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MEeMPower MathematicsReading

Writing & LanguageGrade 8

2Support Materials |

Grade 8 | Mathematics SESSION 1(No Calculator)

Alignment CONCEPTS AND PROCEDURES STANDARD: 08.NS.01.02

MATHEMATICAL PRACTICES STANDARD: 2

KEY: B

540968 Choice -

1. Between which two integers does fall?

A 6 and 7

B 7 and 8

C 8 and 9

D 9 and 10

DirectionsToday you will take a test in mathematics. For this test, you will answer selected-response and constructed-response questions. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it. You may NOT use a calculator to answer the questions in this session.

Alignment CONCEPTS AND PROCEDURES STANDARD: 08.EE.01.01


KEY: D

540991 Choice -

2. Which equation is true?

A

B

C

D



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.F.01.03


KEY: D

540993 Choice -

3. Which table represents a function that is not linear?

A

x y

–1 –18

–9

9

18

0

2

3

B

x y

–1

0

2

3

–9

0

18

27

C

x y

–1

0

2

3

10

9

7

6

D

x y

–1

0

2

3

1

0

4

9



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.EE.02.06


KEY: C

540995 Choice -

4. Similar triangles ABC and CDE are shown on a coordinate grid. Line m passes through the points A, C, and E.

y

x–10 –8 –6 –4 –2 2 4 6 8 100

2

4

6

8

–2

–4

–6

–8

10

–10

10

–2

–4

–6

–8

–10

A B

CD

E

mm

Which statement about triangles ABC and CDE is true?

A

B

C The slope of is the same as the slope of .

D The slope of is greater than the slope of .



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.SP.01.03


KEY: N/A

540997 Composite -

5. This scatterplot shows the number of bottles of water and the number of soft pretzels sold during different hours at a stadium snack stand. The equation models the line of best fit, where x is the number of soft pretzels sold and y is the number of bottles of water sold.

y

x0

2

2 4 6 8 10 12 14 16 18 20 22 24

4

6

8

10

12

14

16

18

20

22

24

Bo

ttle

s o

f Wat

er

Soft Pretzels

Snack Stand Sales

a. What does the slope of the model represent in this situation?b. Based on the line of best fit, how many bottles of water could be sold when 22 soft

pretzels are sold? Show your work or explain how you know.



Training NotesPart a 1 point for correct answer, 1 bottle of water is sold for every 1 soft pretzel sold, or equivalentPart b 1 point for correct answer, 23

Mathematical Practices Scoring Rubric

Score Description

1 The student earns 1 point.

0 The student earns 0 points.

Blank No response

Training Notes1 point for interpreting and analyzing models (interpret the data either from the graph or from the equation to extrapolate

the predicted value)

Exemplary Responsea. 1 bottle of water is sold for every 1 soft pretzel soldb. 23; y = x + 0.5 = 1(22) + 0.5 = 22.5 or about 23

Concepts and Procedures Scoring Rubric

Score Description




Blank No response



540997

Score Point 2

a. The slope represents 1 bottle of water being sold for every soft pretzel sold.

b. I will use the equation y = x +0.5

y = 22 + 0.5 y = 22.5 which would be 23 bottles of water

ANNOTATIONSCPS: 2 points/2 score

A-1: The student correctly describes what the slope of the model represents.B-1: The student provides the correct number of bottles of water sold based on the line of best fit.

MPS: 1 point1: The student interprets the data using the equation to extrapolate the predicted value.

Score Point 1

a. The slope shows us that for each water bottle there is one soft pretzel sold.

b. 22

ANNOTATIONSCPS: 1 point/1 score

A-1: The student correctly describes what the slope of the model represents.B-0: The student provides an incorrect number of bottles of water sold based on the line of best fit.

MPS: 0 points0: The student fails to interpret the data correctly using either the graph or the equation to extrapolate the predicted value.

Score Point 0

a. The slope shows the line of best fit.

b. 22 = x + 0.5 x = 21.5


A-0: The student incorrectly describes what the slope of the model represents in this specific situation.B-0: The student provides an incorrect number of bottles of water sold based on the line of best fit.

MPS: 0 points0: The student fails to interpret the data correctly using the equation to extrapolate the predicted value.


Grade 8 | Mathematics SESSION 2(Calculator)

Alignment CONCEPTS AND PROCEDURES STANDARD: 08.F.02.05


KEY: B

541001 Choice -

6. A car is moving at a constant speed. It slows down and stops at a traffic light, then speeds up and moves at a constant speed.Which graph best represents the situation?

DirectionsToday you will take a test in mathematics. For this test, you will answer selected-response and constructed-response questions. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it. You MAY use a calculator to answer the questions in this session.

A

Time

y

x

Sp

eed

of

Car

B

Time

y

x

Sp

eed

of

Car

C

Time

y

x

Sp

eed

of

Car

D

Time

y

x

Sp

eed

of

Car



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.SP.01.04


KEY: B

541003 Choice -

7. Daniel wants to know if people prefer to watch movies in a theater or at home. He randomly surveyed 200 students and adults. The results of his survey are shown in this table.

In Theater

50 30 80

120

200

84

114

36

86

At Home Total

Students

Adults

Total

Based on the data in the table, which statement is true?

A Of the total people surveyed, 80% were students.

B Of the adults surveyed, 70% prefer to watch movies at home.

C Of the students surveyed, 30% prefer to watch movies at home.

D Of the total people surveyed, 50% prefer to watch movies in a theater.



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.G.02.07


KEY: D

541020 Choice - Mark’s distance on a grid

8. Which process will determine the length of ?

A Find the square of the sum of the lengths 5 units and 11 units.

B Find the sum of the squares of the lengths 5 units and 11 units.

C Find the square root of the sum of the lengths 5 units and 11 units.

D Find the square root of the sum of the squares of the lengths 5 units and 11 units.

541025 Cluster - Mark’s distance on a grid 541017 Shared Stimulus - Shared Stimulus-Math

Use the information below to answer questions 8 and 9.

Mark drew isosceles triangle RST on this coordinate grid.

y

x–10 –8 –6 –4 –2 2 4 6 8 100

2

4

6

8

–2

–4

–6

–8

10

–10

10

–2

–4

–6

–8

–10

R

S

TT

5 units

11 units

5 units

11 units



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.G.02.08


KEY: A

Use the information on the previous page to answer question 9.

541022 Choice - Mark’s distance on a grid

9. Mark wants to find the height of triangle RST. He uses these steps and the points and to find the distance between the points.

Step 1: Subtract the x-values: Step 2: Subtract the y-values:

Step 3: Find the sum of the squares: unitsStep 4: Take the square root to determine the height of triangle RST:

Is Mark correct?

A Yes, he is correct.

B No, in Step 2 the difference should be 8 units.

C No, in Step 3 the sum should be 16.

D No, in Step 4 the square root of 128 should be 64.



Alignment CONCEPTS AND PROCEDURES STANDARD: 08.EE.03.08.c


KEY: N/A

541027 Composite -

10. At a music festival, there is one price for adult tickets, one price for child tickets, and one price for senior citizen tickets.

• The Hernandez family bought 3 adult tickets and 2 child tickets for a total of $180.

• The Carr family bought 1 adult ticket and 2 child tickets for a total of $100.a. Write a system of equations that can be used to find the price of each adult ticket and

the price of each child ticket. Be sure to use variables to represent each type of ticket in your system of equations.

b. What is the price, in dollars, for each adult and each child ticket? Show your work or explain how you know.

The Gupta family bought 2 adult tickets, 4 child tickets, and 1 senior citizen ticket for a total of $235.c. What is the price, in dollars, for each senior citizen ticket? Show your work or explain

how you know.

Concepts and Procedures Scoring Rubric

Score Description






Blank No response



Training NotesPart a 1 point for correct answers, 3x + 2y = 180; x + 2y = 100, or equivalentPart b 2 points for two correct answers, $40 adult and $30 child OR 1 point for one correct answer, $40 adult or $30 childPart c 1 point for correct answer, $35

Mathematical Practices Scoring Rubric

Score Description




Blank No response

Training Notes1 point for knowing and flexibly using different properties of operations (uses a process to solve the system of equations for

both unknown prices in part (b))1 point for making sense of quantities and their relationships in problem situations (uses an expression or equation for

the total price of tickets for the Gupta family and substitutes the values for the adult and child prices into it to determine the price of the senior citizen ticket in part (c))

Exemplary Responsea. 3x + 2y = 180; x + 2y = 100

b. $40 (adult ticket); $30 (child ticket)

Using the elimination method:

3x + 2y = 180

–(x + 2y = 100)

2x = 80

2x2

= 802

x = 40

Substituting back into the equation x + 2y = 100 and solving for y,

40 + 2y = 100

2y = 100 – 40

2y2

= 602

y = 30

c. $35 (senior citizen); using the Gupta family equation 2x + 4y + s = 235 and substituting x for 40 and y for 30,

2(40) + 4(30) + s = 235

80 + 120 + s = 235

200 + s = 235

s = 35



541027

Score Point 4

a. 3a + 2c = 180 and a + 2c = 100

b. 3a + 2c = 180 minus a + 2c = 100 gives us 2a = 80

a = 80/2, a = 40

3(40) + 2c = 180 then 120 + 2c = 180 then 2c = 180 – 120

2c = 60

c = 30

Answer: $40 for adult and $30 for child

c. 2(40) + 4(30) + s = 235

80 + 120 + s = 235

200 + s = 235

s = 235 – 200

s = 35 Answer: $35 for senior citizen


A-1: The student writes a correct system of equations that can be used to find the price of each adult and each child ticket.B-2: The student correctly calculates the price of each adult and each child ticket. C-1: The student correctly calculates the price of each senior citizen ticket.

MPS: 2 points 1: The student uses a process to solve the system of equations for both unknown prices in part (b). 1: The student uses an equation for the total price of tickets and substitutes the values for the adult and child prices into it

to determine the price of the senior citizen ticket in part (c).



541027

Score Point 3

a. 3x + 2y = 180 x + 2y = 100 Combined 4x + 4y = 280

b. 3x + 2y = 180

- x + 2y = 100 2x = 80 x = 40 Adult ticket is $40

3(40) + 2y = 180

120 + 2y = 180

2y = 180 – 120

2y = 60

Y = 20 Child ticket is $20

c. 2 (40) + 4 (20) + z = 235

80 + 80 + z = 235

160 + z = 235

z = 235 – 160

z = 75 Senior citizen ticket is $75


A-1: The student writes a correct system of equations that can be used to find the price of each adult and each child ticket. B-1: The student correctly calculates the price of each adult ticket only. C-1: The student correctly calculates the price of each senior citizen ticket based on the error in part (b).

MPS: 1 point 0: The student solves the system of equations correctly for only one unknown price in part (b). 1: The student uses an equation for the total price of tickets and substitutes the values for the adult and child prices into it

to determine the price of the senior citizen ticket in part (c).



541027

Score Point 2

a. 3x + 2y = 180 x + 2y = 100

b. 3x = 80

x = 26.67 dollars

c. $35 for senior citizens


A-1: The student writes a correct system of equations that can be used to find the price of each adult and each child ticket.B-0: The student incorrectly calculates the price of either ticket.C-1: The student provides the correct price of a senior citizen ticket.

MPS: 0 points 0: The student fails to solve the system of equations to find the price of adult or child tickets. 0: The student fails to make use of an expression or equation to determine the price of a senior citizen ticket.

Score Point 1

a. 5x = 180 and 3x = 100

b. Adult tickets $35

Child tickets $30

c. Senior tickets would have to be like maybe $33

ANNOTATIONSCPS: 1 point/1 score

A-0: The student writes an incorrect system of equations.B-1: The student provides the correct price for only a child ticket. C-0: The student provides an incorrect price for a senior citizen ticket.

MPS: 0 points0: The student fails to solve a system of equations to find the price of adult or child tickets. 0: The student fails to make use of an expression or equation to determine the price of a senior citizen ticket.



541027

Score Point 0

a. 3a + 2c = 180 2c = 100

b. 3a + 4c = 80

7ac = 80

ac = about 11

c. 2(11) + 4 (11) +s = 235

66s = 235

s = about 4


A-0: The student writes an incorrect system of equations. B-0: The student incorrectly calculates the price of either ticket. C-0: The student incorrectly calculates the price of each senior citizen ticket.

MPS: 0 points 0: The student fails to solve a system of equations to find the price of adult or child tickets. 0: The student fails to properly use an equation to determine the price of a senior citizen ticket.


Grade 8 | Reading

542744 Cluster - The Myth of Atlas and Hercules; Middlebury Field 541368 Shared Stimulus - Shared Stimulus

You will now read two passages and answer the questions that follow. Some of the questions may ask you to compare the two passages.

Passage 1

The Myth of Atlas and Hercules 1 Long ago, long before humans walked on Earth, a bitter war erupted between the Titan

and Olympian gods to determine who would reign over the world. The tenacity of both sides meant weeks of combat that turned into months . . . months of struggle that turned into years.

2 Atlas led his Titan warriors against the Olympians for a decade. However, weary with battle, Atlas’s army finally succumbed to the Olympian legions. As punishment, Zeus, the leader of the Olympians, banished all the Titan warriors to a deep and dark abyss called Tartarus. There, they would languish for eternity—everyone except Atlas, whose might and leadership demanded special consideration. For Atlas, Zeus decreed a special consequence: to carry the burden of the sky on his back.

3 Immediately, Atlas was condemned to the farthest part of Earth where he took the weight of the sky upon his shoulders.

4 A long time later, Hercules was born to Zeus and a mortal woman. Hercules grew to be the strongest of all mortals and stronger than many gods.

5 After Hercules grew to adulthood, Apollo, another Olympian deity and also a son of Zeus, challenged Hercules to complete the Twelve Labors over twelve years. Apollo promised him immortality if he completed each task successfully. The Labors were near-impossible feats; however, Hercules persevered, accomplishing the first ten labors in ten years.

6 For the Eleventh Labor, Hercules was to bring back the golden apples of the Hesperides. The Hesperides, the daughters of Atlas, lived in an idyllic garden with trees that produced the precious apples.

7 Hercules knew the daughters would never give him their prized golden apples, so he conjured up a plan. He went to see Atlas.

8 “Atlas!” called out Hercules. “You have borne this unjust punishment long enough. I will gladly shoulder your burden if you can do me one small favor in return.”

9 Atlas, stooped over by the weight of the sky, gasped in discomfort, “What is the favor?”

DirectionsToday you will take a test in reading. For this test, you will read passages and then answer questions about the passages. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it.


Grade 8 | Reading

10 Hercules petitioned, “Will you procure for me the golden apples from the garden of the Hesperides?”

11 His body sore with the unyielding weight of the sky, Atlas considered this question. He knew with confidence that he could persuade the Hesperides to let him take the apples, and that this was his chance to finally be free.

12 Atlas conjured up his own plan. 13 He hoisted the sky onto Hercules’s shoulders, went straight to the Hesperides, and

requested the apples. With reluctance, they agreed. 14 Atlas hurried back to Hercules and dropped the golden apples at his feet. Under a

shadow of regret, Atlas turned and began to walk away. 15 “What are you doing?” Hercules shouted, secretly hoping his plan would work. “You

cannot leave me here! You have granted me a great favor, so I will continue to hold up the sky for you, but I need to get a cushion so the sky does not give me such pain across my shoulders.”

16 Wracked with thoughts of his former burden, yet tortured with feelings of sympathy for Hercules’s new plight, Atlas stopped. He knew too well the weight of the sky. Atlas turned and said, “Retrieve a cushion for your back, my friend. But return quickly, for our deal is sealed, and I must leave this cursed place.”

17 “Thank you,” Hercules said, and sighed as he lifted the sky back onto Atlas’s shoulders. 18 Before Atlas could say anything, Hercules gathered up the golden apples and fled.

“The Myth of Atlas and Hercules” © 2017 by Measured Progress.


Grade 8 | Reading541374 Shared Stimulus - Shared Stimulus

Passage 2

Middlebury Field 1 Lucas walked out onto the field. 2 Freshly mowed. 3 He took in a breath, relishing this succulent moment—this solitary moment right before

his first practice in the coveted role as the only freshman on the varsity football team. In Middlebury, this never happened—well, almost never—and Lucas was not just good, but the best. He practiced his skills, but only as a sort of quaint courtesy; he had a rare and unique talent that needed little nurturing.

4 He grinned to himself and squinted, looking out at the light-soaked field. 5 Then he looked down, his eyes on the Earth, his mind elsewhere. With the sun

augmenting the shine of his hair, Lucas considered time and how parts of the past seem to blow away like fine dust at the edge of the grass. But some parts are different, he thought. Some parts do not blow away, and instead take root and remain green.

6 Lucas’s first practice at the age of ten was one part that stayed green, nourished by continual remembrance. It was on a day as bright as this one that Lucas stepped out on the field with the youth football league and did everything right the very first time. People back then said he practiced with the quickness and agility of an athlete much older, but that wasn’t true. The particular way Lucas moved, spun, and pivoted had no parallel in Middlebury or anywhere—with the one exception, of course.

7 Lucas sat down on the bench, and as he changed into his sleek, rigid new cleats, he felt a familiar sense of power—of strength. Dad always said it was this way with him, too. The field transforms you, somehow. Perhaps it was the space to run or the clean air. But Lucas suspected that it was more than that. Something about the time and the place and the game—the fever of competition—pushed him to excel. Plus, Lucas was his father’s son. And no one ever lets me forget it, thought Lucas.

8 Starting his two warm-up laps, Lucas let his elongated strides help him focus on the next prize on the horizon: the role of starting quarterback. He deserved the spot, of course, but he also knew about his father’s incessant interference with the coaches. Dad had given the rundown of what was said this time, but with the familiar taste of bitterness, he could picture the specifics . . .

9 “No free ride to the top, Allen,” he could imagine Dad telling Coach. “He’s got to pay his dues, first.”

10 “Zach, you’re mayor, but on my team, not even Lucas is getting a starting position handed over like a free gift.”

11 “That’s what I like to hear.”


Grade 8 | Reading

12 Oh, he would earn it all right. With courtesy, he would complete any litany of tasks . . . and easily. Coach already said that Lucas would be running basic drills and stacking and storing equipment along with all the other hapless rookies—but what was understood and left unsaid was that much more would be expected because he was Lucas. Zach’s son. Lucas kicked the dirt just once, then kept running.

13 At the end of the second lap, Lucas saw the coaches and other players start to arrive. 14 He was ready.

* * *

15 Practice went just as expected. Lucas ran the basic drills and, as usual, ran them better than everyone else.

16 When it came time to help stack the equipment, the seniors took advantage of their customary privileges and headed straight to the locker room, bypassing the drudgery of putting everything away after a long, arduous practice. The freshmen, along with Alton, sweat dripping in the early fall heat, shuffled to the piles that waited.

17 Lucas glanced over at Alton. Alton was a talented senior, but Coach benched him for the first part of the season for “neglecting” to do all his homework at the end of last year. Apparently, he needed to change his attitude. He, too, was paying his dues.

18 As Alton and each freshman began his assigned task, a group of seniors yelled out. “Lucas! What are you doing? Forget all that.”

19 “What do you mean? I have to clean up.” 20 But Lucas knew. Everyone knew. They were offering a free gift, and it was Lucas’s for the

taking. Once accepted, it would become habit. Habit would become custom, and custom would become the way that Lucas operated in Middlebury from then on.

21 Lucas froze and surveyed the scene around him. He glanced to his left and saw that Alton had not been paying attention to the story unfolding, too busy with his burden. Deceiving Alton and convincing him to take on what is really his job as a freshman player—with honey-laden promises of helping him out later—could be easy. It’s unfair, but what reason is there to not meet injustice with injustice, Lucas mused.

22 However, another thought crept in as Lucas observed Alton laboring in silence. Lucas suspected this was one of those moments that, if he chose to proceed, would never blow away like dust. Somehow, he knew that elevating himself on the back of someone else would become a part of his life that not only stayed rooted and steadfast, but would grow rotten and putrid over time, multiplying, with nothing to force its disintegration.

23 Finally, Lucas looked up, his hair once again catching the light of the sun, and decided.

“Middlebury Field” © 2017 by Measured Progress.


Grade 8 | Reading

Alignment STANDARD: RL.08.03

KEY: C

542729 Choice - The Myth of Atlas and Hercules; Middlebury Field

1. Read this sentence from paragraph 14 in Passage 1.

Under a shadow of regret, Atlas turned and began to walk away.

Based on the passage, what does this line reveal about Atlas’s character?

A He has concerns about the serious consequences for defying Zeus.

B He feels remorse for taking the golden apples from the Hesperides.

C He feels guilty for leaving Hercules with the heavy burden of the sky.

D He has doubts about whether Hercules can keep holding up the sky.


Grade 8 | Reading


KEY: N/A

553666 Extended Text - The Myth of Atlas and Hercules; Middlebury Field

2. In paragraphs 8–18 of “The Myth of Atlas and Hercules,” Atlas is unaware of Hercules’s task for the Eleventh Labor.Explain how the reader’s knowledge of the Eleventh Labor helps create suspense. Use details from the passage to support your answer.

Rubric

Score Description

2 The response is a clear, complete, and accurate explanation of how the reader’s knowledge of the Eleventh Labor helps create suspense. The response includes important details from the passage.

1 The response is a partial explanation of how the reader’s knowledge of the Eleventh Labor helps create suspense. The response contains few or no details from the passage and may include misinterpretations.

0 The response is incorrect or irrelevant or contains insufficient information to demonstrate comprehension.

Blank No response

Scoring NotesAn explanation of how the reader’s knowledge of the Eleventh Labor helps create suspense may include, but is not limited to, the following:

� In paragraph 7, the reader is told that “Hercules knew the daughters would never give him their prized golden apples.” This creates suspense as to how Hercules will figure out a way to get the apples.

� In paragraph 7, the reader reads about Hercules forming a plan. When Hercules first goes to Atlas, Atlas has no idea about the plan. This creates tension and suspense in the story while the reader anticipates what will happen next.

� That Atlas and Hercules both have their own agendas (which are only partially visible to the reader) creates suspense because it is unclear whether Hercules’s plan to give the burden back to Atlas will be successful. � In paragraph 15, the phrase “secretly hoping his plan would work” shows uncertainty that Hercules’s plan is proceeding how

he expected it would go.


Grade 8 | Reading553666

Score Point 2

The source of the suspense is that Atlas does not know, but the reader does, that Hercules is trying to trick him into getting the apples from his daughters and get away without holding up the sky like he said he would. Hercules had a plan to trick Atlas because he knew Atlas was the only one who could get the apples. The reader knows that Hercules is decieving Atlas to achieve the 11th labor but doesn’t know what will happen until the end of story.

ANNOTATIONS The response is a clear, complete, and accurate explanation of how the reader’s knowledge of the Eleventh Labor helps create suspense. The response describes how the reader knows what Hercules has planned to deceive Atlas to get the prized golden apples and successfully complete the Eleventh Labor, but Atlas is not aware of the plan. This adds to the suspense about how the story will end, what will happen to Atlas, and whether Hercules’s plan will work.

Score Point 1

Both Atlas and Hercules are trying to trick each other. Hercules wins in the end by getting Atlas to take the sky back.

ANNOTATIONS The response is a partial explanation of how the reader’s knowledge of the Eleventh Labor helps create suspense. The response summarizes how Atlas and Hercules try to deceive each other, but it does not include an explanation about how the reader’s knowledge of the Eleventh Labor helps create suspense.

Score Point 0

Hercules is mean to Atlas.

ANNOTATIONS The response does not contain sufficient information to demonstrate comprehension.


Grade 8 | Reading


KEY: A, D

542727 Composite - The Myth of Atlas and Hercules; Middlebury Field

This question has two parts. Be sure to answer both parts of the question.

4. Based on Passage 2, which choice best explains why the seniors’ offer in paragraph 18 represents a turning point for Lucas?

A If he accepts the offer, he could grow to be a dishonest person.

B If he accepts the offer, he could be benched by the coach.

C If he rejects the offer, he could prove he is the best player on the team.

D If he rejects the offer, he could feel isolated from other people.

Which choice provides the best evidence for the answer to the previous question?

A “He would earn it all right. With courtesy, he would complete any litany of tasks.”

B “But what was understood and left unsaid was that much more would be expected because he was Lucas.”

C “When it came time to help stack the equipment, the seniors took advantage of their customary privileges and headed straight to the locker room.”

D “Habit would become custom, and custom would become the way that Lucas operated in Middlebury from then on.”


KEY: D


3. In paragraph 5 of Passage 2, what is the effect of the phrase “take root and remain green”?

A It shows how connected Lucas is to the grassy field.

B It expresses how some memories can be vivid and colorful.

C It describes how Lucas feels about his exceptional talents as an athlete.

D It explains how some memories can make a profound and lasting impression.


Grade 8 | Reading


KEY: C


6. Read these sentences from Passage 1 and Passage 2.

• Wracked with thoughts of his former burden, yet tortured with feelings of sympathy for Hercules’s new plight, Atlas stopped. (paragraph 16, Passage 1)

• Somehow, he knew that elevating himself on the back of someone else would become a part of his life that not only stayed rooted and steadfast, but would grow rotten and putrid over time, multiplying, with nothing to force its disintegration. (paragraph 22, Passage 2)

Based on the reactions of each character, what theme is developed in both passages?

A Forcing one’s burden on another can bring welcome relief.

B Taking back one’s responsibility can show remarkable compassion.

C Placing one’s hardship on another can often result in feelings of despair.

D Achieving one’s goal can be as important as shielding the feelings of others.


KEY: B


5. What character trait of Lucas is most strongly developed throughout Passage 2?

A He is determined to live up to his father’s football reputation.

B He is aware of how other people perceive him.

C He is proud of his friends’ confidence in him.

D He is excited to try out new activities.


Grade 8 | Reading


KEY: N/A

553668 Extended Text - The Myth of Atlas and Hercules; Middlebury Field

7. Analyze how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. Use details from both passages to support your answer.

Rubric

Score Description

4The response is a clear, complete, and accurate analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story, based on the information presented. The response contains important details from both passages.

3The response is a mostly clear, complete, and accurate analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response includes relevant but often general details from the passages.

2The response is a partial analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response includes limited details from the passages and may include misinterpretations.

1The response is a minimal analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response contains few or no details from the passages and may include misinterpretations.

0 The response is incorrect or irrelevant or contains insufficient information to demonstrate comprehension.

Blank No response


Grade 8 | ReadingScoring NotesAnalysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story may include, but is not limited to:

� The character of Hercules is similar to Lucas. � Both characters know that if they are able to accomplish a particular goal (golden apples for Hercules, convincing Alton to

take his chores for Lucas), they will move on to the next level. � Both Lucas and Hercules are under pressure to maintain a certain reputation.

� Both Lucas and Hercules have fathers who are famous in their worlds. � Both characters are depicted as extremely talented in their fields (Lucas in football, Hercules in strength).

� The character of Atlas is similar to Alton. � Both characters are being punished for things they did in the past. � Both characters are already carrying burdens that were forced upon them, but they are being asked to take on additional

tasks. � Lucas’s “honey-laden promises” to Alton are similar to Hercules asking Atlas to fetch the golden apples in return for Hercules

holding up the sky. � The passages differ at the end—the reader is left hanging as to whether Lucas, like Hercules, opted to take advantage of Alton/

Atlas. However, paragraph 22 of Passage 2 suggests that Lucas may come to a different conclusion than Hercules did.

Other interpretations are acceptable if supported by relevant evidence from the text.



Score Point 4

The author of Middlebury Fields draws on the myth of “Atlas and Hercules” by having parallels between the main characters. Lucas is naturally good as an athlete and has a father who has a lot of influence. He also has to live up to his father’s reputation as an athlete. Hercules also has a powerful father (Zeus). Another parallel is that both characters need to achieve a task. Lucas needs to make the football team and be the quarterback and Hercules needs to get the prized golden apples. Alton is a senior and is doing a job that Lucas does not want to do but he is being punished. Lucas has to clean up after practice since he is a freshman but he can get Alton to do it. Atlas is also being punished by having to hold up the sky. Hercules offers to hold the sky in his place since they made a bargain to get the golden apples but Hercules tricks him to keep holding the sky. Lucas is an up and coming hero like Hercules who has the chance to make things easier for himself by taking advantage of Alton, who is being punished like Atlas, like Hercules took advantage of Atlas to get what he wanted.

ANNOTATIONS The response is a clear, complete, and accurate analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response identifies parallels within both passages, pointing to how the characters “Lucas and Hercules” and “Alton and Atlas” are alike as well as summarizing the similar situations the characters find themselves in (“Lucas is an up and coming hero like Hercules who has the chance to make things easier for himself by taking advantage of Alton, who is being punished like Atlas, like Hercules took advantage of Atlas to get what he wanted”). Drawing these parallels supports how the author develops the characters and situation in “Middlebury Field” to those presented in “The Myth of Atlas and Hercules.” The response provides important details from both passages in support of the analysis.

Score Point 3

The passage Middlebury Fields draws on the Myth of Hercules and Atlas. The characters are similar. Lucas is similar to Hercules. Both have famous fathers who they need to live up to. Lucas is a gifted athlete who is a natural and so is Hercules. Both have a task that they want to achieve. Lucas wants to be a starting quarterback and Hercules wants to get the golden apples to achieve immortality. Alton is like Atlas. Both are older and being punished for something they did. Atlas led the titans and Alton did not do his homework. In both stories Lucas and Hercules can trick Alton or Atlas into doing something for them.

ANNOTATIONS The response is a mostly clear, complete, and accurate analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response draws connections between the characters Lucas and Hercules and Atlas and Alton. The response also summarizes the similar situation the characters are in, pointing out in what ways the situations are similar (“Both are older and being punished for something they did” and “In both stories Lucas and Hercules can trick Alton or Atlas into doing something for them”). The details in support of the response are more general but are sufficient enough to show understanding of how the author of “Middlebury Field” draws on the myth to develop the story.



Score Point 2

The authors of the two passages have similar plots. Middlebury Fields has a story about a young talented kid who has the opportunity to trick an older taltented kid into doing his job for him. The myth is the same. Hercules tricks Atlas into doing his job (getting the apples) for him and then leaves him. This is similar to Lucas and Alton.

ANNOTATIONS The response is a partial analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response contains vague statements (“The authors of the two passages have similar plots” and “The myth is the same”). The response mostly focuses on the plots and less on the characters. The response does not explain how the author of “Middlebury Field” uses the myth to develop the characters or conflict but is more of a summary with limited details in support of the analysis.

Score Point 1

The 2 stories are the same. A young kid is tricking an older kid into doing his job for him.

ANNOTATIONS The response is a minimal analysis of how the author of “Middlebury Field” draws on “The Myth of Atlas and Hercules” to develop the story. The response is only a statement on the commonality of the two passages with no details in support, which shows minimal comprehension of the task.

Score Point 0

I like Atlas. He must be really strong to holed the sky up.

ANNOTATIONS The response is irrelevant and does not contain sufficient information to demonstrate comprehension.


Grade 8 | Writing & Language

555966 Cluster - Dance More_IV1 538648 Shared Stimulus - Shared Stimulus

Read the passage. Then answer the questions that follow.

Dance More1. For years, scientists have known that regular exercise has many benefits. 2. Recently,

studies have focused specifically on the positive effects of moving to music. 3. For example, researchers have found that dance encourages mind-body connections that make people happier and healthier. 4. By dancing, people can improve their physical health, intelligence, and mental health.

Better Physical Health5. One of the main benefits of dancing is better physical health. 6. For example, dancing

improves heart health. 7. Dancing also reduces stress, which can have many harmful physical effects on the body, such as headaches, muscle aches, and body pains, if left unchecked.

Increased Intelligence8. Another positive outcome of dancing is that it makes people smarter. 9. In 2003, a study

published in the New England Journal of Medicine showed that dance has a positive impact on mental sharpness. 10. Dancing challenges the brain in a way that creates new neural pathways, which leads to improved intelligence. 11. In fact, researchers from the Albert Einstein College of Medicine found that frequent dancing was the only physical activity that lowered the risk of developing dementia.

Improved Mental Health12. Next, dancing teaches skills that improve mental health. 13. When people learn to dance,

they become focused and engaged as they work on complex tasks. 14. Learning to dance involves absorbing new movement skills and a new vocabularry. 15. This requires discipline and concentration. 16. Dance increases self-confidence over time.

17. Everyone should try dance and see how it can make life better. 18. Though dance instruction can be expensive, everyone experiences the fun and appreciate the value of dancing through free or low-cost classes at local community centers and recreation departments.

“Dance More” © 2017 by Measured Progress.

DirectionsToday you will take a test in writing and language. For this test, you will read passages and answer questions. Some questions might ask about how to improve the passage. Other questions might ask you to correct errors in the passage. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it.



Alignment STANDARD: L.08.05.b

KEY: B

538657 Choice B - Dance More_IV1

1. Which word from the article provides the best clue about the meaning of the underlined word in sentence 7?

A “reduces”

B “harmful”

C “left”

D “unchecked”

Alignment STANDARD: W.08.01.b

KEY: D

538655 Choice D - Dance More_IV1

2. Which sentence from the article provides evidence from the most reliable source?

A sentence 3

B sentence 5

C sentence 8

D sentence 9



Alignment STANDARD: W.08.01.c

KEY: D

538659 Choice D - Dance More_IV1

3. How should the underlined word in sentence 12 be changed to provide the best transition from sentence 11?

A For example,

B In contrast,

C Especially,

D Finally,

Alignment STANDARD: L.08.02.c

KEY: C

538661 Choice C - Dance More_IV1

4. How should the underlined word in sentence 14 be spelled?

A vocabularey

B vocabluery

C vocabulary

D vocabluary

Alignment STANDARD: L.08.01.d

KEY: C

538663 Choice C - Dance More_IV1

5. How should the underlined words in sentence 18 be changed?

A NO CHANGE

B everyone experienced the fun and appreciates the value of dancing

C everyone can experience the fun and appreciate the value of dancing

D everyone have experienced the fun and can appreciate the value of dancing



Alignment STANDARD: W.08.01.e

KEY: C, D

538653 Composite C/D - Dance More_IV1

This question has two parts. Be sure to answer both parts of the question.

6. Which choice provides a concluding statement that best follows from the information in the article?

A Because the real benefits of dancing consist simply of improvements in health, only some who start dancing will see obvious results.

B Because dancing creates new neural pathways and encourages focus and engagement, the elderly who start dancing will see an improvement in their thinking.

C Because dancing stimulates bodies and minds together in many unexpected ways, it is an activity that should be enjoyed through all stages of life.

D Because only a few published studies have shown the benefits of dancing, it can be hard to believe that movement improves how you feel about yourself.

Which choice provides the best evidence for the answer to the previous question?

A “For example, dancing improves heart health.”

B “This requires discipline and concentration.”

C “Dance increases self-confidence over time.”

D “Everyone should try dance and see how it can make life better.”

empowerme mathematics reading writing & language … · for this test, you will answer...

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