Middle School Mathematics: Test at A Glance

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., PRAXIS I, PRAXIS II, and PRAXIS III

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1
Middle School Mathematics (0069)
Test at a Glance
Test Name Middle School Mathematics
Test Code 0069
Time 2 hours
Number of Questions
40 multiple-choice (Part A)
3 short constructed response (Part B)
Format
Multiple-choice questions and constructed-response questions, graphing
calculator allowed; calculators with QWERTY keyboards not allowed
Weighting
Multiple-choice: 67% of total score
Short constructed-response: 33% of total score
IV
V
I
II
III
Content Categories
Approximate
Number of
Questions
Approximate
Percentage of
Examination
I. Arithmetic and Basic Algebra 12 20%
II. Geometry and Measurement 10 17%
III. Functions and Their Graphs
8 13%
IV. Data, Probability, and Statistical
Concepts; Discrete Mathematics 10 17%
V. Problem-Solving Exercises

3
(constructed
response)
33%
Process Categories
Mathematical Problem Solving
Mathematical Reasoning and Proof
Mathematical Connections
Distributed Across Content
Mathematical Representation
Categories
Use of Technology
Pacing and
Special Tips
In allocating time on this assessment, you should plan to spend about
80 minutes on the multiple-choice section and about 40 minutes on the
constructed-response section; the sections are not independently timed.
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Copyright 2011 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING., PRAXIS I, PRAXIS II, and PRAXIS III
About This Test
The Praxis Middle School Mathematics test is designed to
certify examinees as teachers of middle school mathematics.
Examinees have typically completed a bachelors program
with an emphasis in mathematics education, mathematics, or
education. Course work will have included many of the
following topics: theory of arithmetic, foundations of
mathematics, geometry for elementary and middle school
teachers, algebra for elementary and middle school teachers,
the big ideas of calculus, data and their uses, elementary
discrete mathematics, elementary probability and statistics,
history of mathematics, mathematics appreciation, and the
use of technology in mathematics education.
The examinee will be required to understand and work with
mathematical concepts, to reason mathematically, to make
conjectures, to see patterns, to justify statements using
informal logical arguments, and to construct simple proofs.
Examinees will be expected to know common mathematical
formulae, but any infrequently used formulae will be provided
within the relevant question. Additionally, the examinee will be
expected to solve problems by integrating knowledge from
different areas of mathematics, to use various representations
of concepts, to solve problems that have several solution
paths, and to develop mathematical models and use them to
solve real-world problems.
The test is not designed to be aligned with any particular
school mathematics curriculum, but it is intended to be
consistent with the recommendations of national studies
on mathematics education such as the National Council of
Teachers of Mathematics (NCTM) Principles and Standards
for School Mathematics (2000) and the National Council
for Accreditation of Teacher Education (NCATE) Program
Standards for Initial Preparation of Mathematics Teachers (2003).
This test may contain some questions that will not count
toward your score.
Calculators
The examinee will be allowed to use a four-function,
scientifc, or graphing calculator during the examination.
However, computers, calculators with QWERTY (typewriter)
keyboards, and electronic writing pads are NOT allowed.
Unacceptable machines include the following:
Powerbooks and portable/handheld computers
Pocket organizers
Electronic writing pads or pen-input/stylus-driven
devices (e.g., Palm, PDAs, Casio Class Pad 300)
Devices with QWERTY keyboards (e.g., TI-92 PLUS,
Voyage 200)
Cell-phone calculators
More information on the calculator use policy for Praxis tests
can be found at www.ets.org/praxis/prxcalc.html.
PRAXIS
Graphing Calculator Policy
Test administration staff will clear the memory of all
graphing calculators both before and after test
administration.
We recommend that you
back up any important information in your
calculators memory, including applications,
before arriving at the test site
know how to clear the memory on the approved
calculator that you plan to use during the test
Note: Instructions on how to back up and clear the
memory of calculators can be found on various
calculator Web sites.
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Topics Covered
Content Categories
In each of the content categories, the test will assess an
examinees ability to use appropriate mathematical language
and representations of mathematical concepts, to connect
mathematical concepts to one another and to real-world
situations, and to integrate mathematical concepts to solve
problems. Because the assessments were designed to
measure the ability to integrate knowledge of mathematics,
answering any question may involve more than one
competency and may involve competencies from more than
one content category. Representative descriptions of topics
covered in each category are provided below.
I. Arithmetic and Basic Algebra
Add, subtract, multiply, and divide rational numbers
expressed in various forms; apply the order of
operations; identify the properties of the basic
operations on the standard number systems (e.g.,
closure, commutativity, associativity, distributivity);
identify an inverse and the additive and multiplicative
inverses of a number; use numbers in a way that is
most appropriate in the context of a problem
Order any fnite set of real numbers and recognize
equivalent forms of a number; classify a number as
rational, irrational, real, or complex; estimate values of
expressions involving decimals, exponents, and
radicals; fnd powers and roots
Given newly defned operations on a number system,
determine whether the closure, commutative,
associative, or distributive properties hold
Demonstrate an understanding of concepts
associated with counting numbers (e.g., prime or
composite, even or odd, factors, multiples, divisibility)
Interpret and apply the concepts of ratio, proportion,
and percent in appropriate situations
Recognize the reasonableness of results within the
context of a given problem; using estimation, test the
reasonableness of results
Work with algebraic expressions, formulas, and
equations; add, subtract, and multiply polynomials;
divide polynomials; add, subtract, multiply, and divide
algebraic fractions; perform standard algebraic
operations involving complex numbers, radicals, and
exponents, including fractional and negative exponents
Determine the equations of lines, given suffcient
information; recognize and use the basic forms of the
equation for a straight line
Solve and graph linear equations and inequalities in
one or two variables; solve and graph systems of
linear equations and inequalities in two variables;
solve and graph nonlinear algebraic equations; solve
equations and inequalities involving absolute values
Solve problems that involve quadratic equations,
using a variety of methods (e.g., graphing, formula,
calculator)
II. Geometry and Measurement
Solve problems that involve measurement in both
metric and traditional systems
Compute perimeter and area of triangles,
quadrilaterals, circles, and regions that are
combinations of these fgures; compute the surface
area and volume of right prisms, cones, cylinders,
spheres, and solids that are combinations of
these fgures
Apply the Pythagorean theorem to solve problems;
solve problems involving special triangles, such as
isosceles and equilateral
Use relationships such as congruency and similarity to
solve problems involving two-dimensional and three-
dimensional fgures; solve problems involving parallel
and perpendicular lines
Solve problems using the relationships among the
parts of triangles, such as sides, angles, medians,
midpoints, and altitudes
Solve problems using the properties of special
quadrilaterals, such as the square, rectangle,
parallelogram, rhombus, and trapezoid; describe
relationships among sets of special quadrilaterals;
solve problems involving angles, diagonals, and
vertices of polygons with more than four sides
Solve problems that involve using the properties of
circles, including problems involving inscribed angles,
central angles, radii, tangents, arcs, and sectors
Solve problems involving refections, rotations, and
translations of points, lines, or polygons in the plane
Solve problems that can be represented on the
xy-plane (e.g., fnding the distance between two
points or fnding the coordinates of the midpoint
of a line segment)
Estimate absolute and relative error in the numerical
answer to a problem by analyzing the effects of round-
off and truncation errors introduced in the course of
solving a problem
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Demonstrate an intuitive understanding of a limit
Demonstrate an intuitive understanding of maximum
and minimum
Estimate the area of a region in the xy-plane
III. Functions and Their Graphs
Understand function notation for functions of one
variable and be able to work with the algebraic
defnition of a function (e.g., for every x there is one y)
Identify whether a graph in the plane is the graph of a
function; given a set of conditions, decide if they
determine a function
Given a graph (for example, a line, a parabola, a step,
absolute value, or simple exponential), select an
equation that best represents the graph; given an
equation, show an understanding of the relationship
between the equation and its graph
Determine the graphical properties and sketch a graph
of a linear, step, absolute-value, quadratic, or
exponential function
Demonstrate an understanding of a physical situation
or a verbal description of a situation and develop a
model of it, such as a chart, graph, equation, story,
or table
Determine whether a particular mathematical model,
such as an equation, can be used to describe two
seemingly different situations. For example, given two
different word problems, determine whether a
particular equation can represent the relationship
between the variables in the problems
Find the domain (x-values) and range (y-values) of a
function without necessarily knowing the defnitions;
recognize certain properties of graphs (e.g., slope,
intercepts, intervals of increase or decrease, axis of
symmetry)
Translate verbal expressions and relationships into
algebraic expressions or equations; provide and
interpret geometric representations of numeric and
algebraic concepts
IV.a. Data, Probability, and Statistical Concepts
Organize data into a presentation that is appropriate
for solving a problem (e.g., construct a histogram and
use it in the estimation of probabilities)
Read and analyze data presented in various forms
(e.g., tables, charts, graphs, line, bar, histogram, circle,
double line, double bar, scatterplot, stem plot, line
plot, box plot); draw conclusions from data
Solve probability problems involving fnite sample
spaces by actually counting outcomes; solve
probability problems by using counting techniques;
solve probability problems involving independent and
dependent events; solve problems by using geometric
probability
Solve problems involving average, including arithmetic
mean and weighted average; fnd and interpret
common measures of central tendency (e.g., mean,
sample mean, median, mode) and know which is the
most meaningful to use in a given situation; fnd and
interpret common measures of dispersion (e.g., range,
spread of data, standard deviation, outliers)
IV.b. Discrete Mathematics
Use and interpret statements that contain logical
connectives (and, or, ifthen) as well as logical
quantifers (some, all, none)
Solve problems involving the union and intersection of
sets, subsets, and disjoint sets
Solve basic counting problems involving permutations
and combinations without necessarily knowing
formulas; use Pascals triangle to solve problems
Solve problems that involve simple sequences or
number patterns (e.g., triangular numbers or other
geometric numbers); fnd rules for number patterns
Use and interpret matrices as tools for displaying data
Draw conclusions from information contained in
simple diagrams, fowcharts, paths, circuits, networks,
or algorithms
Explore patterns in order to make conjectures,
predictions, or generalizations
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V. Problem-Solving Exercises
Part B of the test contains three equally weighted
constructed-response questions that together
comprise 33 percent of the examinees score. The
primary focus of the three constructed-response
questions will be distributed across the four previously
described content categories. Also, the examinee will
be expected to integrate knowledge from different
areas of mathematics.
Mathematical Process Categories
In addition to having knowledge of the mathematics content
explicitly described in the Content Categories section, entry-
level middle school mathematics teachers must also be able
to think mathematically; moreover, they must have an
understanding of the ways in which mathematical content
knowledge is acquired and used. Answering questions on this
assessment may involve one or more of the processes
described in the process categories below, and all of the
processes may be applied to any of the content topics.
Mathematical Problem Solving
Solve problems that arise in mathematics and those
involving mathematics in other contexts
Build new mathematical knowledge through
problem solving
Apply and adapt a variety of appropriate strategies to
solve problems
Mathematical Reasoning and Proof
Select and use various types of reasoning and
methods of proof
Make and investigate mathematical conjectures
Develop and evaluate mathematical arguments
and proofs
Mathematical Connections
Recognize and use connections among mathematical
ideas
Apply mathematics in context outside of mathematics
Demonstrate an understanding of how mathematical
ideas interconnect and build on one another
Mathematical Representation
Select, apply, and translate among mathematical
representations to solve problems
Use representations to model and interpret physical,
social, and mathematical phenomena
Create and use representations to organize, record,
and communicate mathematical ideas
Use of Technology
Use technology appropriately as a tool for
problem solving
Use technology as an aid to understanding
mathematical ideas
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4. The original price of a certain car was 25 percent greater
than its cost to the dealer. The actual selling price was
25 percent less than the original price. If is the cost of
the car to the dealer and is the selling price, which of
the following represents in terms of ?
(A)
(B)
(C)
(D)
5. Which fgure below results if right triangle ABC above is
fipped (refected) across the y-axis and then turned
(rotated) clockwise about point C' by 90 degrees?
Sample Test Questions
The sample questions that follow illustrate the kinds of
questions in the test. They are not, however, representative of
the entire scope of the test in either content or difculty.
Answers with explanations follow the questions.
Directions: Each of the questions or statements below is
followed by four suggested answers or completions. Select
the one that is best in each case.
1. Which of the following is true about the data in the table
above?
(A) As x decreases, y increases.
(B) As x increases, y does not change.
(C) As x increases, y decreases.
(D) As x increases, y increases.
2. The average number of passengers who use a certain
airport each year is 350 thousand. A newspaper reported
the number as 350 million. The number reported in the
newspaper was how many times the actual number?
(A) 10
(B) 100
(C) 1,000
(D) 10,000
3. If there are exactly 5 times as many children as adults at
a show, which of the following CANNOT be the number
of people at the show?
(A) 102
(B) 80
(C) 36
(D) 30
y
x
C
B
A
7
8. A square is inscribed in each of the circles above. The
radius of circle A is 1, and the radius of circle B is 2.
What is the ratio of the area of the square inscribed in
circle A to the area of the square inscribed in circle B?
(A)
(B)
(C)
(D)
9. Which of the following defnes y as a function of x ?
(A)
(B)
(C)
(D)
6. The large rectangular block pictured above was made by
stacking smaller blocks, all of which are the same size.
What are the dimensions in centimeters of each of the
smaller blocks?
(A)
(B)
(C)
(D)
7. In the fgure above, line and line are parallel and
What is the value of x ?
(A) 30
(B) 45
(C) 60
(D) 75
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10. A taxi ride costs $2.50 for the frst mile or fraction
thereof plus $0.50 for each additional mile or
fraction thereof. Which of the following graphs
represents the total cost of a ride as a function of
distance traveled?
(A)
(B)
(C)
(D)
11. In a class of 29 children, each of 20 children has a dog
and each of 15 has a cat. How many of the children have
both a dog and a cat?
(A) None of the children necessarily has both.
(B) Exactly 5
(C) Exactly 6
(D) At least 6 and at most 15
12. The graph above shows the distribution of the content,
by weight, of a countys trash. If approximately
60 tons of the trash consists of paper, approximately
how many tons of the trash consist of plastics?
(A) 24
(B) 20
(C) 15
(D) 12
Paper
40%
Other
36%
Glass
Plastics
Metals
7%
8%
9%
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Questions 1314 refer to the following graph.
13. In how many of the years shown were there more than
twice as many students in medical schools as there were
in 1950?
(A) None
(B) One
(C) Two
(D) Three
14. The number of students in medical schools increased by
approximately what percent from 1970 to 1980?
(A) 75%
(B) 60%
(C) 50%
(D) 45%
15. In order to estimate the population of snails in a certain
woodland, a biologist captured and marked 84 snails
that were then released back into the woodland. Fifteen
days later the biologist captured 90 snails from the
woodland, 12 of which bore the markings of the
previously captured snails.
If all of the marked snails were still active in the
woodland when the second group of snails were
captured, what should the biologist estimate the snail
population to be, based on the probabilities suggested
by this experiment?
(A) 630
(B) 1,010
(C) 1,040
(D) 1,080
16. If a student takes a test consisting of 20 true-false
questions and randomly guesses at all of the
answers, what is the probability that all 20 guesses
will be correct?
(A) 0
(B)
(C)
(D)
ROBINS TEST SCORES
88, 86, 98, 92, 90, 86
17. In an ordered set of numbers, the median is the middle
number if there is a middle number; otherwise, the
median is the average of the two middle numbers. If
Robin had the test scores given in the table above, what
was her median score?
(A) 89
(B) 90
(C) 92
(D) 95
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Answers
1. As x moves from 4 to 0 (that is, from left to right on the
number line), its value increases.
Similarly, the value of y increases from 2 to 0. Thus, it can be
seen that as x increases, y increases. The correct answer is (D).
2. The number of passengers who use the airport each year,
350 thousand, can be written as 350,000; 350 million can be
written as 350,000,000. 350,000,000 350,000 = 1,000, so the
correct answer is (C).
3. If a represents the number of adults, then 5a represents the
number of children and 6a represents the total number of people
at the show. Since 6a represents a whole number that is a multiple
of 6, there cannot be 80 people at the show, for 80 is not a
multiple of 6. The correct answer is (B).
4. This question asks you to apply your knowledge of percent
increase or decrease to determine a selling price based on cost
of a car to the dealer, c. Since the original price of the car was
25 percent greater than the cost to the dealer, the original price
was c + 0.25c = 1.25c. Since the selling price was 25 percent
less than this amount, only 75 percent of this amount will be paid,
so the selling price of the car was 0.75(1.25c). Thus, the correct
answer choice is (D).
5. When triangle ABC is refected across the y-axis, the fgure
formed is located in quadrant I and is the mirror image of the given
fgure. Rotating the triangle 90 degrees clockwise about vertex C'
yields choice (A).
6. The length of the large block, 12 centimeters, is 3 times the
length of a small block, so each small block is 12 3 = 4
centimeters long. Similarly, the width of a small block is 8 2 = 4
centimeters and the height of a small block is 9 3 = 3
centimeters. Thus, the correct answer is (D).
7. This question asks you to apply your understanding of angles
in a plane and, in particular, properties of angles associated with
parallel and transversal lines. You should be able to show, using
pairs of alternate interior angles and corresponding angles, that
angle measured x degrees and angle measured y degrees are
supplementary angles. Recall that the sum of the measures of
supplementary angles is 180. That is, It is given
that Substituting for y, you get Hence,
Therefore, the correct answer is (B).
8. This question asks you to apply your knowledge of circles,
squares, and proportional reasoning to fnd the ratio of the areas
of two squares. There are many ways to approach this problem.
One approach is to use the information given and many things that
you know about circles, squares, and triangles and do lots of
computation. Another is to use your knowledge of what happens
to area when you scale up corresponding linear dimensions in a
fgure. If you like to compute, here is what you might do. First
consider circle A. The radius of circle A is 1, and the diameter is 2.
This diameter is also the diagonal of the inscribed square and the
hypotenuse of a right triangle with side a. By the Pythagorean
theorem, ; , , and a, thus
the length of a side of square A is . So the area of square A is
Likewise, the area of square B is Thus
the ratio of the area of square A to the area of square B is 2 : 8,
which is 1 : 4. The correct answer is (D).
Alternatively, you may recall that when you are comparing two
similar fgures whose corresponding linear dimensions have a ratio
of 1 to 2, as in this problem, the ratio of the areas of the fgures is
the ratio of the square of the linear dimensions; that is, to ,
which is 1 to 4. Hence, the correct choice is (D).
9. This question asks you to identify a function by applying your
understanding of functions to different mathematical statements.
To answer questions, such as this, that ask which of the
following, you need to consider only the choices given. There are
usually other correct answers to the question, as in this case, that
you are not asked to consider. To answer this question, you should
recall that if y is a function of x, then each value of x (in the domain
of the function) results in only one value of y. In choices (A) and
(B), most values of x have two different corresponding values of y.
You can see this by solving the equations in (A) and (B) for y. In (A),
or Similarly, in (B),
So neither (A) nor (B) defnes y as a function of x. In choice (D), for
each value of x, there is more than one value of y that satisfes
the inequality. So (D) does not defne y as a function of x. However,
in (C), for each value of x, there is only one value of y that
corresponds to that value of x. Thus, the correct answer choice
is (C).
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10. This question asks you to apply your knowledge of graphing
data in a coordinate plane to a situation involving graduated rate.
You should notice that each of the choices given is the graph of a
step function. You will need to identify the graph that includes the
correct cost for the frst step and the correct interval between
steps. Since the cost for the frst mile or less is $2.50, the cost
for the frst step (the value on the vertical axis) should be 2.5 over
the horizontal interval from 0 to mile, with a solid dot at mile.
(There should be no cost at a distance of 0 miles, since there is no
charge if there is no ride.) In each of the subsequent horizontal
intervals of mile, the cost value on the vertical axis should show
an increment of $0.50, with a solid dot at the right endpoint of
each interval. Only choice (A) illustrates this correctly. Choice (C)
has the correct cost values for each step but does not represent
the endpoints of each interval correctly. The correct answer
choice, therefore, is (A).
11. Since the 29 children have a total of 35 dogs and cats, at
least 6 children must have both a dog and a cat. If there are
exactly 6 children with both a cat and a dog, then 14 children have
only a dog and 9 children have only a cat. On the other hand, all
15 cat owners could also own a dog; then 5 children have only a
dog and 9 children have neither a dog nor a cat. Thus, the correct
answer is (D).
12. The circle graph shows the distribution of the trash content in
percents; the question asks for the weight of the plastics content
in tons. From the graph we see that plastics account for 8% of the
total weight of the trash. The problem states that 60 tons of the
trash consist of paper; the graph shows that this amount equals
40% of the total, so
60 = 0.4 (total weight)
and the total weight is
60
0 4 .
= 150 tons.
The weight of plastics equals 8% of 150 tons, or (0.08)(150) =
12 tons.
There is another, slightly faster, way to solve this problem. We use
the fact that the ratio of plastics to paper in the trash is the same,
whether the two amounts are given as percents or in tons. This
gives us the proportion
tons of plastics
tons of paper
= =
8
40
1
5
%
%
or
tons of plastics
60
1
5
=
tons of plastics =
60
5
= 12
The correct answer is (D).
13. The bar graph presents information for eight different years.
The vertical scale goes from 0 to 80,000. The zeros are left off the
scale because the title tells you to read the numbers as
thousands. To fnd the number of students in any one year, read
the height of the corresponding bar from the left-hand scale and
multiply that height by 1,000.
The bar for 1950 has a height of about 27, so the number of
students in 1950 was about 27,000. You have to fnd the number
of years in which there were more than twice as many; that is,
more than 54,000 students. To do this, count the number of bars
that are higher than 54. These are the bars for 1975, 1980, and
1985. Thus, there were three years in which there were more than
twice as many students as in 1950. The correct answer is (D).
12
14. To compute a percent increase, you need the increase in
the number of students and the number of students before the
increase.
The graph shows that the number of students in 1970 was
40,000 and the number of students in 1980 was 70,000, an
increase of 30,000 students. To fnd the percent increase, divide
this number by the base number; that is, the number of students
before the increase, or 40,000.
30 000
40 000
3
4
0 75 75
,
,
. % = = =
The correct answer is (A).
15. Given the conditions of the experiment, it is reasonable to
assume that the 90 snails captured by the biologist, 15 days after
the markings were made, represent a random sample of the snail
population.
Thus, about
12
90
, or
2
15
, of the population had been marked.
Thus, the original 84 snails marked represented approximately
2
15
of the entire population and the biologist should estimate the
snail population to be 84
15
2
, or 630.
The correct answer is (A).
16. The probability that the student guesses any one answer
correctly is 1/2, and, since the student is randomly guessing, the
guesses are independent events. Thus, the probability of guessing
all 20 answers correctly is
1
2
20
,
and the correct answer is (B).
17. The problem gives a set of test scores and the defnition of
the median. The frst part of the defnition tells you to order the
scores; that is, to arrange them in order from smallest to largest.
Here are the numbers ordered from smallest to largest:
86, 86, 88, 90, 92, 98
Because there is an even number of scores (6), there are two
middle numbers in the set, 88 and 90, and the average of the
two middle numbers is
88 90
2
178
2
89
+
= =
Thus, the median of Robins scores is 89 and the correct answer
is (A). (Notice that the median of a set of numbers need not be one
of the numbers in the set.)
13
Sample Test Questions
This section presents sample constructed-response questions
and sample responses along with the standards used in scoring
the responses. When you read these sample responses, keep
in mind that they will be less polished than if they had been
developed at home, edited, and carefully presented. Examinees
do not know what questions will be asked and must decide, on
the spot, how to respond.
Readers take these circumstances into account when scoring
the responses. Readers will assign scores based on the following
scoring guide.
SCORING GUIDES
3
Responds appropriately to all parts of the question
Where required, provides a strong explanation that is well
supported by relevant evidence
Demonstrates a strong knowledge of subject matter,
concepts, theories, facts, procedures, or methodologies
relevant to the question
Demonstrates a thorough understanding of the most
signifcant aspects of any stimulus material presented
2
Responds appropriately to most parts of the question
Where required, provides an explanation that is suffciently
Demonstrates a suffcient knowledge of subject matter,
Demonstrates a basic understanding of the most
signifcant aspects of any stimulus material presented
1
Responds appropriately to some parts of the question
Where required, provides a weak explanation that is not well
Demonstrates a weak knowledge of subject matter,
Demonstrates little understanding of signifcant aspects of
any stimulus material presented
0
Blank, off-topic, or totally incorrect response
Does nothing more than restate the question or some
phrases from the question
Demonstrates extremely limited understanding or a
misunderstanding of the topic
14
Sample Response That Received a Score of 3
(A)
, ( )
y x x
y x
+ s
+
0 2,000 10 000
1
20
10 000 2,000
( , ) if

see note at end
of response
(if x > 10,000)

(B)
0
300
900
1,800
2,400
3,000
600
1,500
1,200
2,100
2,700
3,600
3,900
4,200
4,500
3,300
0
E
m
i
l
y
'
s

I
n
c
o
m
e
(
E
a
c
h

U
n
i
t

=

$
3
0
0
)
Emilys Sales in Thousands of Dollars
10 15 20 25 30 35 40 45 50 55 60 65 5
$1,000
(8,000, 2,000)
(10,000, 2,000)
(C) The increase in Emilys income would be $1,000. If she
made $8,000 in monthly sales, her income would be
$2,000 since her sales did not exceed $10,000. If she
made $30,000 in monthly sales, her income would be
y = + =
1
20
30 000 10 000 2 000 3 000 ( , , ) , , , which
can also be read from the graph. Therefore the difference
in income would be $3,000 $2,000 = $1,000.
Note: An alternative to this equation (easier for
calculation though not as concrete) would be
y x +
1
20
1,500.
Commentary on Sample Response That Earned a
Score of 3
This response received a score of 3 because it responded
appropriately to all parts of the question: the response to
part (a) included both equations requested; the graph was
correctly drawn in part (b); and the response to part (c) was
obtained from the graph, as requested. Two additional
strengths of this response are 1) the observation that the
algebraic solution to part (c) is consistent with the graphical
solution and 2) the footnote giving an alternative form of the
second equation in part (a), with the explanation that,
although it would be easier to use for computation, it is not
as concrete.
Sample Question 1
Emilys monthly income consists of a monthly salary of
$2,000, plus a commission if her monthly sales exceed
$10,000. The commission is equal to 5 percent of the
amount by which her monthly sales exceed $10,000. (For
example, if Emilys monthly sales are $15,000, she receives a
commission of 5 percent of $5,000.)
(A) Write an equation that gives Emilys monthly income, y,
in terms of her monthly sales, x, if her monthly sales are
less than or equal to $10,000 x 10 000 , . Write a
second equation that gives Emilys monthly income, y, in
terms of her monthly sales, x, if her monthly sales are
greater than $10,000 x >10,000 .
(B) Using the equations you wrote in part (a) of this
question, draw a graph of Emilys monthly income, y,
as a function of her monthly sales, x, for monthly sales
of $0 to $60,000 0 60 000 x , . Graph her monthly
sales on the x-axis and her monthly income on the y-axis.
Label each axis and show the units and scales used.
(C) Use the graph you drew in part (b) of this question to
estimate the increase in Emilys monthly income if her
monthly sales were to increase from $8,000 to $30,000.
Show your work.
15
(a) Monthly income = Monthly salary + .05
any sales ov
x
eer 10,000
y x
y x
s ( )
+ ( ) ( )
2 000 10 000
2 000 05 10 000
, ,
, . ,

(b)
8
7
6
5
4
3
2
1
0
10 0 20 30
Monthly Sales
$ Thousands
Monthly
Income
$
Thousands
EMILYS MONTHLY INCOME
40 50 60
x
y
(c) Increase if sales were to go from $8,000 to $30,000
At $8,000 sales she gets no extra since
8 000 10 000 , , . So only gets $2,000 base salary.
At $30,000 she gets basic $2,000 plus .05 times 20,000
since thats the amount over $10,000. So it goes from
$2,000 on the graph to $3,500 at 30,000 monthly sales.
Score of 2
This response received a score of 2 because it responds
appropriately to most parts of the question and
demonstrates a suffcient knowledge of the concepts
relevant to the question. In particular, both of the equations
requested in part (a) are correct. The graph in part (b) is
partially correct. The values plotted for x > 10,000 refect
calculating Emilys income without subtracting $10,000 when
evaluating and graphing the second equation. It should not
have the discontinuity shown at monthly sales x = $10,000.
The response to part (c) is correct based on the graph in part
(b). The correct process is described in part (c), but the
examinee missed an opportunity to identify the mistake in
part (b) by not carrying out this process and then comparing
the algebraic solution to the graphical solution.
(a) 2,000 10 000
2,000 05 10 000
y x
y x
+ s
+ >
,
. ,

(b)
5,000
4,500
4,000
3,500
3,000
2,500
2,000
1
0
,
0
0
0 0
2
0
,
0
0
0
3
0
,
0
0
0
Income
4
0
,
0
0
0
5
0
,
0
0
0
6
0
,
0
0
0
x
y
(c) - $2,200
The graph moves up $500 for every 10,000 sales.
At 8,000 sales, the income would be - $1,800
At 30,000 sales, the income would be - $3,000
judging by the dots.
Score of 1
This response received a score of 1 because it demonstrates
a weak knowledge of the concepts relevant to the question.
In part (a), the equations (actually inequalities as written) are
not correct. The response does not provide evidence of
being able to translate a verbal representation into algebraic
equations. Because part (a) is incorrect, the graph in part (b)
is not the graph of a piecewise linear function. However, the
discrete values that are graphed in part (b) are correct. In
part (c), the general description of the increase in income is
correct for values of sales (x) greater than $30,000; however,
the estimation of the income associated with sales of $8,000
as different from $2,000 is further evidence of misunderstanding
of this piecewise linear function. There was also an arithmetic
error in fnding the difference between $3,000 and $1,800.
The response received some credit because portions of
parts (b) and (c) are correct.
16
(A) y x . ( , 05 10 000

y x 2 000 05 10 000 , . ( ) ,
(B) x y
15,000 2,250
20,000 2,500
25,000 2,750
30,000 3,000
35,000 3,250
40 50
Monthly Sales
in (1,000)
Monthly Income
in (1,000)
O 10 1 2 3 4 5 20 30
1
1
2
3
4
5
2
3
4
5
x
y
(C) 8,000
Score of 0
extremely limited understanding of the topic. The equations
in part (a) are not correct. The graph in part (b) does not
receive any credit because it is inaccurately drawn and does
not refect the piecewise linear characteristics of the
situation. Most of the discrete values were graphed
incorrectly, even though, based on the table, they appear to
have been computed correctly. Part (c) is either incomplete
or totally incorrect. The evidence of correct thinking provided
by this response does not reach the threshold required to
receive a score above 0.
Sample Question 2
In triangle EFG, side EF has length 8 and side FG has
length 10.
(A) Two of the possible lengths of side EG are 3 and 16.
Draw triangle EFG with side EG of length 3. Draw a
second triangle EFG with side EG of length 16. For
each of the triangles, label all of the vertices and show
the lengths of all of the sides. [Note: Your drawings are
not expected to be exact but should reasonably
represent the relative lengths of the sides.]
(B) The length of side EG could not be 1 or 20. Explain why
not. Draw fgures to support your explanation.
(C) If triangle EFG is a right triangle, what are the two
possible lengths of side EG? Draw the two right
triangles. For each triangle, label all of the vertices and
show the lengths of all of the sides. Indicate the right
angle.
17
(A)
8
3
10
F
E G

(B) The sum of the lengths of two sides of a triangle must be
greater than the length of the other side. In triangle EFG,
if the length of side EG was 1, the sum of the lengths of
sides EG and EF would be 9. This value is less than the
length of side FG, which is 10. Also if the length of side
EG was 20, the sum of the lengths of sides EF and FG
would be 18. This value is less than the length of side
EG, which is 20.

8
20
10
F
F
E G

8
10
1
F F G
E
(C) If EFG were a right , the length of side EG could be
either 6 or approximately 12.81.
8
10
F E
G
12.81
6
8
E G
F
10
Score of 3
appropriately to all parts of the question and demonstrates
strong knowledge of the concepts relevant to the question.
Part (a) includes two drawings that show reasonable relative
lengths of the sides and that show clearly that angle F is
acute when side EG has length 3 and obtuse when side EG
has length 16. Part (b) both describes and illustrates the
triangle inequality property correctly. Part (c) correctly shows
the two possible right triangles with sides of 8 and 10. (The
one minor error in the response is that the right angle is not
labeled in the second drawing. However, angle E appears to
be a right angle and is consistent with the opposite side
being the hypotenuse; thus, the error is not considered
signifcant enough to warrant a lower score.)
8
16
10
E G
F
18
(A)
F
E
G

E G
F
(B) From Pythagorean theorem a b c
2 2 2
.
FG is hypotenuse C

EF EG = FG
2 2 2
2 2 2
8 10 b =
+
+
b could not be true by being 1 or 20.
(C) c b a
a
2 2 2
100 64 36
6

E
a
F
G
c = 10
b = 8

c
c
c
c
2 2 2
2
10 8
100 64
164
12 8

.

Score of 2
a suffcient knowledge of the concepts relevant to the
question. Part (a) includes two drawings that show
reasonable relative lengths of the sides and that show clearly
that angle E is acute when side FG has length 3 and obtuse
when side EG has length 16. Part (b) receives no credit
because it assumes incorrectly that triangle EFG must be a
right triangle. Part (c) correctly shows the two possible right
triangles with sides of 8 and 10.
(A)
F E
G
3
8
10

F E
G
16
10
8
F
E
G
c
a = 10
b = 8
19
(B) There are no ways to construct triangles with measured
lengths of the 3 sides to be 1, 8, 10 due to the fact that
the angles have to add up to 180. Using trigonometry
sin, cos, and tan, they will not add up.
There is no way that the angles will add up to 180.

G
E
F
10
1
8
Once again, it just proves that there is no way the angles
are going to add up to 180.

20
8
10 ?
(C) One possible solution is the EG can be 6 according to
Pyth. theorem.

F E
G
6
8
10

F E
G
10
8
164 or
241
Score of 1
In part (a), both triangles are drawn (incorrectly) as right
triangles. The relative lengths of the sides are acceptable
in the 3-8-10 triangle, but not in the 8-10-16 triangle. In the
8-10-16 triangle, the side of length 10 is shown longer than
the side of length 16 and the largest angle (which should be
obtuse) is not opposite the longest side. The response to
part (b) is incorrect. Credit is given for the correct possible
right triangles shown in part (c).
20
(A)
8
10
E
F
G
3

8
10
E
F
G
16
(B)
8
10
E
F
G
1

8
10
E
F
G
20
For EG to have a length of 1 or 20 would not be possible
because 1 would create a triangle too small to the
relative dimensions of the other lengths while 20 would
create a triangle which has one length too big.
(C)
F
E G
? = 6
EG = 6
8
10

F
E
G
10
8
12
Score of 0
extremely limited understanding of the topic. Both triangles
in part (a) are drawn as right triangles. Neither of the triangles
drawn shows reasonable relative lengths of the sides. In the
3-8-10 triangle, the side of length 8 is longer than the side of
length 10. In the 8-10-16 triangle, the side of length 8 is
shown as the longest side and is opposite the greatest
angle. None of the angles in the second triangle is shown as
obtuse. No credit is given for part (b) since the two fgures
are drawn showing triangles with sides of 1, 8, and 10 and 8,
10, and 20, respectively, but the explanation indicates that
such triangles are not possible. The response does not
suffciently explain the triangle inequality property. Part (c)
contains one of the two possible confgurations of right
triangle EFG. Although a portion of part (c) is correct, the
evidence of knowledge about triangle geometry provided by
this response does not reach the threshold required to
receive a score above 0.
21
Sample Question 3
In a certain experiment, a researcher plans to label each
sample with an identifcation code consisting of either a
single letter or 2 different letters in alphabetical order. For
example, if the researcher uses the 3 letters A, B, and C,
then there are 6 possible identifcation codes that can be
formed: A, B, C, AB, BC, and AC. The 2-letter combinations
BA, CA, and CB would not be identifcation codes because
the letters are not in alphabetical order.
(A) If the researcher uses the 4 letters A, B, C, and D, how
many identifcation codes can be formed that consist of
a single letter? How many 2-letter identifcation codes
can be formed that begin with the letter A? How many
2-letter identifcation codes can be formed that begin
with the letter B? How many 2-letter identifcation codes
can be formed that begin with the letter C? How many
2-letter identifcation codes can be formed that begin
with the letter D? List all of the identifcation codes that
can be formed using the letters A, B, C, and D.
(B) Recall the formula 1 2 3
1
2
1 n n n .
Explain how this formula can be applied to answer the
following question: If the researcher uses all 26 letters,
what is the maximum possible number of identifcation
codes that can be formed?
(C) How many different letters did the researcher use if a
maximum of 45 possible identifcation codes could have
been formed? Show your work.
(A) 4 identifcation codes can be used with a single letter.
3 2-letter codes beginning with A.
2 2-letter codes beginning with B.
1 2-letter codes beginning with C.
0 2-letter codes beginning with D.
A, B, C, D, AB, AC, AD, BC, BD, CD
(B) 1 2 3
1
2
1 n n n
This formula can be applied to this problem because
to fnd the number of possible labels when there are
n-letters, there are n-possible single letter labels, n 1
possible labels beginning with the frst letter, n 2
possible ways beginning with the second letter, and so
on all the way down to one possible way for the second
to last letter and zero ways for the last letter. When
adding these numbers to fnd the total possible labels,
we get the equation n n n n 1 2 3
1 0 . This is the sum of all the numbers from 0 to
n which is what the expression
1
2
1 n n
gives us.
Therefore, there are
1
2
26 27 351 codes that can
be made using all 26 letters.
(C)
1
2
1
1
2
45
1
2
n n

n n 1 90

n n
2
90

n n
2
90 0
n n 10 9 0

n n
n n
+

10 0 9 0
10 9

9 letters were used.
Score of 3
appropriately to all parts of the question and demonstrates
strong knowledge of the concepts relevant to the question.
Part (a) presents the correct number for each possible
identifcation code and a complete and correct list of all the
possible codes that could be formed with the letters A, B, C,
and D. The response demonstrates a systematic approach to
counting and identifying the possible codes. The response to
part (b) correctly shows that 351 codes can be formed using
all 26 letters and provides an appropriate explanation of how
the formula for fnding the sum of the frst n integers can be
applied to this question. Part (c) provides a correct algebraic
solution that shows that a maximum of 45 possible
identifcation codes can be formed if 9 letters are used.
22
(A) Single letter 4 (A, B, C, D)
2-Letter (Begin with A) 3 (AB, AC, AD)
2-Letter (B) 2 (BC, BD)
2-Letter (B) 0
A, B, C, D
AB, AC, AD
1
2
4
BC, BD 2 4 1 10
CD
(B) The formula is for combinations and can be used to fnd
how many different combinations are created using 26
letters.

1
2
26 26 1 13 27 351 . It is the same as 26!
(factorial)
(C)
45
1
2
1 n n

90 1 n n
90
2
n n

n n
2
90 0

n n 10 9

n n 10 0 9 0

n n 10 9
cannot be negative
Score of 2
a suffcient knowledge of the concepts relevant to the
question. Part (a) shows a systematic identifcation and
counting of the possible codes that can be formed with the
letters A, B, C, and D. The response omits the number of
2-letter codes that can be formed beginning with the letter C
but correctly identifes the one code that begins with the
letter C as part of the complete list of the 10 possible codes
that can be formed with these 4 letters. The calculations to
the right in the response to part (a) appear to be an
application of the formula given in part (b) to predict or
confrm the total number of codes in part (a). These
calculations are considered irrelevant in evaluating the
response to part (a). In part (b), the given formula is used
correctly to calculate the number of possible codes that
could be formed with 26 letters, but the explanation of how
this formula can be applied to this question is totally
incorrect. Part (c) provides a correct algebraic solution that
shows that a maximum of 45 possible identifcation codes
can be formed if 9 letters are used.
(A) Single letter A, B, C, D
2 Letter (A) AB, AC, AD
(B) BC, BD
(C) CD
(D) none
(B) Each letter will only be paired up once, so the formula
shows that for 26 letters, there would be

1
2
1 n n

1
2
26 26 1 351
351 combinations
(C) 45
1
2
1 n n

45
1
2
1
2
2
n n

Score of 1
Although the response to part (a) does not explicitly answer
the questions about the numbers of each type of identifcation
code, it does present a systematic and correct identifcation
of the 10 possible codes that can be formed using the letters
A, B, C, and D. The evaluation of the formula given in part (b)
for 26 letters is correct, but the explanation of how this
formula can be applied to this question is totally incorrect.
The response to part (c) is incomplete and does not provide
evidence of the ability to solve equations such as these.
23
87825-70428 PDF511
(A) 4
3
1
1
0
A, B, C, D, AB, BC, CD, AC, AD
(B) 331 codes
(C) 45
Score of 0
extremely limited understanding of the topic. The response
to part (a) shows a partially complete list of the possible
codes that can be formed with the letters A, B, C, and D. The
response does not demonstrate an understanding of how to
identify and count the possible codes systematically,
beginning with each of the letters. Part (b) provides an
incorrect numerical answer with no accompanying work or
explanation of how the formula given can be applied to this
question. The response to part (c) is either just recording the
information given or is an incorrect response with no work
shown. The evidence of correct thinking provided by this
response does not reach the threshold required to receive a
score above 0.

Middle School Mathematics: Test at A Glance

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Copyright 2011 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING.

., PRAXIS I, PRAXIS II, and PRAXIS III

(if x > 10,000)

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