WIXLIB

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.EE.2.3Part A: 4905Part B: 59291.This question is a possible sample of an equation editor response technology-enhanceditem.2.Part A: 2.5 milesPart B: 40 minutes3.Part A: BPart B: C4.The student indicates that it is reasonable to say that Alexa has about 5000 inher account. The student offers an explanation such as,“I estimated by rounding each amount in the problem and then mentallycalculating 4300 ( 900 – 300) 4300 600 4900 which is about 5000.”This question is a possible sample of an open response technology-enhanced item.5. 2.96Page 14 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.EE.2.3-FSA Practice1.The student correctly calculates the new production rate (640 reels per day) anddetermines that the company will not be able to meet an order of 20,000 reels inApril since it can only produce 19,200 reels in 30 days.This question is a possible sample of an open response technology-enhanced item.The student determines that it will take 31.25 or 32 days to meet the order.2.This question is a possible sample of an equation editor response technology-enhanceditem.The student determines that Brittany did not figure out the bill correctly. Thestudent determines the correct bill to be 48.45. The student calculates:3. 1.065[ 53.52(0.85)] 48.45, 53.52 (0.85) x, then 1.065x 48.45, or 53.52- 53.52(0.15) x, then x 0.065x 48.45.The student calculates the discounted price of the meal ( 45.49) and determinesthat Brittany should not get a price lower than that after adding tax and,therefore, concludes that Brittany is wrong.4.Jordan: 200 – ( 40 savings) 160.Then, 160 – ( 100 headphones 40 two shirts 5 tax) is 15,which is about 10.IngredientsSalt (cups)Batch 1Batch 2Batch 312412𝟏𝟏𝟐𝟐Pepper (cups)5.Garlic powder (cups)Onion powder (cups)14𝟏𝟏𝟒𝟒Page 15 of 55𝟏𝟏𝟐𝟐𝟏𝟏𝟐𝟐11

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.EE.2.4C, D1.This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.EE.2.4a2.3.BMAFS.7.EE.2.4a 7MAFS.7.EE.2.4aA. The student writes the inequality as 200 – 15d 80.This question is a possible sample of equation editor response technology-enhanced item.B. d 8C. The student explains that more than eight days have passed.4.34567891011 12 131415This question is a possible sample of a graphic response technology-enhanced item.MAFS.7.EE.2.4bA. The student writes the inequality,𝟗𝟗𝟓𝟓𝑪𝑪 𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑 .This question is a possible sample of equation editor response technology-enhanced item.5.B. 𝑪𝑪 𝟕𝟕𝟕𝟕C. Scales the number line appropriately, and graphs the solutions using a closeddot at -78.5 and shading to the left.-80-79.5 -79 -78.5 -78-77.5 -77 -76.5-76-75.5 -75This question is a possible sample of a graphic response technology-enhanced item.MAFS.7.EE.2.4bPage 16 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.EE.2.4-FSA Practice1.2.3.35 minutesMAFS.7.EE.2.4a 2.25MAFS.7.EE.2.4aA. C, DB. x 14MAFS.7.EE.2.4aA. The solution is x 21.22.or 21.22 x.B. The student explains that Aaron can buy no more than 21 songs (or “21 or fewer”).The student may clarify that Aaron can buy between zero and 21 songs after buyingthe game for 3.99.The student may add clarifying comments such as:4. It has to be greater than zero because you can’t buy negative songs.It would have to be whole numbers, because you can’t buy parts of songs.2020.25 20.5 20.75 21 21.25 21.5 21.75 22 22.25 22.5This question is a possible sample of a graphic response technology-enhanced item.MAFS.7.EE.2.4bA. 𝟑𝟑𝟑𝟑 𝟏𝟏𝟏𝟏 𝟓𝟓𝟓𝟓This question is a possible sample of an equation editor response technology-enhanced item.𝟐𝟐B. 𝒘𝒘 𝟏𝟏𝟏𝟏 𝟑𝟑5.C. Since we cannot (or should not) wash justwe round this number up to 12.𝟐𝟐𝟑𝟑of a window, it makes sense thatThus, Jonathan must wash at least 12 windows in order to purchase the sportsset.Note that this is just the minimum number he must wash, and washing morewould be in his benefit, as he can purchase more sports accessories.This question is a possible sample of an open response technology-enhanced item.Page 17 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyD. Using this information, and the fact that only whole numbers make sense in thiscontext, our solution set can be graphed as follows:This question is a possible sample of a graphic response technology-enhanced item.There are other possible graphs, as the right hand endpoint can be determinedbased on a discussion based on what would be "realistic" based on, for example,how many neighbors Jonathan has, how many windows are in each house, andhow much time he has to wash windows.The point of the question is to have students realize that a context limits thesolution set even when other numbers satisfies the accompanying inequality.MAFS.7.EE.2.4bPage 18 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.NS.1.11.BMAFS.7.NS.1.1aLeast Value:2.𝒏𝒏 𝒑𝒑Greatest Value: 𝒑𝒑 𝒏𝒏This question is a possible sample of an editing task choice technology-enhanced item.MAFS.7.NS.1b, cThe student describes the second dive as -15 feet.The student explains that -12 feet represents the first dive and 3 feet deeperwould mean moving down three more feet, ending up at a depth of 15 feet or 15 feet.MAFS.7.NS.1c3.-11-12-13-14-15-16This question is a possible sample of a graphic response technology-enhanced item.B, D, F4.This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.NS.1.1dPage 19 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.NS.1.1-FSA PracticePart A: Some students put the X just above or just below the (-10) line,which is acceptable. The placement of the X is flexible so long as the Xclearly indicates the (-10) line.1.It should not be floating between lines or so large that it may indicateanother line.Part B: -50Part C: 20 feetMAFS.7.NS.1.1bPart D: 0. Above the surface is positive and below the surface isnegative, so the surface must be 0.This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.1aA. Points F and H - Since Point F -6 and Point H 6, then -6 6 0.This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.1a2.B. The equation E – I represents the distance between the points E and I.𝒅𝒅 𝟗𝟗 𝟖𝟖 This question is a possible sample of an equation editor response technology-enhanceditem.MAFS.7.NS.1.1cPage 20 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyC. The distance between Point E and Point I is 17 units.Point E -9 and Point I -9,then:𝒅𝒅 𝟗𝟗 𝟖𝟖 𝒅𝒅 𝟗𝟗 ( 𝟖𝟖) 𝒅𝒅 𝟏𝟏𝟏𝟏 𝒅𝒅 𝟏𝟏𝟏𝟏This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.1cD. The value of Ethan’s expression is 8. 𝟐𝟐 𝟔𝟔 𝟐𝟐 𝟔𝟔 𝟖𝟖Since Point G is -2, the distance -2 is from 0 is its absolute value which is 2.Since Point H is 6, the distance 6 is from 0 is its absolute value which is 6.If you add their absolute values together, then you will have the distance thetwo numbers are from each other.This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.1bB and D3.This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.NS.1.1c2 and4. 𝟑𝟑𝟒𝟒This question is a possible sample of an editing task choice technology-enhanced item.MAFS.7.NS.1.1dPage 21 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.NS.1.2A, C, D1.This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.NS.1.2a2.CMAFS.7.NS.1.2bA, D, E, F3.This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.NS.1.2c4.A. 0.83B. 005C.andare rational numbers because they are fractions of integers176without a zero denominator or because their decimal representations eitherterminate or repeat.This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.2dA. 𝟕𝟕𝟒𝟒𝟒𝟒5.This question is a possible sample of a graphic response technology-enhanced item.MAFS.7.NS.1.2a𝟏𝟏B. The water level drops 𝟏𝟏 𝟒𝟒𝟒𝟒 inches over a 7 year period.MAFS.7.NS.1.2aPage 22 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyC.𝟏𝟏 𝟏𝟏 𝟒𝟒𝟒𝟒 written in decimal form is a repeating decimal because whenconverted using long division, the remainder repeaters after thehundred-thousandths place.MAFS.7.NS.1.2dPage 23 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.NS.1.2-FSA PracticeThe student explains the result in terms of repeated addition,𝟒𝟒𝟒𝟒𝟒𝟒𝟖𝟖(e.g., the student says that 𝟐𝟐 𝟓𝟓 𝟓𝟓 𝟓𝟓 𝟓𝟓 ).The student uses the Additive Inverse and Distributive Properties to solve the1.𝟒𝟒𝟒𝟒problem. The student explains that 𝟐𝟐 𝟓𝟓 𝟓𝟓 should equal zero since𝟒𝟒𝟒𝟒 𝟓𝟓 𝒂𝒂𝒂𝒂𝒂𝒂𝟓𝟓are opposites and since 𝟐𝟐 𝟎𝟎 𝟎𝟎.Use of the Distributive Property shows ��𝟐𝟐 𝟓𝟓 𝟓𝟓 𝟐𝟐 𝟓𝟓 𝟐𝟐 𝟓𝟓 𝟐𝟐 𝟓𝟓 𝟓𝟓.𝟒𝟒In order for this to equal zero, 𝟐𝟐 𝟓𝟓 should be the opposite of𝟒𝟒𝟖𝟖Therefore, 𝟐𝟐 𝟓𝟓 must equal 𝟓𝟓.𝟖𝟖𝟓𝟓.This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.2aB, D, E2.This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.NS.1.2bEquivalentA.3.1 4 B. 205 C.–4 D. 5 20 Explanation𝟏𝟏It is equivalent because it also equals or 𝟎𝟎. 𝟐𝟐𝟐𝟐;𝟒𝟒𝟏𝟏 𝟓𝟓 𝟐𝟐𝟐𝟐 simplifies to , which can also be written as𝟒𝟒It is not equivalent because 5 20 114but 205It is not equivalent because does not equal 4.𝟏𝟏 𝟒𝟒. 4.4It is equivalent because the two negatives in the parenthesesmake the fraction positive, so the negative on the outside ofthe parentheses makes the whole expression negative.E. 14 It is equivalent because the negative of a fraction can be inthe numerator or the denominator or out in front of thewhole fraction – those are all equal.F. 5 20 It is not equivalent because 5 20 is negative 5is positive.but 20This question is a possible sample of a multi-select response technology-enhanced item.MAFS.7.NS.1.2bPage 24 of 55

7th Grade MAFS Spiral Review Packet-Answer Key𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏A. The student correctly rewrites 𝟏𝟏 𝟑𝟑 𝟐𝟐 𝟐𝟐 𝟑𝟑 as 𝟏𝟏 𝟑𝟑 𝟑𝟑 𝟐𝟐 𝟐𝟐 and finds the𝟏𝟏product of 𝟏𝟏 𝟑𝟑 𝟑𝟑 mentally.𝟏𝟏The student correctly finds the product of 𝟒𝟒 and 𝟐𝟐 𝟐𝟐 and indicates a use of theCommutative and Associative Properties to reorder and regroup the factors toget an answer of 10.4.B. The student rewrites 7 24411 7 3 as 7(2 3 ) and correctly completes5555the calculation by mentally adding 214and 3 and then multiplying the sum55by 7 getting a final answer of 42.The student indicates having used the Distributive Property.This question is a possible sample of a matching item technology-enhanced item.MAFS.7.NS.1.2cA. 1.6255.B. undefined13C.is a rational number because it is a fraction of integers without a zero8denominator or because its decimal representation terminates.This question is a possible sample of an open response technology-enhanced item.MAFS.7.NS.1.2dPage 25 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.NS.1.334.651.2.This question is a possible sample of an equation editor response technologyenhanced item.–10 – 6 4 (-0.5)(-2) –10 – 6 (-8)(-2) –10 – 6 16 –16 16 0 Completing the division problem 314 3 5 to get five with a remainder of55 41of a full bag.5 Using repeated subtraction of3.415763from 3 (ORfrom) to get five with a5202041of a cup.20 Changing both quantities to decimals and using repeated subtraction of 0.75remainder offrom 3.80 to get five with a remainder of 0.05 of a cup.This question is a possible sample of an open response technology-enhanced item.Disagree; Selling 8 ornaments covers most of her costs but still leaves her 2 in debt.4.3.50x – 303.50(8) – 30(24 4) – 3038 – 30 -2This question is a possible sample of an open response technology-enhanced item.Page 26 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.NS.1.3-FSA Practice1.-5421.62.3.The student uses the temperature differences to find the measured temperatureseach week (25, 18.4, 22, 23.5, and 19.1) and averages them by finding their sum,108, and dividing by five to find an average water temperature of 21.6.On line 4, Travis subtracted 188 from 180 and got a positive answer. Thedifference should be - 8.00.This question is a possible sample of an open response technology-enhanced item.Starting at Line 3:180.00 - 188.00 20.00 – 5.95-8.00 20.00 – 5.9512.00-5.95 6.05Travis’ actual balance should be 6.05.4.6.05 (-20.00) overdraft fee 𝟐𝟐𝟐𝟐. 𝟎𝟎𝟎𝟎 𝟔𝟔. 𝟎𝟎𝟎𝟎 -13.95-13.95 (-7.85) outstanding charge 𝟏𝟏𝟏𝟏. 𝟗𝟗𝟗𝟗 𝟕𝟕. 𝟖𝟖𝟖𝟖 -21.85To get his account back to 0, Travis needs to deposit 21.80 or more to avoidanother overdraft fee.This question is a possible sample of an open response technology-enhanced item.5.So 284.99 should go to Mr. Aceves’ class, 174.41 should go to Mrs. Baca’s class,and 140.60 should go to Mr. Canyon’s class.Page 27 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.1.11.12.5 cm2.0.8 km3.780 cm4.187200 cm25.A. 1 in 13 ftB. 143 ft by 169 ftC. 69.04 bags so you would need to buy 70 bagsPage 28 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.1.1-FSA Practice1.183 m2.1in 264 ft 23.The area ratio is the square of the scale, 1 in : 8 feet.4.This question is a possible sample of a graphic-drawing response technology-enhanceditem.5.The new drawing is double the length of the original drawing because thescale is half the size.Page 29 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.1.2The student is able to draw a triangle with angle measures 110 , 30 , and 40 andsays it is possible to draw more than one triangle with these conditions.1.2.3.4.This question is a possible sample of a graphic-drawing response technology-enhanceditem.If the sides are increased proportionally, or by the same factor, the anglemeasures will not be changed.The student is able to draw a triangle with the given angle and included sidemeasuresThis question is a possible sample of a graphic-drawing response technology-enhanceditem.It is not possible to draw more than one triangle with these conditions.The student explains in terms of: The uniqueness of the third side. The relationship between the length of a side and the opposite angle measure.Side LengthsYesNoExplanationA. 5 cm, 8 cm, 12 cm When comparing the sum of eachpair of sides to the remainingthird side, it is always greater.B. 12 in., 12 in., 12 in. When comparing the sum of eachpair of sides to the remainingthird side, it is always greater.5.C. 3 ft, 6 ft, 10 ft The sum of 3 and 6 is not greaterthan the third side which is 10.The length of each side of a triangle must be less than the sum of the lengths ofthe other two sides.This question is a possible sample of a matching item response technology-enhanced item.Page 30 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.1.2-FSA PracticeThe student is able to draw a triangle with sides of the given lengths.1.2.This question is a possible sample of a graphic-drawing response technology-enhanceditem.It is not possible to draw more than one triangle with these conditions. Thestudent explains in terms of: The uniqueness of the third vertex. The relationship between the length of a side and the opposite angle measure.Is it possible? Explanation:3.A.10, 7, 2 cmNo, the sum of 7 and 2 is not greater than the thirdside which is 10.B.3, 4, 5 cmYes, when comparing the sum of each pair of sides tothe remaining third side, it is always greater.C.8, 3, 11 cmNo, the sum of 8 and 3 is equal to the third side, 11cm, not greater.16 cm because the sum of 10 and 7 has to be greater than this new third side.The student is able to draw a triangle with sides of the given lengths.4.This question is a possible sample of a graphic-drawing response technology-enhanceditem.Page 31 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.1.3B, C, D, E1.2.This question is a possible sample of a multi-select technology-enhanced item.Vertical Cut TriangleHorizontal Cut CircleThis question is a possible sample of an open response technology-enhanced item.The cross section is a rectangle with a length equal to the length of theprism and a width equal to the width of the prism (or the same size as sideAEHD).3.6 units by 10 unitsThis question is a possible sample of a graphic-drawing response technology-enhanceditem.The cross section is a circle with a diameter equal to the diameter of the base ofthe cylinder, 4 units.4.This question is a possible sample of an open response technology-enhanced item.Page 32 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.1.3-FSA Practice1.The cross section is a rectangle with a length equal to the width (or length) ofthe prism and a width equal to the height of the prism, depending on thedirection of the slice (or the same size as side ABCD or CDHG).2.6 units by 4 unitsThis question is a possible sample of a graphic-drawing response technology-enhanced item.The cross section is a rectangle with a length equal to the height of the cylinderand a width equal to the diameter of the base of the cylinder.3.7 units by 4 unitsThis question is a possible sample of a graphic-drawing response technology-enhanced item.4.The cross section is a rectangle with a length equal to the height of the cylinder,7 units, and a width less than the diameter of the base of the cylinder.Page 33 of 55

7th Grade MAFS Spiral Review Packet-Answer KeyMAFS.7.G.2.41.Part A: CPart B: DA. Correctly identifies the formula for circumference of a circle,C 2πr and C πd.This question is a possible sample of an open response technology-enhanced item.2.B. Explains that C is the circumference, π is the ratio of the circumference tothe diameter of a circle and has an approximation of 3.14, d is the diameter,and r is the radius.C. Correctly draws and labels the diameter and radius of the circle.3.376.8 meters4.314 square yardsA. r, The y height of the rectangular shape is equal to the circle’s radius.B.5.𝟏𝟏𝟐𝟐The base of the shape is equal to half of the circle’s circumference.𝟏𝟏C. The student writes the equation 𝑨𝑨 𝟐𝟐 𝑪𝑪𝑪𝑪, and explains that the equationindicates that t

Mar 07, 2016 · Grade 8 Mathematics Test Item Specifications [PDF] Mathematics Test Design Summary – Updated 01-06-16 [PDF] Grade 7 Mathematics Answer Key : Getting Ready for the 201 6 Florida Standards Assessment (FSA) Florida Department of Education .