4 th Grade WASL Practice Taken from 2006 Released Items Use During 10 Min. Math 3 items in this slideshow

Directions for Implementation Display sample item slide. Allow students 2-3 minutes to complete item. Answer item correctly together (can use felt tip pen tool) Display scoring guide for item. Students score themselves against the WASL rubric. Discuss rubric expectations vs. student work

Natasha's bicycle club is planning a 64-mile ride. The riding course is rectangular in shape. The lengths of the sides are given in the diagram. One lap goes completely around the riding course. How many laps of the course must Natasha's team ride to complete a 64-mile ride? Use words, numbers, or pictures to show your work. Sample Item 1

Scoring Guide - Item 1

Sample Item 2 The diagram below is a function machine. 1) After putting in 19, the number that comes out of the function machine is __________. 2) What is the rule for this function machine?

Scoring Guide – Item 2

Directions for Sample Item 3 Pre – Print slide 8 for each student

Sample Item 3 Shavian's class was planning a luncheon and decided to set up a salad bar. They took a survey to find their classmates’ favorite salad toppings. This is how the class voted: Use this data to make a bar graph. Be sure to include: a title that tells who and what the graph is about a scale that fits the data all the categories a label for the scale a label for the categories.

Sample Item 3 – Blank pre print a copy of this slide for each student

Scoring Guide - Item 3 A 4-point response: The student shows understanding of representing mathematical information using a bar graph by doing 5–6 of the following: writes an informative title writes an appropriate scale with intervals of 1 or 2 writes a consistent scale writes labels for the horizontal axis writes labels for the vertical axis has an accurate display of data (broccoli – 3, carrots – 5, cheese – 4, cucumbers – 6, tomatoes – 4) and labels each category. A 3-point response: The student has 4 of the requirements for a four-point response. A 2-point response: The student has 3 of the requirements for a four-point response. A 1-point response: The student has 2 of the requirements for a four-point response. A 0-point response: The student shows little or no understanding of representing mathematical information using a bar graph.