew ZealandPortugalThailandIcelandIran, Islamic 35323232271813Country average vs.International average:HigherNot differentLowerItem Number: V2SCORINGCorrect Response 57,821Incorrect Response 66,821 Any number except 66,821 where one or more digits in 56,821 have been increased by 1.Example: 56,921, 66,932, 57,921 Other incorrect.16 O OOOOOOOO
Content DomainWhole NumbersTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainPerforming RoutineProceduresOverall Percent CorrectWhat is 5 less than 203What is 5 less than 203?KoreaAustriaSingaporeJapanSloveniaHungaryCzech RepublicIrelandHong KongAustraliaNetherlandsScotlandNorwayUnited StatesInternational averageEnglandCanadaLatvia (LSS)CyprusIsraelNew ZealandIcelandGreeceThailandPortugalIran, Islamic 059575651504839343310Country average vs.International average:HigherNot differentLowerItem Number: V3SCORINGCorrect Response 198Incorrect Response 98 OR 298 5 208 Other incorrect17 O O OOOOOOO
Content DomainWhole NumbersTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainSolving ProblemsOverall Percent CorrectGame with cards: who won? ExplainIn a game, Mysong and Naoki are making problems. Theyeach have four cards like these.The winner of the game is the person who can make theproblem with the largest answer.Who won this game?How do you know?Write numbers in the squares below to show how you wouldplace the cards to beat both Mysong and lSingaporeCyprusGreeceInternational averageAustriaUnited StatesAustraliaCzech RepublicNetherlandsHong KongIcelandIrelandIran, Islamic Rep.New ZealandScotlandEnglandLatvia 32222222121201713121111610Country average vs.International average:HigherNot differentLowerItem Number: V4ASCORINGScoring for Part aCorrect Response Mysong. 64 and 55 are shown (or 9, which is the difference between 64 and 55) with acorrect verbal explanation.Partially Correct Mysong. 64 and 55 are shown (or 43 - 31 24 - 21) with an unsatisfactory explanation. Mysong. 64 and 55 are shown (or 43 - 31 24 - 21) without any further explanation. Mysong. The response given is a verbal explanation. Either 64 or 55 is shown but not both. Mysong. The response gives no verbal or numeric explanation. Other responses containing Mysong. For example, “because Mysong had the largest answer.”Incorrect Response Neither Mysong nor Naoki win. Naoki. There may or may not be an explanation. Other incorrect, including “both won.”18 O OOOOOOOOOO
Content DomainTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsWhole NumbersCognitive DomainSolving ProblemsOverall Percent CorrectGame with cards: winning numbersIn a game, Mysong and Naoki are making problems. Theyeach have four cards like these.The winner of the game is the person who can make theproblem with the largest answer.Who won this game?How do you know?Write numbers in the squares below to show how you wouldplace the cards to beat both Mysong and Naoki.Hong nited nternational averageGreeceIrelandCzech RepublicNew ZealandNorwayLatvia (LSS)IcelandCyprusPortugalIran, Islamic 464342413935342918185Country average vs.International average:HigherNot differentLowerItem Number: V4BSCORINGScoring for Part bCorrect Response One of the following: 42 31; 41 32; 31 42; or 32 41Incorrect Response Combinations of the numbers 1, 2, 3 and 4. Every number is used only once. Combinations of the numbers 1, 2, 3 and 4. One or more numbers are used more than once. Combinations containing one or more numbers other than 1, 2, 3 and 4 Other incorrect19 O O OOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainFractions and ProportionalityCognitive DomainKnowingOverall Percent Correct0.4 is the same as0.4 is the same asPortugalSingaporeHong KongJapanKoreaCyprusIrelandIran, Islamic Rep.AustraliaUnited StatesInternational andAustriaCzech RepublicKuwaitEnglandNew ZealandIsraelLatvia (LSS)SloveniaNorwayIcelandA. fourB. four tenthsC. four hundredthsD. 2020181716149Country average vs.International average:HigherNot differentLowerItem Number: I2Correct Response:B20 O OOO O
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainFractions and ProportionalityCognitive DomainUsing ComplexProceduresOverall Percent CorrectSauce from 15 tomatoesMario uses 5 tomatoes to make half a liter of tomato sauce.How much sauce can he make from 15 tomatoes?A. A liter and a halfB. Two litersC. Two liters and a halfD. Three litersHong KongKoreaNetherlandsCzech ilandIrelandLatvia (LSS)International averageAustriaCyprusEnglandNorwayGreeceNew ZealandScotlandJapanIcelandIran, Islamic Rep.United 535151515150484645444443424123Country average vs.International average:HigherNot differentLowerItem Number: I5Correct Response:A21 O OOO OOOOOOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainFractions and ProportionalityCognitive DomainUsing Complex ProceduresOverall Percent CorrectWhich 2 figures represent same fractionEach figure represents a fraction.Which two figures represent the same fraction?A. 1 and 2B. 1 and 4C. 2 and 24038Country average vs.International average:D. 3 and 4HigherNot differentLowerItem Number: I8Correct Response:SingaporeAustriaIcelandHong ayInternational averageIsraelLatvia (LSS)CanadaUnited StatesHungaryIrelandGreeceNew ZealandCzech RepublicScotlandAustraliaThailandPortugalIran, Islamic Rep.KuwaitA22 O OOOOOOOOOOOOOOOO O
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainFractions and ProportionalityCognitive DomainSolving ProblemsOverall Percent CorrectFraction of figure shadedPart of the figure is shaded.Hong KongSingaporeKoreaJapanUnited ndsIran, Islamic Rep.ScotlandIsraelInternational averageGreeceHungaryNew ZealandEnglandLatvia (LSS)SloveniaAustriaCzech RepublicNorwayKuwaitIcelandPortugalWhat fraction of the figure is shaded?A.54B.45C.69D.59Country average vs.International average:HigherNot differentLowerItem Number: J7Correct 7454325212016D23 O OOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainFractions and ProportionalityCognitive DomainUsing Complex ProceduresOverall Percent CorrectHow many marbles in two bagsThere are 54 marbles, and they are put into 6 bags, so thatthe same number of marbles is in each bag. How many marbles would 2 bags contain?A. 108 marblesB. 18 marblesC. 15 marblesD. 12 marblesE. 9 marblesSingaporeCzech RepublicAustriaKoreaNetherlandsJapanHong KongSloveniaLatvia (LSS)HungaryIrelandAustraliaInternational averageUnited StatesEnglandIsraelNew uwaitIcelandIran, Islamic 25232320191412Country average vs.International average:HigherNot differentLowerItem Number: K9Correct Response:B24 O OOOOOOOOOO
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsContent DomainFractions and ProportionalityCognitive DomainKnowingOverall Percent CorrectDecimal representing shaded part of figureWhich number represents the shaded part of the figure?A. 2.8B. 0.5C. 0.2D. 0.02SingaporeHong KongJapanPortugalKoreaIrelandCyprusInternational averageAustraliaCanadaIran, Islamic sUnited StatesCzech RepublicHungaryGreeceLatvia (LSS)SloveniaIsraelNew 323232313130302928252319Country average vs.International average:HigherNot differentLowerItem Number: M5Correct Response:C25 O OOOOOOOOOOO
Content DomainTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsFractions and ProportionalityCognitive DomainSolving ProblemsOverall Percent CorrectLongest box on shelfJulie put a box on a shelf that is 96.4 centimeters long. Thebox is 33.2 centimeters long. What is the longest box shecould put on the rest of the shelf?Show all your work.Answer:SingaporeKoreaJapanCzech RepublicSloveniaHong KongThailandUnited al via (LSS)CyprusPortugalHungaryNew ZealandIran, Islamic 221191816151313965Country average vs.International average:HigherNot differentLowerItem Number: S3SCORINGNote:There is no distinction made between responses with and without units.Correct Response 63.2. The calculation will be "96.4 - 33.2" or its equivalent.Partially Correct 63.2. No acceptable description or calculation is shown. The calculation "96.4 - 33.2," or equivalent, is shown but the answer is incorrect. Other partial.Incorrect Response Any incorrect numerical answers (answers not equal to 63.2). No acceptable description or calculation is shown. Other incorrect.26 O OOO OOOOOOOOO
Content DomainFractions and ProportionalityTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainSolving ProblemsOverall Percent CorrectHow many pupils in classA teacher marks 10 of her pupils’ tests every half hour. Ittakes her one and one-half hours to mark all her pupils’ tests.How many pupils are in her Czech RepublicIsraelAustraliaHong KongAustriaEnglandScotlandSloveniaNew ZealandInternational averageLatvia (LSS)United ndPortugalIran, Islamic 37312726251811Country average vs.International average:HigherNot differentLowerItem Number: S4SCORINGCorrect Response 30Incorrect Response 10 15 20 21 25 40 Other incorrect.27 O O OOOOOOO
Content DomainFractions and ProportionalityTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainSolving ProblemsOverall Percent CorrectGirl/boy ratio: is Juanita rightThere are 10 girls and 20 boys in Juanita’s class. Juanitasaid that there is one girl for every two boys. Her friendAmanda said that means 1 of all the students in the classare girls.How many students are there in Juanita’s class?Answer:Is Juanita right? Answer:Use words or pictures to explain why.Is Amanda right? Answer:Use words and pictures to explain IrelandScotlandCzech RepublicNew ZealandUnited StatesNorwaySloveniaCanadaInternational averageCyprusIsraelAustriaGreeceHong KongLatvia (LSS)PortugalIran, Islamic 422212119131111997754Country average vs.International average:HigherNot differentLowerItem Number: T4ASCORINGScoring for Part aCorrect Response YES. The response expresses verbally, symbolically or pictorially that 20 is twice as much as10, or that 10 is half of 20. Other correct. (Includes satisfactory explanations when neither a “yes” or “no” answer isgiven).Incorrect Response NO. An explanation is given but is not satisfactory. NO. No explanation is given. YES. An explanation is given but is not satisfactory. YES. No explanation is given. Other incorrect.28 O OOOOOOOOOO
Content DomainTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsFractions and ProportionalityCognitive DomainSolving ProblemsOverall Percent CorrectGirl/boy ratio: is Amanda rightThere are 10 girls and 20 boys in Juanita’s class. Juanitasaid that there is one girl for every two boys. Her friendAmanda said that means 1 of all the students in the classare girls.How many students are there in Juanita’s class?Answer:Is Juanita right? Answer:Use words or pictures to explain why.Is Amanda right? Answer:Use words and pictures to explain EnglandCzech RepublicUnited StatesIsraelScotlandNew ZealandNorwayInternational averageHong KongCanadaCyprusSloveniaGreeceLatvia (LSS)AustriaIcelandKuwaitThailandPortugalIran, Islamic untry average vs.International average:HigherNot differentLowerItem Number: T4BSCORINGScoring for Part bCorrect Response NO. The response expresses verbally, symbolically or pictorially that 10 is not half of 30. Other correct. (Includes satisfactory explanations when neither a “yes” or “no” answer isgiven).Incorrect Response YES. An explanation is given but it is not satisfactory. YES. No explanation is given. NO. An explanation is given but it is not satisfactory. NO. No explanation is given. Other incorrect.29 O OOOOOOOOOO
Content DomainFractions and ProportionalityTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainKnowingOverall Percent CorrectFraction larger than 2/7Write a fraction that is larger thanKoreaHong KongJapanSingaporeIrelandThailandCyprusUnited StatesIsraelHungaryCanadaCzech RepublicAustraliaInternational averageGreeceAustriaEnglandScotlandNew ZealandNetherlandsLatvia (LSS)Iran, Islamic Country average vs.International average:HigherNot differentLowerItem Number: U2SCORINGCorrect Response A fraction with numerator greater than 2 and denominator equal to 7 A fraction with numerator equal to 2 and denominator less than 7 3/8 1/2. (Other fractions with numeric value equal 1/2 should be scored as correct.) Other correct fraction.Incorrect Response 1/7 4/14 2/8 Other incorrect30 O OOOOOOOOOO
Content DomainFractions and ProportionalityTIMSS 1995 4th-Grade Mathematics Concepts and Mathematics ItemsCognitive DomainSolving ProblemsOverall Percent CorrectBicycle ride: how long, MariaMaria and her sister Louisa leave home at the same time andride their bicycles to school 9 kilometers away.Maria rides at a rate of 3 kilometers in 10 minutes. How longwill it take her to get to school?Answer: minutesLouisa rides at a rate of 1 kilometer in 3 minutes. How longwill it take her to get to school?Answer: minutesWho arrives at school first?Answer:NetherlandsHong KongJapanKoreaCzech ngaryUnited StatesInternational averageCanadaCyprusNorwayEnglandIsraelLatvia (LSS)New ZealandIcelandScotlandThailandGreecePortugalIran, Islamic 58575453462417Country average vs.International average:HigherNot differentLowerItem Number: U3ASCORINGScoring for Part aCorrect Response
TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics Items Content Domain Cognitive Domain Overall Percent Correct 3 When you subtract one of the numbers below from 900, the answer is greater than 300. Which number is it? A. 823 B. 712 C. 667 D. 579 Country average vs. International
