2019 PSSA ISS Math Grade 7 PDF

The Pennsylvania System
of School Assessment
Mathematics
Item and Scoring Sampler
2019–2020
Grade 7
Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—September 2019
TABLE OF CONTENTS
INFORMATION ABOUT MATHEMATICS

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
General Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Pennsylvania Core Standards (PCS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
What Is Included. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose and Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Item Format and Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Item Alignment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Testing Time and Mode of Testing Delivery for the PSSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mathematics Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
General Description of Scoring Guidelines for Mathematics Open-Ended Questions. . . . . . . . . . . . . . 3
Item and Scoring Sampler Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Grade 7 Formula Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
PSSA MATHEMATICS GRADE 7
Mathematics Test Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Open-Ended Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Item-Specific Scoring Guideline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Mathematics—Summary Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 ii

INTRODUCTION
General Introduction
The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering
focused instructional programs aligned with the Pennsylvania Core Standards (PCS). These tools include Academic
Standards, Assessment Anchor documents, assessment handbooks, and content-based item and scoring samplers.
This Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing local instructional programs. It
can also be useful in preparing students for the statewide assessment.
This Item and Scoring Sampler is available in Braille format. For more information regarding Braille call (717) 901-2238.
Pennsylvania Core Standards (PCS)

This sampler contains examples of test questions designed to assess the Pennsylvania Assessment Anchors and
Eligible Content aligned to the Pennsylvania Core Standards. The Mathematics, Reading, and Writing PSSA transitioned
to PCS-based operational Mathematics and English Language Arts assessments starting with the spring 2015 PSSA
administration.
The 2014 PCS-aligned Assessment Anchor and Eligible Content documents are posted on this portal:
¾¾ www.education.pa.gov [Roll over ‘DATA AND REPORTING’ in the dark blue bar across the top of the page.
Select ‘ASSESSMENT AND ACCOUNTABILITY.’ Click on the link that reads ‘Pennsylvania System of School
Assessment (PSSA).’ Then click on ‘Assessment Anchors/Eligible Content.’]
What Is Included
This sampler contains test questions (items) that have been written to align to the Assessment Anchors that are based
on the Pennsylvania Core Standards (PCS). The test questions provide an idea of the types of items that will appear
on an operational, PCS-based PSSA. Each sample test question has been through a rigorous review process to ensure
alignment with the Assessment Anchors.
Purpose and Uses

The items in this sampler may be used as examples for creating assessment items at the classroom level, and they may
also be copied and used as part of a local instructional program.1 Classroom teachers may find it beneficial to have
students respond to the open-ended item in this sampler. Educators can then use the sampler as a guide to score the
responses either independently or together with colleagues within a school or district.
Item Format and Scoring Guidelines

The multiple-choice (MC) items have four answer choices. Each correct response to an MC item is worth one point.
Each open-ended (OE) item is designed to take approximately ten to fifteen minutes to complete. During the
administration of the PSSA, students are given additional time as necessary to complete the test items. Each OE item
in mathematics is scored using an item-specific scoring guideline based on a 0–4-point scale. In this sampler, every
item-specific scoring guideline is combined with examples of student responses that represent each score point to
form a practical, item-specific scoring guide.
This sampler also includes the General Description of Scoring Guidelines for Mathematics Open-Ended Questions that
students will have access to during a PSSA mathematics administration. The general description of scoring guidelines
can be distributed to students for use during local assessments and can also be used by educators when scoring local
assessments.1
1 The permission to copy and/or use these materials does not extend to commercial purposes.
PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 1

Item Alignment
All PSSA items are aligned to statements and specifications included in the Assessment Anchors and Eligible Content
Aligned to the Pennsylvania Core Standards. The mathematics content, process skills, directives, and action statements
included in the PSSA mathematics questions align with the Assessment Anchor Content Standards. The Eligible
Content statements represent the limits of the content of the mathematics questions.
Testing Time and Mode of Testing Delivery for the PSSA

The PSSA is delivered in traditional paper-and-pencil format as well as in an online format. The estimated time to
respond to a test question is the same for both methods of test delivery. During an official testing administration,
students are given additional time as necessary to complete the test questions. The following table shows the
estimated response time for each item type.
Mathematics Item Type MC OE

Estimated Response Time
2 10 to 15
(minutes)
Mathematics Reporting Categories

The Assessment Anchors are organized into four classifications as listed below.
•• A = Numbers and Operations •• C = Geometry

•• B = Algebraic Concepts •• D = Data Analysis and Probability
These four classifications are used throughout the grade levels. In addition to these classifications, there are five
Reporting Categories for each grade level. The first letter of each Reporting Category represents the classification; the
second letter represents the Domain as stated in the Common Core State Standards for Mathematics. Listed below are
the Reporting Categories for Grade 7.
•• A-N = The Number System

•• A-R = Ratios and Proportional Relationships
•• B-E = Expressions and Equations
•• C-G = Geometry
•• D-S = Statistics and Probability
Examples of multiple-choice and open-ended items assessing these categories are included in this booklet.

General Description of Scoring Guidelines for Mathematics Open-Ended Questions
4— The response demonstrates a thorough understanding of the mathematical concepts and

procedures required by the task.
The response provides correct answer(s) with clear and complete mathematical procedures shown and
a correct explanation, as required by the task. Response may contain a minor “blemish” or omission in
work or explanation that does not detract from demonstrating a thorough understanding.
3— The response demonstrates a general understanding of the mathematical concepts and

The response and explanation (as required by the task) are mostly complete and correct. The response
may have minor errors or omissions that do not detract from demonstrating a general understanding.
2— The response demonstrates a partial understanding of the mathematical concepts and

The response is somewhat correct with partial understanding of the required mathematical concepts
and/or procedures demonstrated and/or explained. The response may contain some work that is
incomplete or unclear.
1— The response demonstrates a minimal understanding of the mathematical concepts and

0— The response has no correct answer and insufficient evidence to demonstrate any understanding
of the mathematical concepts and procedures required by the task for that grade level.
Response may show only information copied from the question.
Special Categories within zero reported separately:
Blank ��Blank, entirely erased, entirely crossed out, or consists entirely of

whitespace
Refusal ��Refusal to respond to the task
Off Task ��Makes no reference to the item but is not an intentional refusal
Foreign Language ��Written entirely in a language other than English
Illegible ��Illegible or incoherent

Item and Scoring Sampler Format

This sampler includes the test directions and scoring guidelines that appear in the PSSA Mathematics assessments.
Each multiple-choice item is followed by a table that includes the alignment, the answer key, the depth of knowledge
(DOK) level, the percentage2 of students who chose each answer option, and a brief answer-option analysis or
rationale. The open-ended item is followed by a table that includes the item alignment, DOK level, and mean student
score. Additionally, each of the included item‐specific scoring guidelines is combined with sample student responses
representing each score point to form a practical, item‐specific scoring guide. The General Description of Scoring
Guidelines for Mathematics Open-Ended Questions used to develop the item‐specific scoring guidelines should be used
if any additional item‐specific scoring guidelines are created for use within local instructional programs.
Example Multiple-Choice Item Information Table
Item Information
Alignment Assigned AAEC
Answer Key Correct Answer
Depth of Knowledge Assigned DOK
p-value A Percentage of students who selected each option
p-value B Percentage of students who selected each option
p-value C Percentage of students who selected each option
p-value D Percentage of students who selected each option
Option Annotations Brief answer-option analysis or rationale
Example Open-Ended Item Information Table
Alignment Assigned AAEC Depth of Knowledge Assigned DOK Mean Score
2 All p-value percentages listed in the item information tables have been rounded.

PSSA MATHEMATICS GRADE 7 REFERENCE
Grade 7 Formula Sheet
Formulas that you may need on this test are found below.
You may refer back to this page at any time during the mathematics test. 2019
You may use calculator π or the number 3.14 as an approximation of π. Grade 7
Simple Interest Parallelogram

I = Pr t
h
Circle
b
r A = bh
•
Trapezoid
2
C = 2π r A = πr b1
h
Triangle
b2
1
h A = h(b1 + b2)
2
b Rectangular Prism
1
A= bh
2
h
Square
w
l
s
V = lwh SA = 2lw + 2lh + 2wh
A = s2
Polygonal Prism
Rectangle
w
w
l
V = Bw, where B = area of the base
A = lw P = 2l + 2w SA = Pw + 2B, where P = perimeter of base
5
age 2 ofPSSA
2 Grade 7 Mathematics Item and Scoring Sampler—September 2019
Copyright © 2016 by the Pennsylvania Department of Education.
MATHEMATICS TEST DIRECTIONS
On the following pages are the mathematics questions.
•• You may not use a calculator for question 1. You may use a calculator for all other
questions on this test.
Directions for Multiple-Choice Questions:
Some questions will ask you to select an answer from among four choices.
For the multiple-choice questions:
•• First solve the problem on scratch paper.

•• Choose the correct answer and record your choice in the answer booklet.
•• If none of the choices matches your answer, go back and check your work for
possible errors.
•• Only one of the answers provided is the correct response.
Directions for Open-Ended Questions:
Some questions will require you to write your response.
For the open-ended questions:
•• These questions have more than one part. Be sure to read the directions carefully.
•• You cannot receive the highest score for an open-ended question without completing
all tasks in the question. For example, if the question asks you to show your work or
explain your reasoning, be sure to show your work or explain your reasoning in the
space provided.
•• If the question does not ask you to show your work or explain your reasoning, you
may use the space provided, but only those parts of your response that the question
speciﬁcally asks for will be scored.
•• Write your response in the appropriate location within the response box in the
answer booklet. Some answers may require graphing, plotting, labeling, drawing, or
shading. If you use scratch paper, be sure to transfer your ﬁnal response and any
needed work or reasoning to the answer booklet.

Question 1 in this sampler is to be solved without the use of a calculator.
MULTIPLE-CHOICE ITEMS
1. An expression is shown below.
5 • (–7)2 ÷ –7
What is the value of the expression?
A. –35
B. –10
C. 10
D. 35
735244
Item Information
Alignment A-N.1.1.3
Answer Key A
Depth of Knowledge 1
p-value A 46% (correct answer)
p-value B 14%
p-value C 12%
p-value D 28%
Option Annotations A. correct
B. uses –7(2) instead of (–7)2 and makes sign error
C. uses –7(2) instead of (–7)2
D. makes sign error

A calculator is permitted for use in solving questions 2–17 in this sampler.
2. Trenton and Maria record how much dry food their pets eat on average each day.
•• 4   cup of dry food

Trenton’s pet:  __
5
•• Maria’s pet: 1.25 cups of dry food
Based on these averages, how many more cups of dry food will Maria’s pet have eaten than
Trenton’s pet will have eaten over 2 seven-day weeks?
A. 0.9 cup
  3   cups
B. 6 ___
10
 1  cups
C. 11 __
5
D. 17.5 cups
798645
Item Information
Alignment A-N.1.1
Answer Key B
p-value A 13%
p-value B 61% (correct answer)
p-value C 12%
p-value D 14%
Option Annotations A. calculates the difference after 2 days
B. correct
C. calculates the amount of dry food Trenton’s pet eats after 2 weeks
D. calculates the amount of dry food Maria’s pet eats after 2 weeks

3. A tank contains 2,450 gallons of fuel. The changes in the number of gallons of fuel in the tank
over three days are listed below.
–1,208 +790 –514
How many gallons of fuel are in the tank at the end of the three days?
A. 62
B. 728
C. 1,518
D. 3,382
700523
Item Information
Alignment A-N.1.1.1
Answer Key C
p-value A 8%
p-value B 12%
p-value C 72% (correct answer)
p-value D 8%
Option Annotations A. subtracts all 3 values, resulting in –62; makes the answer positive, realizing
the tank could not hold a negative quantity
B. tries to subtract all 3 values, but recognizes the negative result, so subtracts
the sum of 1,208 and 514 from 2,450
C. correct
D. uses the opposite operation of what each sign indicates, finding
2,450 + 1,208 – 790 + 514

4. A number line diagram is shown below.
−6 −5 −4 −3 −2 −1 0
Which expression is represented by the number line diagram?
A. –5.75 +4
B. –5.75 + 1.75
C. –5.75 + (–4)
D. –5.75 + (–1.75)
735246
Item Information
Alignment A-N.1.1.2
Answer Key B
p-value A 13%
p-value C 29%
p-value D 8%
Option Annotations A. uses +4 since the arrow stops at –4, but knows addition moves to the right
B. correct
C. uses –4 since that is where the arrow stops
D. reasons that 1.75 is negative since the arrows are to the left of 0

5. Mr. Lockhart is digging a trench to put in the new school sprinkler system. Every __  1   hour,
4
2
__
the length of his trench increases by      foot. By how much does the length, in feet, of
3
Mr. Lockhart’s trench increase each hour?
 1  
A. __
6
 3  
B. __
7
 11  
C. ___
12
 8  
D. __
3
815655
Item Information
Alignment A-R.1.1.1
Answer Key D
p-value A 24%
p-value B 11%
p-value C 16%
p-value D 49% (correct answer)
Option Annotations
 1  and __
A. multiplies __  2  
4 3
B. adds numerators and denominators
C. adds the two fractions
D. correct

6. Gordon made a scale drawing of a bedroom. The table below shows the actual widths and the
scaled widths for some objects in Gordon’s drawing.
Bedroom Drawing
Actual Width Scaled Width
Object
(feet) (inches)
bed 5 2
door 3 1.5
floor 10 5
table 2 1
Gordon made a mistake in his scale drawing. For which object did Gordon not use the same
scale as he did for the other objects?
A. bed
B. door
C. floor
D. table
801333
Item Information
Alignment A-R.1.1.2
Answer Key A
p-value B 21%
p-value C 9%
p-value D 8%
B. identifies the object with a scaled width that is not a whole number
C. identifies the object with the largest difference between the actual and
scaled widths
D. identifies the object with the smallest difference between the actual and
scaled widths

7. The table below shows the number of baskets Javier attempted and the number of baskets he
made during his first three basketball games this season.
Javier’s Basketball Games

Baskets Baskets
Game
Attempted Made
1 10 4
2 20 8
3 25 15
Which statement correctly describes the relationship between the number of baskets Javier
attempted and the number of baskets he made during each game?
A. The relationship is proportional. For every 5 baskets Javier attempted each game, he
made 2 baskets.
B. The relationship is proportional. For every 5 baskets Javier attempted each game, he
made 3 baskets.
C. The relationship is not proportional because the ratio of the number of baskets attempted
to the number of baskets made is not constant.
D. The relationship is not proportional because the number of baskets attempted from game
to game increases more than the number of baskets made.
812794
Item Information
Alignment A-R.1.1.2
Answer Key C
p-value A 16%
p-value B 9%
p-value D 16%
Option Annotations A. ignores game 3
B. only considers game 3
C. correct
D. thinks the difference between the number of baskets attempted has to be
the same as the difference between the number of baskets made

8. Anna opened a bank account. She adds the same amount of money to her account each
month. The table below shows the amounts of money in her account at the ends of certain
numbers of months.
Anna’s Bank Account

Month Amount
3 $45
5 $75
12 $180
15 $225
How much money does Anna add to her bank account each month?
A. $10
B. $12
C. $14
D. $15
812786
Item Information
Alignment A-R.1.1.3
Answer Key D
p-value A 4%
p-value B 3%
p-value C 4%
Option Annotations A. calculates (75 – 45) ÷ 3
B. calculates (225 – 45) ÷ 15
C. calculates (45 – 3) ÷ 3
D. correct

9. Ms. Garcia drove from her house to her sister’s house. The distance (y), in miles, she drove
based on the time (x), in hours, is graphed on a coordinate grid. Her drive is represented by the
 1  , 120). Based on the point on the graph with an

line segment with endpoints at (0, 0) and (2 __
2
x‑coordinate of 1, which statement must be true?
A. Ms. Garcia drove 1 mile in 48% of an hour.
B. Ms. Garcia drove at a unit rate of 48 miles per hour.
C. Ms. Garcia drove from her house to her sister’s house in 1 hour.
 1   of the distance from her house to her sister’s house.

D. Ms. Garcia drove ___
48
666595
Item Information
Alignment A-R.1.1.5
Answer Key B
p-value A 15%
p-value C 17%
p-value D 12%
Option Annotations A. misinterprets constant of proportionality
B. correct
C. thinks the point at (1, 48) represents the total trip
D. misinterprets unit rate

10. An art dealer purchased a painting 5 years ago for $2,000. Now, the value of the painting has
increased by 75%. What is the value of the painting now?
A. $2,375
B. $2,750
C. $3,000
D. $3,500
815641
Item Information
Alignment A-R.1.1.6
Answer Key D
p-value A 8%
p-value B 27%
p-value C 7%
Option Annotations A. adds 75 × 5 to 2,000
B. adds 75% of 1,000 to 2,000
C. multiplies 2,000 by 150%
D. correct

11. Simplify: 4x – 5.2y + 6y + 7.9x – 8x
A. 4.7xy
B. –1.3x + 6y
C. 3.9x + 0.8y
D. 19.9x + 11.2y
804827
Item Information
Alignment B-E.1.1.1
Answer Key C
p-value A 17%
p-value B 7%
p-value D 21%
Option Annotations A. adds all terms and multiplies variables
B. subtracts 5.2 from the coefficient of the x-terms instead of subtracting it
from the coefficients of the y-term
C. correct
D. does not consider the signs of the coefficients of the x-terms and the
y-terms

12. A painter charges $25 per hour plus $50 to paint a house. The painter painted a house for less
than $725. Which inequality can be used to determine all the possible numbers of hours (x) it
took the painter to paint the house?
A. 25x + 50 < 725

B. 25x + 50 > 725
C. 50x + 25 < 725
D. 50x + 25 > 725
815676
Item Information
Alignment B-E.2.2.2
Answer Key A
p-value B 24%
p-value C 9%
p-value D 7%
B. confuses < with >
C. switches the rate and the fixed cost
D. confuses < with > and switches the rate and the fixed cost

13. Which statement best describes a random sample of all students in a middle school?
A. Of all the students who are on the track team, the first three to finish a race
are selected.
B. Of all the students who are in the drama club, every third student on the roster
is selected.
C. Of all the students who complete an assignment, the first, third, and tenth students
are selected.
D. Of all the students who attend a school-wide assembly, those sitting in every third seat
are selected.
696725
Item Information
Alignment D-S.1.1.1
Answer Key D
p-value A 11%
p-value B 6%
p-value C 15%
Option Annotations A. neither the selection process (three fastest) nor the pool of students (track
team) is random
B. the selection process is random, but the pool of students (drama club) is
not random
C. the selection process is somewhat random (slightly favors the students who
are quickest to finish), but the pool of students (those who complete an
assignment) is not random
D. correct

14. Two teams sold the same item for a fundraiser. The number of sales by each team member is
shown in the line plots below.
Team A
×
× × ×
× × × × × ×
0 1 2 3 4 5 6 7 8 9 10
Number of Sales
Team B
× × ×
× × ×
× × × ×
0 1 2 3 4 5 6 7 8 9 10
Number of Sales
Based on the line plots, which statement is true?
A. No team member from team B had more sales than any team member from team A.
B. Every team member from team A had more sales than 50% of the team members from
team B.
C. At least one team member from each team had the median number of sales for his or
her team.
D. The range for the number of sales for team A is equal to the greatest number of sales for
team B.
804834

Item Information
Alignment D-S.2.1
Answer Key D
p-value A 15%
p-value B 15%
p-value C 29%
Option Annotations A. interprets the measure of center to be absolute comparisons
(i.e., since the median/mean is lower, every data point must be lower) OR
only compares data points based on “rank” (i.e., the first data point in B is
lower than the first data point in A, etc.)
B. either incorrectly identifies the median for team B as less than 4 OR
incorrectly interprets “more” as “at least”
C. does not recognize that the median for team A, which is 6.5, cannot be a
number of sales for a team member
D. correct

15. Pat is conducting a probability experiment using the spinner pictured below.
1
2
Pat spins the spinner one time. Which statement about the result of the spin is true?
A. Region 1 is certain.
B. Region 3 is impossible.
C. Region 2 is more likely than region 3.
D. Region 1 and region 2 are equally likely.
815680
Item Information
Alignment D-S.3.1.1
Answer Key C
p-value A 11%
p-value B 7%
p-value D 11%
Option Annotations A. confuses the most likely outcome with certainty
B. thinks the least likely outcome is impossible
C. correct
D. thinks region 2, which is most of one half, is equally likely as region 1, which
is the other half

16. Using data from car sales, probabilities for the color of a car sold were calculated. The
probabilities for two colors are listed below.
•• The probability a car sold is white is 0.21.

•• The probability a car sold is black is 0.19.
Based on these probabilities, how many of the next 200 cars sold are likely to be white and
how many are likely to be black?
A. white: 11 B. white: 21

black: 10 black: 19
C. white: 42 D. white: 80
black: 38 black: 80
678675
Item Information
Alignment D-S.3.2.1
Answer Key C
p-value A 9%
p-value B 19%
p-value D 7%
Option Annotations
 1  of 21 and 19 and rounds
A. takes __
2
B. uses numbers from probabilities without applying them to 200
C. correct
D. adds 0.21 and 0.19 to get 0.40, finds the probability out of 200, which is 80,
and uses 80 for both colors

OPEN-ENDED QUESTION
17. A piece of steel is in the shape of a triangle. One side of the triangle is 8 inches long.
The lengths of the other two sides are equal and each is less than 8 inches long.
A. What type of triangle must describe the shape of the piece of steel?
B. What are possible values for each of the three angle measures, in degrees, of
the vertices of the triangle?
Go to the next page to finish question 17. GO ON

17. Continued. Please refer to the previous page for task explanation.
Another piece of steel is also in the shape of a triangle. One side of the triangle is
6 inches long. The lengths of the other two sides are equal and each is less than
6 inches long. The lengths of the unknown sides of the triangle are whole numbers
of inches.
C. What are all the possible lengths, in inches, of the unknown sides of the
triangle? Explain the process you used to find all the possible lengths.
After you have checked your work, close your answer booklet
and test booklet so your teacher will know you are finished.

Item-Specific Scoring Guideline

#17 Item Information
Alignment C-G.1 Depth of Knowledge 3 Mean Score 0.87
Assessment Anchor this item will be reported under:
M07.C-G.1—Demonstrate an understanding of geometric figures and their properties.
Specific Anchor Descriptor addressed by this item:
M07.C-G.1.1—Describe and apply properties of geometric figures.
Scoring Guide
Score In this item, the student . . .

Demonstrates a thorough understanding of geometric figures and their properties by correctly
4
solving problems and clearly explaining procedures.
Demonstrates a general understanding of geometric figures and their properties by correctly
3
solving problems and clearly explaining procedures with only minor errors or omissions.
Demonstrates a partial understanding of geometric figures and their properties by correctly
2
performing a significant portion of the required task.
1 Demonstrates minimal understanding of geometric figures and their properties.
The response has no correct answer and insufficient evidence to demonstrate any understanding
0 of the mathematical concepts and procedures as required by the task. Response may show only
information copied from the question.
Top-Scoring Student Response and Training Notes
Score Description
4 Student earns 4 points.
3 Student earns 3.0–3.5 points.
2 Student earns 2.0–2.5 points.
Student earns 0.5–1.5 points.
1 OR
Student demonstrates minimal understanding of geometric figures and their properties.

Response is incorrect or contains some correct work that is irrelevant to the skill or concept
0
being measured.

Top-Scoring Response
Part A (1 point):
1 point for correct answer
What? Why?
isosceles
Part B (1 point):
What? Why?
Answers may vary. Accept any set of 3 values for

which the sum is 180, exactly two values are equal to
each other, and the unique value is the greatest value
in the set.
Sample Response:
100 (degrees), 40 (degrees), 40 (degrees)
Part C (2 points):
1  point for only 1 correct answer and no incorrect answers

OR  __
2
1 point for correct and complete explanation
1  point for correct but incomplete explanation

OR  __
2
What? Why?
4 (inches). Sample Explanation:
AND The sum of the two unknown sides has to be greater than 6 or else it can’t create a
triangle. The only whole numbers that work are 4 and 5.
5 (inches)
OR equivalent

STUDENT RESPONSE
Response Score: 4 points
PARTS A AND B
The response provides a correct answer.

Question 17
Page 1 of 2

Question 17
Page 2 of 2 PART C
The response provides the two

correct lengths and a correct and
complete explanation.
PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019

29
STUDENT RESPONSE
The response provides an incorrect answer.

of inches.
The response provides the two correct

lengths and a correct and complete
explanation.

STUDENT RESPONSE
PARTS A AND B

Question 17
Page 1 of 2

PART C
correct lengths and an incorrect

The response provides the two
explanation.
Question 17
Page 2 of 2

STUDENT RESPONSE
Response Score: 1 point

of inches.
The response provides incorrect answers

and an incorrect explanation.

STUDENT RESPONSE
PARTS A AND B

Question 17
Page 1 of 2

PART C
The response provides incorrect answers and an

incorrect explanation.
Question 17
Page 2 of 2

MATHEMATICS—SUMMARY DATA
MULTIPLE-CHOICE
Sample Depth of p-values p-values p-values p-values

Number Alignment Answer Key Knowledge A B C D
1 A-N.1.1.3 A 1 46% 14% 12% 28%
2 A-N.1.1 B 2 13% 61% 12% 14%
3 A-N.1.1.1 C 1 8% 12% 72% 8%
4 A-N.1.1.2 B 2 13% 50% 29% 8%
5 A-R.1.1.1 D 2 24% 11% 16% 49%
6 A-R.1.1.2 A 2 62% 21% 9% 8%
7 A-R.1.1.2 C 2 16% 9% 59% 16%
8 A-R.1.1.3 D 2 4% 3% 4% 89%
9 A-R.1.1.5 B 2 15% 56% 17% 12%
10 A-R.1.1.6 D 2 8% 27% 7% 58%
11 B-E.1.1.1 C 1 17% 7% 55% 21%
12 B-E.2.2.2 A 2 60% 24% 9% 7%
13 D-S.1.1.1 D 1 11% 6% 15% 68%
14 D-S.2.1 D 2 15% 15% 29% 41%
15 D-S.3.1.1 C 2 11% 7% 71% 11%
16 D-S.3.2.1 C 2 9% 19% 65% 7%
OPEN-ENDED
Sample Depth of
Alignment Points Mean Score
Number Knowledge
17 C-G.1 4 3 0.87

THIS PAGE IS
INTENTIONALLY BLANK.

PSSA Grade 7 Mathematics
Item and Scoring Sampler
Copyright © 2019 by the Pennsylvania Department of Education. The materials contained in this
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does not extend to the duplication of materials for commercial use.

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The Pennsylvania System

INFORMATION ABOUT MATHEMATICS

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 ii

Pennsylvania Core Standards (PCS)

Purpose and Uses

Item Format and Scoring Guidelines

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 1

Testing Time and Mode of Testing Delivery for the PSSA

Mathematics Item Type MC OE

Mathematics Reporting Categories

•• A = Numbers and Operations •• C = Geometry

•• A-N = The Number System

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 2

General Description of Scoring Guidelines for Mathematics Open-Ended Questions

4— The response demonstrates a thorough understanding of the mathematical concepts and

3— The response demonstrates a general understanding of the mathematical concepts and

2— The response demonstrates a partial understanding of the mathematical concepts and

1— The response demonstrates a minimal understanding of the mathematical concepts and

Response may show only information copied from the question.

Special Categories within zero reported separately:

Blank �������������������������������������Blank, entirely erased, entirely crossed out, or consists entirely of

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 3

Item and Scoring Sampler Format

Example Multiple-Choice Item Information Table

Example Open-Ended Item Information Table

Alignment Assigned AAEC Depth of Knowledge Assigned DOK Mean Score

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 4

Simple Interest Parallelogram

MATHEMATICS TEST DIRECTIONS

On the following pages are the mathematics questions.

Directions for Multiple-Choice Questions:

For the multiple-choice questions:

•• First solve the problem on scratch paper.

Directions for Open-Ended Questions:

Some questions will require you to write your response.

For the open-ended questions:

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 6

Question 1 in this sampler is to be solved without the use of a calculator.

1. An expression is shown below.

What is the value of the expression?

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 7

A calculator is permitted for use in solving questions 2–17 in this sampler.

•• 4 ​ cup of dry food

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 8

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 9

Which expression is represented by the number line diagram?

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 10

B. adds numerators and denominators

C. adds the two fractions

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 11

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 12

Javier’s Basketball Games

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 13

Anna’s Bank Account

PSSA Grade 7 Mathematics Item and Scoring Sampler—September 2019 14

​ 1 ​, 120). Based on the point on the graph with an

A. Ms. Garcia drove 1 mile in 48% of an hour.

B. Ms. Garcia drove at a unit rate of 48 miles per hour.

​ 1 ​ of the distance from her house to her sister’s house.

Blank ��Blank, entirely erased, entirely crossed out, or consists entirely of

•• 4   cup of dry food

 1  , 120). Based on the point on the graph with an

 1   of the distance from her house to her sister’s house.

1  point for only 1 correct answer and no incorrect answers

1  point for correct but incomplete explanation