TASC Math Sample Test Items

Test Assessing Secondary Completion™ – Sample Items, Math

Item 1
This selected-response item will provide
evidence regarding the examinee’s ability
When a spherical balloon is filled with air, it has a diameter of 6 inches.
to recognize and use geometric formulas to
Which of the following gives the best estimate for the volume of air in the balloon,
compute quantities of interest (G-GMD.3),
in cubic inches?
a skill that has a wide array of practical and
business applications outside of a school A 63.6
setting. The examinee is provided with a
B 108.0
scientific calculator within the testing
environment as well as a formula sheet. 113.1
C 

D 150.8
This item has been designed so that an
examinee who confuses radius and diam-
eter cannot select that as a response. This
hopefully prompts the examinee with the
skill to recognize the error and obtain the
correct response, despite the initial careless
error. The same skill could be assessed with a
gridded-response item, in which the careless
error would result in an incorrect response.
Questions of different types therefore pro-
vide different opportunities for examinees
to provide evidence of their proficiency at
different levels.

Answer Key: C
DOK: 2
Explanation: The correct response
demonstrates evidence of an examinee’s
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ability to calculate the volume of a sphere
with radius 3 inches.

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 2
This selected-response item requires the
examinee to apply proportional reasoning
Two rectangles are similar and the dimensions shown are in centimeters.
skills in a geometric context (G-SRT.5).
Writing proportions to model situations is
one of the most fundamental concepts in
mathematical modeling (MP.4).

Answer Key: B
DOK: 2
Explanation for Correct Response:
The correct response demonstrates evidence
that the examinee can apply proportional
14 x What is the measure of x, in centimeters?
reasoning to 5 = 2 , obtaining the solution
28
x= 5 = 5.6. A 4.0

B 5.6

8.4
C 

D 11.0

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 3
A key concept in coordinate geometry is
analyzing graphs to determine distances
Sharon made a scale drawing of a triangular park. The coordinates for the vertices of
and areas that depend on the scale and
the park are:
units of measure. This gridded-response
(– 10, 5)
item requires the examinee to use
(15, 5)
coordinates to compute an area (G-GPE.7).
(10, 12)
Since a coordinate grid graphic is not
given, the examinee must visualize the
Her scale is 1 unit = 1 meter.
situation in order to calculate the area.
The test will also include lower-rigor items
What is the area of the triangular park in square meters?
that do include the graphic.

Answer Key: 87.5

DOK: 2
Explanation for Correct Response:
The correct response demonstrates evidence 0 0 0 0 0
that the examinee can calculate the area of a 1 1 1 1 1
triangle, given coordinates. 2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 4
This selected-response item requires the
examinee to apply algebraic rules to solve a
What is the solution to the equation 2(x – 10) + 4 = – 6x + 2?
linear equation (A-REI.3). The order of
9
operations plays an important role in this A – 2
item as does recognition and manipulation
B 1
of like terms. Having a non-integer solution
9
reduces the opportunity to test answer C 
4
choices in the equation, though this skill as 5
D 2
well is often assessed using gridded-
response items. The item not only allows
an inference to be made about the examinee’s
mastery of the content standard but also
provides evidence regarding the examinee’s
mastery of looking for and making use of
structure (MP.7).

Answer Key: C
DOK: 2
Explanation for Correct Response:
demonstrates evidence that the examinee
can apply algebraic rules, including
distributive property, to solve for x.

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 5
A key concept in functions is recognizing
features of the graphs of the functions
Water pours into a tank over a 10-minute period. The function f (x) graphed below
(F-IF.4). This selected-response item
models the flow rate, in gallons per minute (GPM).
provides an opportunity for the examinee
to demonstrate an understanding of how
quantities change with respect to one
another given the model graph.

Answer Key: A
DOK: 1
Explanation for Correct Response:
The correct response demonstrates
evidence that the examinee can recognize
Over which of the following intervals does the flow rate increase by the greatest
that A is the only region where the flow
amount?
rate is increasing.
A x = 0 to x = 1

B x = 2 to x = 3

x = 4 to x = 5
C 

D x = 8 to x = 9

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 6
Linear functions are among the most basic
functions in algebra. Students become
The table below gives selected values for the linear function, f(x).
familiar with the key concepts of linear
functions and learn how to use these
functions to model real-life situations in x f (x)
basic courses (MP.4). This selected-response
item requires the examinee to compare the 5 12
slopes of two linear functions that are 10 19
represented in a different way (F-IF.9). 15 26
Representing functions algebraically,
20 33
numerically, and graphically is a standard
teaching technique in the mathematics
Which of the following functions has the same slope as f(x)?
curriculum.

A g (x) = x + 7
Answer Key: D
DOK: 2 B h (x) = 2x + 2
Explanation for Correct Response: 4
q (x) = 5 x + 8
C 
The correct response demonstrates evidence
7
that the examinee can determine the slope of D p (x) = 5 x + 5
7
5 , then compare to the equations.

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 7
Before students can answer a question
about the likelihood of an event occurring,
Tom has two cubes with the numbers 1 through 6 on the sides. If he rolls the cubes
they must consider the sample space (the set
at the same time and finds the sum, the sample space of the possible outcomes is the
of possible outcomes) as well as the subset
set { 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}. Tom rolls the cubes. One of the cubes shows a
that describes the event of interest (S-CP.1).
number less than or equal to 3. The other cube shows the number 4. Which subset of
To avoid misinterpretation, the set of possible
the sample space describes the set of possible outcomes for Tom?
outcomes is explicitly stated in this selected-
response item, allowing the examinee to A {5, 6}
focus on selecting the proper subset of the
B {4, 5, 6}
sample space that meets the criteria using
quantitative reasoning skills (MP.2). {5, 6, 7}
C 

D {4, 5, 6, 7}
Answer Key: C
DOK: 2
Explanation for Correct Response:
The correct response demonstrates evidence
that the examinee can determine the subset
representing the possible outcomes.

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 8
This selected-response item will provide
evidence regarding the examinee’s ability to
The price of a certain sofa, S, is $900 more than the price of a chair, C. The total
analyze and represent constraints by using
price for the sofa and chair is $1200. Which system of equations can be used to find
a system of equations (A-CED.3). The item
the price of each piece of furniture?
requires the examinee to identify the system
of equations that models the contextual C = S – 900
A
situation by interpreting key words and S + C = 1200
phrases (MP.4).
C = S + 900
B
Answer Key: A S – C = 1200
DOK: 2
Explanation for Correct Response: C = S + 900
C
The correct response demonstrates S + C = 1200
evidence that the examinee can translate
verbal description of constraints into correct C = S + 1200
D
system of equations. S – C = 900

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 9
One of the most fundamental skills from
the Common Core Standards for Mathematics
Consider this polynomial expression.
in high school is the ability to proficiently
compute with algebraic expressions, (x2 – x + 1) + (2x2 + x – 9)
specifically adding, subtracting, and multiplying
What is the sum of the polynomials?
polynomials (A-APR.1). This provides the
foundation for using algebraic expressions,
A x2 – 8
equations, inequalities, and functions as a
means for model phenomena in the real B 3x2 – 8
world (MP.4).
3x2 – 2x – 8
C 

Answer Key: B D 3x2 + 2x – 8

DOK: 2
Explanation for Correct Response:
The correct response demonstrates evidence
that the examinee can recognize that B is the
only answer that demonstrates correct
addition of terms.

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 Test Assessing Secondary Completion™ – Sample Items, Math

Items 10
Proficiency with the concept of functions
involves both familiarity with functional
Consider this function.
notation and the ability to evaluate a given
function for a specific numerical value f (x) = – 2 x + 7
(F-IF.2). This item requires the examinee
What is f (− 3)?
to apply these skills, evaluating a basic
linear equation for a given input value.
Obtaining the proper solution also
requires demonstrating the conceptual
understanding of how to multiply negative
numbers together, a skill which the
0 0 0 0 0
Common Core introduces in grade 7.
1 1 1 1 1
2 2 2 2 2
Answer Key: 13
3 3 3 3 3
DOK: 1
4 4 4 4 4
Explanation for Correct Response:
5 5 5 5 5
The correct response demonstrates
6 6 6 6 6
evidence that the examinee can solve a
7 7 7 7 7
linear function for a given value, as in
8 8 8 8 8
f(-3)= -2 × -3 + 7 = 6 + 7 = 13.
9 9 9 9 9

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 Test Assessing Secondary Completion™ – Sample Items, Math

Item 11
This selected-response requires the
examinee to isolate a particular quantity of
The time, T, it takes for 2 people working together to complete a job is given by
interest (A-REI.3). The item involves many of 1
T= .
the same skills as those in the previous item r1 + r2

but adds an important concept, attending to

In the equation
quantities within expressions (MP.2). Many
• r1 is the work rate of the first person
recognize the fact that some type of inverse
• r2 is the work rate of the second person
relation exists between the time it takes to
complete the job and the work rates but fail
Which formula could be used to find r1 if you knew the values for T and r2?
to consider the sum of the rates as one
unified structure (MP.7). T – r2
A r1 = r2

Answer Key: B
1 – Tr2
DOK: 2 B r1 = T
Explanation for Correct Response:
The correct response demonstrates evidence T
r1 =
C  – r2
that the examinee can translate an algebraic r2

equation to isolate the quantity of interest, Tr2

D r1 =
as in: T + r2

1
T= r1 + r2

1
r1 + r 2 = T

1
r1 = T
- r2

1 - Tr2
r1 = T

Math

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