Mathematics

Forward Exam
Practice Test
Grade 8
 

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ii Grade 8 Mathematics Practice Test

 Table of Contents

MATHEMATICS NON-CALCULATOR ITEMS—SESSION 1 ���������������������������������������������������������������������������� 1

MATHEMATICS CALCULATOR ITEMS—SESSION 2���������������������������������������������������������������������������������������� 6
MATHEMATICS CALCULATOR ITEMS—SESSION 3�������������������������������������������������������������������������������������� 16
MATHEMATICS—APPENDIX ������������������������������������������������������������������������������������������������������������������������������ 26

Grade 8 Mathematics Practice Test iii

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iv Grade 8 Mathematics Practice Test

 MATHEMATICS NON-CALCULATOR ITEMS—SESSION 1

MATHEMATICS NON-CALCULATOR ITEMS—SESSION 1

Answer the items below. A calculator may not be used to assist with calculations necessary to
answer items in Session 1.

1. Match each fraction to an equivalent decimal number.

2
0.181
11

17
0.18
90

188
0.18
999

181
0.188
1,000

ID#
}
2. Plot a point on the number line to represent the approximate value of Ï​ 12 ​.

1 2 3 4 5 6 7 8 9 10

ID#

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Grade 8 Mathematics Practice Test 1
 MATHEMATICS NON-CALCULATOR ITEMS—SESSION 1

3. The table shows the approximate populations of four countries in 2023.

Approximate Country Populations in 2023

Country Population
Nicaragua 7 × 106
Thailand 7 × 107
Tonga 1 × 105
Vietnam 1 × 108

Select the two statements that are true based on the information in the table.

Select two options.

A. The population of Nicaragua is approximately 7 times the population of Tonga.

B. The population of Tonga is approximately 700 times the population of Thailand.
C. The population of Vietnam is approximately 1.4 times the population of Thailand.
D. The population of Thailand is approximately 10 times the population of Nicaragua.
E. The population of Nicaragua is approximately 1,000 times the population of Vietnam.

ID#

4. Write each number in the appropriate column in the table to indicate whether the number is
rational or irrational.

Rational Irrational

3 4 } }
​}​     ​}​     ​Ï 7 ​    ​Ï 8 ​   π
4 3
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2 Grade 8 Mathematics Practice Test
 MATHEMATICS NON-CALCULATOR ITEMS—SESSION 1

5. For each expression in the table, determine whether it is equal to 9.

Equal to 9 Not Equal to 9

34 ÷ 3−2

3 � 35
​ 3 ​
}
3

35 3−4
​ ​� }
} ​ ​
3 3−2

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Grade 8 Mathematics Practice Test 3
 MATHEMATICS NON-CALCULATOR ITEMS—SESSION 1

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4 Grade 8 Mathematics Practice Test
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Grade 8 Mathematics Practice Test 5
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

MATHEMATICS CALCULATOR ITEMS—SESSION 2

Answer the items below. A calculator may be used to assist with calculations necessary to answer
items in Session 2.

1. Which table does not represent a function?

A. x y
–2 4
–1 4
0 1
1 4

B. x y
–2 7
–1 6
0 5
–1 4

C. x y
4 –1
5 –2
6 –3
7 –4

D. x y
4 1
5 0
6 1
7 4

ID#

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6 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

2. Triangle ABC has vertices A(6, 3), B(9, −3), and C(−3, 0) as shown on the coordinate grid.

10
9
8
7
6
5
4 A
3
2
1
C
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 x
–1 1 2 3 4 5 6 7 8 9 10
–2
–3
–4 B
–5
–6
–7
–8
–9
–10

3
Triangle ABC is dilated by a scale factor of }
​ ​centered at the origin to create similar triangle DEF.
2
What is the x-coordinate of point D?

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Grade 8 Mathematics Practice Test 7
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

3. An equation is shown.

8 − 2(x + 10) = 4x − 6

What is the value of x?

A. −33

B. −8

C. −1

D. 4

ID#

4. A farmer is plowing her fields. She has already plowed 12 acres. The farmer continues to plow at a
constant rate so that she will have plowed a total of 36 acres after 4 hours. Which equation could
the farmer use to find the number of acres, y, she will have plowed after x hours?

A. y = 6x + 12
B. y = 9x + 12
C. y = 12x + 6
D. y = 12x + 9

ID#

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8 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

5. A school is recording the amount of time it takes students to go through the lunch line. The
scatterplot shows the data collected on several days last month.

Students in Lunch Line

y

10
line B
9

Number of Students 8 line A

7
6
5
4
3
2
1
x
0 1 2 3 4 5 6 7 8 9 10
Time (minutes)

Which line best fits the school’s data, and why?

A. Line A best fits the data because the line of best fit must go through the origin.
B. Line A best fits the data because the line of best fit must go through the most data points.
C. Line B best fits the data because the line of best fit must go through the first data point.
D. Line B best fits the data because the line of best fit must be closest to the most data points.

ID#

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Grade 8 Mathematics Practice Test 9
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

6. The coordinates of two opposite vertices of square PQRS are (2, 1) and (5, 4). Square PQRS is
dilated by a scale factor of 2 to create square P'Q'R'S'. The dilation is centered at the origin. Plot
the vertices of square P'Q'R'S' on the coordinate plane.

12
11
10
9
8
7
6
5
4
3
2
1
x
0 1 2 3 4 5 6 7 8 9 10 11 12

ID#

7. A new company hired 24 employees. Some of the employees work 40 hours each week, and the
rest work 20 hours each week. In total, the 24 employees work 740 hours each week. How many
of the 24 employees the company hired work 40 hours each week?

A. 11
B. 12
C. 13
D. 16

ID#

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10 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

8. Ana is graphing function F on a coordinate plane. Which statement is true about the maximum
number of different outputs of function F for an input value of 2?

A. Regardless of the input value, for any function, there can be only one output for every input,
so there is a maximum of one output.
B. The maximum number of outputs is always half the value of the input, so when the input
value is 2, there is a maximum of one output.
C. The maximum number of outputs is always the same as the value of the input, so when the
input value is 2, there is a maximum of two outputs.
D. Regardless of the input value, for any function, there could be both a positive and a negative
output value, so there is a maximum of two outputs.

ID#

9. The coordinate grid shows point A(3, 3) and point B(−9, −2).

6
5
4
A
3
2
1
–10 –9 –8 –7 –6 –5 –4 –3 –2 –1 x
–1 1 2 3 4 5 6 7 8 9 10
B –2
–3
–4
–5
–6

What is the distance, in units, between point A and point B?

A. 5
B. 12
C. 13
D. 17

ID#

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Grade 8 Mathematics Practice Test 11
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

10. A group of 7th graders and a group of 12th graders were asked whether they have a pet. Some of
the results are shown in the two-way table.

Do Not
Have a Pet Total
Have a Pet
7th Graders 108
12th Graders 76
Total 237 500

What percentage of the total number of students questioned were 12th graders?

ID#

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12 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

11. The graph of a line is shown on the coordinate plane.

7
6
5
4
3
2
1
x
–7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7
–1
–2
–3
–4
–5
–6
–7

Which equation represents the graphed line?

A. y = −2x + 3

1
B. y = −}
​​x+3
2

C. y = 3x − 2

1
D. y = 3x − }
​​
2
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Grade 8 Mathematics Practice Test 13
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

12. Yuri is comparing two linear functions.

• Linear function A can be represented by the equation y = 3x − 4.

• Some of the values of linear function B are shown in the table.

Function B
x −3 6 9
y −7 5 9

Which statement about the two functions is correct?

A. The rate of change of function B is greater than the rate of change of function A;
the y-intercept of function B is greater than the y-intercept of function A.
B. The rate of change of function B is greater than the rate of change of function A;
the y-intercept of function B is less than the y-intercept of function A.
C. The rate of change of function B is less than the rate of change of function A;
the y-intercept of function B is greater than the y-intercept of function A.
D. The rate of change of function B is less than the rate of change of function A;
the y-intercept of function B is less than the y-intercept of function A.

ID#

13. A rectangular prism is shown.

8 inches

5 inches
B
11 inches

Rounded to the nearest tenth of an inch, what is the distance from vertex B to vertex G?

A. 9.4
B. 12.1
C. 13.6
D. 14.5

ID#

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14 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 2

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Grade 8 Mathematics Practice Test 15
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

MATHEMATICS CALCULATOR ITEMS—SESSION 3

Answer the items below. A calculator may be used to assist with calculations necessary to answer
items in Session 3.

1. The linear equation shown has infinitely many solutions.

3(2x + 8) = 6x + k

What is the value of k ?

ID#

2. Three players are attempting to beat a video game in the fastest time. The times for each of their
first ten attempts are shown on the scatterplot.

Video Game Times

y

20

16
Time (minutes)

12

x
0 2 4 6 8 10
Attempt Number

Which statement about the scatterplot is correct?

A. There is a negative, linear association on the scatterplot.

B. There is a negative, nonlinear association on the scatterplot.
C. There is a positive, linear association on the scatterplot.
D. There is a positive, nonlinear association on the scatterplot.

ID#

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16 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

3. Quadrilateral ABCD is shown on the coordinate grid.

6
5
4
3
2
1
x
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1 A
–2
–3 D
–4 B
–5
C
–6

Select the two statements that must be true when quadrilateral ABCD is rotated 90° clockwise
about the origin to create quadrilateral EFGH.

Select two options.

A. Quadrilateral ABCD maps onto quadrilateral EFGH when reflected across the y-axis.
B. Any corresponding angles between quadrilateral ABCD and quadrilateral EFGH have the
same measure.
C. Any corresponding vertex between quadrilateral ABCD and quadrilateral EFGH remains in the
same location.
D. The length of each line segment in quadrilateral ABCD is greater than the length of the
corresponding line segment in quadrilateral EFGH.
E. The distance between the parallel line segments in quadrilateral ABCD is equal to the
distance between the parallel line segments in quadrilateral EFGH.

ID#

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Grade 8 Mathematics Practice Test 17
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

4. A system of linear equations is shown.

y = 2x − 4

y − 4 = 2x

How many solutions does the system of equations have?

A. 0
B. 1
C. 2
D. infinite

ID#

5. A relationship is shown in the table.

x y
−6 19
−3 13
1 5
6 −5

Write an equation in slope-intercept form (y = mx + b) to represent the relationship.

ID#

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18 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

6. Garrett draws line segment GH on a coordinate grid with vertices at (2, 3) and (6, 5). He then
rotates his line segment 270° counterclockwise about the origin to draw line segment JK. Use the
words and numerals below the blank lines to complete the statement.

Line segment GH is line segment JK, and line segment JK is in quadrant .

shorter than I
the same length as II
longer than III
IV

ID#

7. A hot-air balloon is fueled by propane gas. A pilot records her propane gas use, y, in gallons, after
2
flying for x minutes. She determines that the equation y = 40 − }​ ​x best models the data. What
5
does the slope of the pilot’s equation represent?

A. The hot-air balloon uses 2 gallons of propane gas every 5 minutes.

B. The hot-air balloon uses 5 gallons of propane gas every 2 minutes.

2
C. The hot-air balloon uses }
​ ​gallon of propane gas every 40 minutes.
5
5
D. The hot-air balloon uses }
​ ​gallons of propane gas every 40 minutes.
2
ID#

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Grade 8 Mathematics Practice Test 19
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

8. A science class graphs the temperature of a liquid based on the length of time since the start of an
experiment on the coordinate grid shown.

Liquid Science Experiment

y

80
79
78
77
Temperature (°F)

76
75
74
73
72
71
70
69
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Time (minutes)

What is the length of time, in minutes, during which the temperature of the liquid remains the
same?

A. 2
B. 3
C. 4
D. 5

ID#

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20 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

9. A system of equations is shown on the coordinate plane.

8
7
6
5
4
3
2
1
x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–1
–2
–3
–4
–5
–6
–7
–8

What is the y-value of the solution to the system of equations?

ID#

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Grade 8 Mathematics Practice Test 21
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

10. Thomas has a cup shaped like a cone and a cup shaped like a cylinder.

• Both cups have the same height.

• The circular tops of the two cups have the same radius.

Thomas completely fills the cone cup with water twice and empties it into the cylinder cup. Which
fraction of the volume of the cylinder cup is filled with water?

1
A. ​​
}
3
1
B. ​​
}
2
2
C. ​​
}
3

D. 1

ID#

11. Charlie has $12 to spend on grapes and apples.

• Grapes cost $3.75 per pound.

• Apples cost $2.50 per pound.

Charlie graphs a function that represents the relationship between the pounds of grapes, x,
and the pounds of apples, y, Charlie can buy with $12. Which statement best explains whether
Charlie’s function is linear?

A. The function is linear because it contains both x and y.

B. The function is linear because the rate of change is −1.5.
C. The function is not linear because its graph does not pass through the origin.
D. The function is not linear because the rate of change has to be a positive value.

ID#

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22 Grade 8 Mathematics Practice Test
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

12. An expression is shown.

9.6 × 106
​
} ​
1.2 × 10−2
Which expression is equivalent to the given expression?

A. 8 × 108
B. 8 × 104
C. 11.52 × 10−3
D. 11.52 × 10−12

ID#

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Grade 8 Mathematics Practice Test 23
 MATHEMATICS CALCULATOR ITEMS—SESSION 3

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24 Grade 8 Mathematics Practice Test
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Grade 8 Mathematics Practice Test 25
 MATHEMATICS—APPENDIX

MATHEMATICS—APPENDIX

SUMMARY DATA—GRADE 8, SESSION 1

Number 1
Alignment M.8.NS.A.1
Depth of Knowledge 1
Key(s) See Annotations
Points 1
Annotations The question asks the student to match each rational number to its decimal
expansion.

To receive full credit, the student must match each fraction to its correct
decimal equivalent as shown.

Number 2
Alignment M.8.NS.A.2
Depth of Knowledge 1
Key(s) See Annotations
Points 1
Annotations The question asks the student to use rational approximations of irrational
numbers to locate them approximately on a number line.

To receive full credit, the student must plot a point at approximately 3.5 on
the number line.

The square root of 9 is 3, and the square root of 16 is 4. Since 12 is between

9 and 16, the square root of 12 must be between 3 and 4.

26 Grade 8 Mathematics Practice Test

 MATHEMATICS—APPENDIX

Number 3
Alignment M.8.EE.A.3
Depth of Knowledge 2
Key(s) C, D
Points 2
Annotations The question asks the student to compare the size of one number expressed
in the form of a single digit times an integer power of 10 to another number
expressed in the same form.

To receive full credit, the student must select choices C and D. To receive
partial credit, the student must select either choice C or choice D.

A. Incorrect. The student finds 7 times as much because 7 divided by 1 is 7,

but the student does not consider the power of 10.

B. Incorrect. The student reverses the countries.

1
C. Correct. Vietnam’s population divided by Thailand’s population is }
​7 ​times
10, which is approximately 1.4.

D. Correct. Thailand’s population divided by Nicaragua’s population is

1 times 10, which is 10.

E. Incorrect. The student subtracts the last two exponents to get 10 to the
third power, resulting in 1,000.

Grade 8 Mathematics Practice Test 27

 MATHEMATICS—APPENDIX

Number 4
Alignment M.8.NS.A.1
Depth of Knowledge 1
Key(s) See Annotations
Points 1
Annotations The question asks the student to classify numbers as rational or irrational.

To receive full credit, the student must drag each number into the correct
column as shown.

Number 5
Alignment M.8.EE.A.1
Depth of Knowledge 1
Key(s) See Annotations
Points 1
Annotations The question asks the student to apply the properties of integer exponents
to generate equivalent numerical expressions.

To receive full credit, the student must complete the three rows of the table
correctly as shown.

28 Grade 8 Mathematics Practice Test

 MATHEMATICS—APPENDIX

SUMMARY DATA—GRADE 8, SESSION 2

Number 1
Alignment M.8.F.A.1
Depth of Knowledge 1
Key(s) B
Points 1
Annotations The question asks the student to understand and explain that a function is a
rule that assigns exactly one output to each input.

A. Incorrect. The student confuses the idea of exactly one output for each
input.
B. Correct. The input value of −1 has two different output values.
C. Incorrect. The student chooses the option that is a function.
D. Incorrect. The student confuses the idea of exactly one output for each
input.

Number 2
Alignment M.8.G.A.4
Depth of Knowledge 2
Key(s) 9
Points 1
Annotations The question asks the student to find the x-value of a coordinate point
when a two-dimensional figure is obtained through a dilation.

To receive full credit, the student must enter 9 or an equivalent value.

3
Point D corresponds to point A (6, −3). When 6 is multiplied by }
​2 ​, it results
in 9.

Grade 8 Mathematics Practice Test 29

 MATHEMATICS—APPENDIX

Number 3
Alignment M.8.EE.C.7b
Depth of Knowledge 1
Key(s) C
Points 1
Annotations The question asks the student to solve a linear equation by expanding
expressions by using the distributive property and collecting like terms.

A. Incorrect. The student subtracts −2 from 8 and then distributes to both

terms in the parentheses.
B. Incorrect. The student subtracts −2 from 8 and then distributes only to
the x.
C. Correct. The distributive property, collecting like terms, and solving for x
were done correctly.
D. Incorrect. The student only distributes the −2 to the 10.

Number 4
Alignment M.8.F.B.4
Depth of Knowledge 2
Key(s) A
Points 1
Annotations The question asks the student to construct a function to model a linear
relationship between two quantities.

A. Correct. The rate of change is found by subtracting 36 and 12 to find 24

and then dividing by 4 hours to get 6 acres per hour. The 12 acres she
has already plowed is the y-intercept.
B. Incorrect. The student chooses 9 as the rate of change by dividing
36 by 4.
C. Incorrect. The student chooses to reverse the locations of the rate of
change and the y-intercept.
D. Incorrect. The student chooses to reverse the locations of the rate of
change and the y-intercept and chooses 9 as the rate of change by
dividing 36 by 4.

30 Grade 8 Mathematics Practice Test

 MATHEMATICS—APPENDIX

Number 5
Alignment M.8.SP.A.2
Depth of Knowledge 2
Key(s) D
Points 1
Annotations The question asks the student to identify the line of best fit in a scatterplot.

A. Incorrect. The student identifies the line of best fit that goes through the
origin, believing that this must be a characteristic of a line of best fit.
B. Incorrect. The student identifies the line of best fit that goes through the
most points, believing that this must be a characteristic of a line of best
fit.
C. Incorrect. The student identifies the line of best fit that goes through the
first data point, believing that this must be a characteristic of a line of
best fit.
D. Correct. The line of best fit is the line that is closest to the most data
points.

Number 6
Alignment M.8.G.A.3
Depth of Knowledge 2
Key(s) See Annotations
Points 1
Annotations The question asks the student to identify the effect of dilation on a
two‑dimensional figure by using coordinates.

To receive full credit, the student must plot the points (4, 2), (4, 8), (10, 2),
and (10, 8) on the coordinate plane as shown.

Grade 8 Mathematics Practice Test 31

 MATHEMATICS—APPENDIX

Number 7
Alignment M.8.EE.C.8c
Depth of Knowledge 2
Key(s) C
Points 1
Annotations The question asks the student to solve real-world problems leading to
two linear equations in two variables.

A. Incorrect. The student determines the number of 20-hour employees.

B. Incorrect. The student divides 740 by the sum of the number of
hours (60).
C. Correct. A system of equations is set up and solved for the number of
40-hour employees.
D. Incorrect. The student subtracts 24 from 40.

Number 8
Alignment M.8.F.A.1
Depth of Knowledge 1
Key(s) A
Points 1
Annotations The question asks the student to understand and explain that a function is a
rule that assigns to each input exactly one output.

A. Correct. A function can have only one output for every input.
B. Incorrect. The student incorrectly explains there is only one option by
taking half of the given input value of 2.
C. Incorrect. The student believes input values and maximum numbers of
outputs must be the same.
D. Incorrect. The student believes having an answer and its opposite would
still be a function.

32 Grade 8 Mathematics Practice Test

 MATHEMATICS—APPENDIX

Number 9
Alignment M.8.G.B.8
Depth of Knowledge 2
Key(s) C
Points 1
Annotations The question asks the student to apply the Pythagorean theorem to find the
distance between two points in a coordinate system.

A. Incorrect. The student calculates the vertical distance between the

points.
B. Incorrect. The student calculates the horizontal distance between the
two points.
C. Correct. The Pythagorean theorem is used to find the distance between
the points. The legs of the right triangle are the horizontal distance
between the points (12) and the vertical distance between the points (5).
D. Incorrect. The student adds the vertical and horizontal distances
between the points.

Number 10
Alignment M.8.SP.A.4
Depth of Knowledge 2
Key(s) 41
Points 1
Annotations The question asks the student to construct and interpret a two-way table
summarizing data on two categorical variables collected from the same
subjects.

To receive full credit, the student must enter 41 or an equivalent value.

The number of 12th graders who do not have a pet must be found by, first,
subtracting 108 from 237, which results in 129. Next, the total number of
12th graders is found by adding 129 to 76, resulting in 205. Finally, to find
the percentage of 12th graders, 205 is divided by 500, resulting in 0.41,
which is 41%.

Grade 8 Mathematics Practice Test 33

 MATHEMATICS—APPENDIX

Number 11
Alignment M.8.EE.B.6
Depth of Knowledge 2
Key(s) A
Points 1
Annotations The question asks the student to derive the equation y = mx + b for a line
intercepting the vertical axis at b.

A. Correct. The student identifies the y-intercept of 3 and the slope of −2.
B. Incorrect. The student identifies the correct y-intercept but finds the
reciprocal of the slope.
C. Incorrect. The student reverses the slope and y-intercept.
D. Incorrect. The student reverses the y-intercept and slope and uses the
reciprocal of the slope.

Number 12
Alignment M.8.F.A.2
Depth of Knowledge 2
Key(s) C
Points 1
Annotations The question asks the student to compare properties of two functions each
represented in a different way.

A. Incorrect. The student does not compare the rates of change correctly
4
(​}
3
​is not greater than 3).

B. Incorrect. The student does not compare the y-intercepts nor the rates
of change correctly.
4
C. Correct. The rates of change are correctly compared as }​3 ​is less than 3
and the y-intercepts are correctly compared as −3 is greater than −4.

D. Incorrect. The student does not compare the y-intercepts correctly

(−3 is not less than −4).

34 Grade 8 Mathematics Practice Test

 MATHEMATICS—APPENDIX

Number 13
Alignment M.8.G.B.7
Depth of Knowledge 2
Key(s) D
Points 1
Annotations The question asks the student to apply the Pythagorean theorem to
determine unknown side lengths in right triangles in a mathematical
problem in three dimensions.

A. Incorrect. The student determines the length when 5 and 8 are used as
legs of the right triangle.
B. Incorrect. The student determines the length when 5 and 11 are used as
legs of the right triangle.
C. Incorrect. The student determines the length when 8 and 11 are used as
legs of the right triangle.
D. Correct. The Pythagorean theorem needs to be used twice to find the
answer. First, the length of the diagonal of the base of the prism needs
to be found by using 11 and 5 as the legs of a right triangle, resulting in
12.1. Then, the length of BG can be found by using 12.1, the length of
the diagonal of the base, and 8, the length of the height of the box.

Grade 8 Mathematics Practice Test 35

 MATHEMATICS—APPENDIX

SUMMARY DATA—GRADE 8, SESSION 3

Number 1
Alignment M.8.EE.C.7a
Depth of Knowledge 2
Key(s) 24
Points 1
Annotations The question asks the student to solve a linear equation in one variable that
has infinitely many solutions.

To receive full credit, the student must enter 24 or an equivalent value.

Number 2
Alignment M.8.SP.A.1
Depth of Knowledge 1
Key(s) B
Points 1
Annotations The question asks the student to interpret a scatterplot for bivariate
measurement data between two quantities to describe the pattern of the
graph.

A. Incorrect. The student chooses a negative association but confuses linear

and nonlinear.
B. Correct. The relationship has a negative association and does not form a
linear association, so it would be considered nonlinear.
C. Incorrect. The student confuses positive and negative association as well
as linear and nonlinear association.
D. Incorrect. The student confuses positive and negative association.

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 MATHEMATICS—APPENDIX

Number 3
Alignment M.8.G.A.1b
Depth of Knowledge 2
Key(s) B, E
Points 2
Annotations The question asks the student to verify the properties of a rotation.

To receive full credit, the student must select choices B and E. To receive
partial credit, the student must select either choice B or choice E.

A. Incorrect. The student assumes a rotation of 90 degrees clockwise is the

same as a reflection across the y-axis.
B. Correct. An angle keeps the same measure when rotated.
C. Incorrect. The student assumes the rotation has the properties of a
translation.
D. Incorrect. The student assumes the rotation has a property of a dilation.
E. Correct. Parallel lines remain parallel with the same distance between
them when rotated.

Number 4
Alignment M.8.EE.C.8b
Depth of Knowledge 2
Key(s) A
Points 1
Annotations The question asks the student to solve a system of two linear equations
represented in algebraic symbols.

A. Correct. The student identifies that the slopes are equal, so the lines
would be parallel and have no points in common.
B. Incorrect. The student chooses 1 solution as a misconception that all
systems of linear equations have 1 solution.
C. Incorrect. The student chooses 2 solutions because there are two
variables.
D. Incorrect. The student chooses infinite solutions. The student recognizes
the equal slopes and that there is a −4 in each equation but does not
notice that one equation does not have y isolated.

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 MATHEMATICS—APPENDIX

Number 5
Alignment M.8.F.B.4
Depth of Knowledge 2
Key(s) y = −2x + 7
Points 1
Annotations The question asks the student to determine the rate of change and initial
value from a table of (x, y) values to construct a function.

To receive full credit, the student must enter the equation y = −2x + 7 or an
equivalent equation.

Number 6
Alignment M.8.G.A.1a
Depth of Knowledge 2
Key(s) See Annotations
Points 1
Annotations The question asks the student to verify the properties of a rotation on a line
segment.

To receive full credit, the student must select “the same length as” in the
first drop-down menu and “IV” in the second drop-down menu.

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 MATHEMATICS—APPENDIX

Number 7
Alignment M.8.SP.A.3
Depth of Knowledge 2
Key(s) A
Points 1
Annotations The question asks the student to interpret the slope of the equation of a
linear model to solve problems in the context of bivariate measurement
data.

−2
​5 ​. The −2 is the vertical change of
A. Correct. The slope of the equation is }}
gallons used, while the 5 is the horizontal change of minutes.

B. Incorrect. The student reverses of the vertical and horizontal changes.

C. Incorrect. The student determines the slope as the number of gallons

used during the number of minutes the y-intercept indicates.

D. Incorrect. The student determines the reciprocal of the slope as the

number of gallons used during the number of minutes the y-intercept
indicates.

Number 8
Alignment M.8.F.B.5
Depth of Knowledge 1
Key(s) B
Points 1
Annotations The question asks the student to analyze a graph to describe the functional
relationship between two quantities qualitatively.

A. Incorrect. The student chooses the x-value of the lowest part of the
graph.
B. Correct. A line representing the time when the temperature remained
the same would have a slope of 0. The horizontal part of the graph is
from 4 to 7 on the x-axis, which represents 3 minutes.
C. Incorrect. The student chooses the x-value at which the temperature
starts having a slope of 0.
D. Incorrect. The student subtracts 14 from 9, which is the time during
which the temperature change increases the least.

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Number 9
Alignment M.8.EE.C.8a
Depth of Knowledge 1
Key(s) −2
Points 1
Annotations The question asks the student to find the y-value of the solution to a system
of equations.

To receive full credit, the student must enter −2 or an equivalent value.

Number 10
Alignment M.8.G.C.9
Depth of Knowledge 2
Key(s) C
Points 1
Annotations The question asks the student to know the relationship between the
formula for the volume of a cone and the formula for the volume of a
cylinder (given the same height and diameter) and use them to solve a real-
world problem.

A. Incorrect. The student calculates the comparison between the volume

of the cone and the volume of the cylinder but doesn’t consider that the
cone is emptied twice.
1
B. Incorrect. The student calculates the volume of the cone as being }
​4 ​that
1
of the cylinder, then doubles the cone’s volume to get }
​2 ​.
1
C. Correct. The volume of a cone is }
​3 ​the volume of a cylinder (given the
same height and diameter). Since the cone is filled twice and emptied
1 1 2
into the cylinder twice, }
​3 ​+ }
​3 ​equals }
​3 ​.
1
D. Incorrect. The student calculates the volume of the cone as being }
​2 ​that
of the cylinder, then doubles the cone’s volume to get 1.

40 Grade 8 Mathematics Practice Test

 MATHEMATICS—APPENDIX

Number 11
Alignment M.8.F.A.3
Depth of Knowledge 2
Key(s) B
Points 1
Annotations The question asks the student to interpret the equation y = mx + b as
defining a linear function.

A. Incorrect. The student notices only the two variables and does not
consider whether one input gives exactly one output.
B. Correct. The equation would be 3.75x + 2.50y = 12. When y is isolated,
the equation becomes y = −1.5x + 4.8, which shows the rate of change is
−1.5.
C. Incorrect. The student believes all linear functions must go through the
origin.
D. Incorrect. The student believes a linear function must have a rate of
change with a positive value.

Number 12
Alignment M.8.EE.A.4
Depth of Knowledge 1
Key(s) A
Points 1
Annotations The question asks the student to evaluate an expression involving dividing
two numbers expressed in scientific notation.

A. Correct. Dividing 9.6 by 1.2 results in 8. The exponents are subtracted to

get 8 (6 − −2).
B. Incorrect. The student divides 9.6 by 1.2 correctly but takes 6 − 2 to get
4 rather than 6 − −2.
C. Incorrect. The student multiplies 9.6 and 1.2 and divides the exponents.
D. Incorrect. The student multiplies 9.6 and 1.2 and multiplies the
exponents.

Grade 8 Mathematics Practice Test 41

 Mathematics
Practice Test
Grade 8

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