XV.

Mathematics, Grade 10
 Grade 10 Mathematics Test
The spring 2018 grade 10 Mathematics test was based on standards in the 2011 Massachusetts Curriculum Framework for
Mathematics that match content in the grade 9–10 standards from the 2000 Massachusetts Mathematics Curriculum Framework.
The standards in the 2011 Framework on the grade 10 test are organized under the five major conceptual categories listed below.

• Number and Quantity

• Algebra

• Functions

• Geometry

• Statistics and Probability

The Massachusetts Curriculum Framework for Mathematics is available on the Department website at
www.doe.mass.edu/frameworks/archive.html. More information and a list of standards assessable on the spring 2018 test are
available at www.doe.mass.edu/mcas/transition/?section=math10.

Mathematics test results for grade 10 are reported under four MCAS reporting categories, which are based on the five Framework
conceptual categories listed above.

The table at the conclusion of this chapter indicates each item’s reporting category, the 2011 Framework standard it assesses, and the
2000 Framework standard it assesses. The correct answers for multiple-choice and short-answer items are also displayed in the table.

Test Sessions
The grade 10 Mathematics test included two separate test sessions, which were administered on consecutive days. Each session
included multiple-choice and open-response items. Session 1 also included short-answer items.

Reference Materials and Tools

Each student taking the grade 10 Mathematics test was provided with a grade 10 Mathematics Reference Sheet. A copy of the
reference sheet follows the final question in this chapter.

During Session 2, each student had sole access to a calculator with at least four functions and a square root key. Calculator use was
not allowed during Session 1.

During both Mathematics test sessions, the use of bilingual word-to-word dictionaries was allowed for current and former English
learner students only. No other reference tools or materials were allowed.

314
 Grade 10 Mathematics
Session 1
You may use your reference sheet during this session.
You may not use a calculator during this session.

DIRECTIONS
This session contains fourteen multiple-choice questions, four short-answer questions, and
three open-response questions. Mark your answers to these questions in the spaces provided in
your Student Answer Booklet.

 ●
1 Which of the following equations is
true?
 ●
3 A container of soup is in the shape of a
right circular cylinder. The container and
its dimensions are shown below.
A. 7 • (2 3) 3 (7 • 2)
B. 7 • (2 3) 7 (2 • 3) 8 cm
C. 7 • (2 3) 3 • (2 7)
D. 7 • (2 3) 7 • (3 2)

10 cm
 ●
2 Which of the following is closest to the
value of the expression below?
3
120

A.  4
B.  5
C.  9 What is the volume, in cubic
centimeters, of the container?
D. 11
A. 200π
B. 160π
C.  80π
D.  40π

315
Mathematics Session 1

 ●
4 Which of the following is equivalent to
the expression below?
 ●
7 The weights, in pounds, of 7 packages
are listed below.
(p 4 )( p 2)
25, 10, 20, 4, 6, 3, 9
2
A. p 2p 8
B. p 2 4p 2 The weight of an 8th package is added
to the list. The mean weight of the
C. p 2 8 8 packages is 12 pounds.
D. p 2 2 What is the weight, in pounds, of the
8th package?

A. 19
B. 16
 ●
5 Which of the following values of x is a
solution of the equation below? C. 11
x2 256 D. 10

A. 4
B. 16
C.   128  ●
8 Point S is the midpoint of  RT . The
coordinates of point R and point T are
D.   512
listed below.

• R (211, 212)
• T (27, 24)
 ●6 A waiter received a 15% tip for a
restaurant bill of $59.14. Which of the What are the coordinates of point S ?
following estimates is closest to the tip
the waiter received? A. (22, 24)
B. (28, 210)
A. $5.00
C. (29, 28)
B. $7.50
D. (218, 216)
C. $9.00
D. $12.00

316
Mathematics Session 1

 ●
9 Which of the following is equivalent to
the expression below?
 ●
11 A set of data is shown in the scatterplot
below.

x2 144 y
5
A. ( x 1)( x 144)
4
B. ( x 1)( x 144) 3
C. ( x 12)( x 12) 2
1
D. ( x 12)( x 12)
0
x
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3

 ●
10 A rug in the shape of a square has an
area of 33 square feet. Which of the
–4
–5

following estimates is closest to the

length of each side of the rug?
Which of the following equations best
represents the line of best fit for the
A. 5 14 feet data in the scatterplot?

B. 5 43 feet A. y 1
x 2
2

C. 6 43 feet B. y 1
x 1
2

D. 8 14 feet C. y 1
x 2
2

1
D. y 2
x 1

317
Mathematics Session 1

 ●
12 A parallelogram and some of its
dimensions are shown below.
 ●
14 Two groups are going on a trip to a
theater. The first group has 30 students
and 4 adult chaperones. The second
15 in. group has 25 students and 4 adult
chaperones.

h in. The cost, in dollars, for each student

ticket, s, and each adult ticket, a, can
be determined using the system of
equations below.
The area of the parallelogram is
30s 1 4a 5 720
90 square inches. What is h, the height 25s 1 4a 5 620
in inches of the parallelogram?
What is the cost for each student ticket?
A.  6
B.  8 A. $5
C. 10 B. $20
D. 12 C. $25
D. $30

 ●
13 Which of the following expressions is
equivalent to 17?
3
A. 3 • 17

1
B. • 3 17
3

3
C. 173

D. 3 17
3

318
Mathematics Session 1

Questions 15 and 16 are short-answer questions. Write your answers to these questions in the boxes
provided in your Student Answer Booklet. Do not write your answers in this test booklet. You may do
your figuring in the test booklet.

 ●
15 What is the value of the expression below?

22(32  2  10)

 ●
16 The line plot below shows the number of red items of clothing owned by each student in a class.

X
X X
X X X X
X X X X X X X X X

3 4 5 6 7 8 9 10 11 12
Number of Red Items of Clothing

What is the median number of red items of clothing owned by the students in the class?

319
Mathematics Session 1

Question 17 is an open-response question.

• BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION.
• Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
• If you do the work in your head, explain in writing how you did the work.
Write your answer to question 17 in the space provided in your Student Answer Booklet.

 ●
17 Stacey will paint the four walls of a room. Two walls each have a length of 20 feet, and the other
two walls each have a length of 16 feet.
The expression below represents the total perimeter, in feet, of the room.
2(20  1  16)
a. What is the total perimeter, in feet, of the room? Show or explain how you got your answer.

The room has 2 windows and 3 doors. Each window is 4 feet high and 3 feet wide, and each door
is 7 feet high and 3 feet wide.
The expression below represents the total area, in square feet, of the windows and doors in the
room.
2(4  •  3)  1  3(7  •  3)
b. What is the total area, in square feet, of the windows and doors in the room? Show or explain
how you got your answer.

The height of each of the walls in the room is 8 feet. Stacey will not paint the windows or doors.
The expression below represents the total area, in square feet, that Stacey will paint.
2(20  •  8  1  16  •  8)  2  [2(4  •  3)  1  3(7  •  3)]
c. What is the total area, in square feet, that Stacey will paint? Show or explain how you got your
answer.

Each gallon of paint covers a total area of 300 square feet. Stacey will cover the walls with 2 layers
of paint.
The expression below represents the total number of gallons of paint Stacey will need to paint the
room with 2 layers of paint.
2{2(20 • 8 16 • 8) [2(4 • 3) 3(7 • 3)]}
300

Each gallon of paint costs $26. Stacey must purchase full gallons of paint.

d. What is the total cost, in dollars, of the gallons of paint Stacey will need to purchase to paint the
room? Show or explain how you got your answer.

320
Mathematics Session 1

Questions 18 and 19 are short-answer questions. Write your answers to these questions in the boxes
provided in your Student Answer Booklet. Do not write your answers in this test booklet. You may do
your figuring in the test booklet.

 ●
18 Rectangle ABCD is similar to rectangle EFGH. The rectangles and some of their dimensions are
shown in the diagram below.

E F
A B

x inches
5 inches

D C H G
10 inches 12 inches

Based on the dimensions in the diagram, what is the value of x ?

 ●
19 The equation below has two solutions.

n 4 1

One solution of the equation is 3. What is the other solution of the equation?

321
Mathematics Session 1

Questions 20 and 21 are open-response questions.

• BE SURE TO ANSWER AND LABEL ALL PARTS OF EACH QUESTION.
• Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
• If you do the work in your head, explain in writing how you did the work.
Write your answer to question 20 in the space provided in your Student Answer Booklet.

 ●
20 Lionel wrote an arithmetic sequence. The first five terms of the sequence are shown below.
3,  10,  17,   24,   31, . . .
a. What is the next term of Lionel’s sequence? Show or explain how you got your answer.

b. Write an expression that can be used to find the nth term of Lionel’s sequence.

Bella also wrote an arithmetic sequence. Each term of Bella’s sequence is equal to three times
the corresponding term of Lionel’s sequence.

c. Write an expression that can be used to find the mth term of Bella’s sequence.

d. What is the 20th term of Bella’s sequence? Show or explain how you got your answer.

322
Mathematics Session 1

Write your answer to question 21 in the space provided in your Student Answer Booklet.

 ●
21 A company packages fruit baskets of different weights and ships them to customers. The
company charges a flat fee for packaging the baskets. The total packaging and shipping cost in
dollars, y, of a fruit basket weighing x pounds is represented by the line on the graph below.

Packaging and Shipping Costs

for Fruit Baskets
y
Packaging and Shipping Cost

18
16
(6, 16)
14
(in dollars)

12
10
(3, 10)
8
6
4
2
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Weight of Basket (in pounds)

a. What is the y-intercept of the line on the graph?

b. What does the y-intercept of the line represent in this situation?

c. What is the slope of the line on the graph? Show or explain how you got your answer.

d. What does the slope of the line represent in this situation?

e. Write an equation that represents the line on the graph.

f. Use the equation you wrote in part (e) to determine the weight, in pounds, of the heaviest
fruit basket that could be packaged and shipped for $50. Show or explain how you got your
answer.

323
 Grade 10 Mathematics
Session 2
You may use your reference sheet during this session.
You may use a calculator during this session.

DIRECTIONS
This session contains eighteen multiple-choice questions and three open-response questions.
Mark your answers to these questions in the spaces provided in your Student Answer Booklet.

●
22 Rasha and Scott went to a bakery. Rasha
bought 4 plain bagels and 2 chocolate
 ●
24 Quadrilateral RSTU is graphed on the
coordinate grid below.
donuts for a total of $8.70. Scott bought
3 chocolate donuts for a total of $2.55. y

What is the cost of one plain bagel at 7 R(3, 6)

the bakery? 6
5
A. $0.85 4
B. $1.45 3
C. $1.75 2 U(1, 2) S(5, 2)
1
D. $2.05 x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7
–1
–2
–3 T(3, –2)

 ●
23 The first term of an arithmetic sequence
is 5. The third term of the sequence
–4
–5

is 13. –6
–7
Which of the following expressions
represents the nth term of the sequence?
Quadrilateral RSTU will be reflected over
A. 4n 1 the y-axis and translated 4 units down.
B. 4n 5 What will be the coordinates of the image
C. 5n 1 of point S after the transformations?
D. 5n 5 A. (25, 22)
B. (1, 22)
C. (21,  2)
D. (25,  2)

324
Mathematics Session 2

 ●
25 The box-and-whisker plot below shows
the distribution of the numbers of
 ●
26 The diagram below shows a cup in the
shape of a right circular cone and some
calories per serving for a selection of of its measurements.
breakfast cereals.
5 cm
Breakfast Cereal Calories per Serving

10 cm
50 65 80 95 110 125 140 155 170 185 200

Based on the box-and-whisker plot, what

is the median number of calories per
serving for the breakfast cereals?

A. 110 Which of the following is closest to

B. 120 the volume, in cubic centimeters, of
the cup?
C. 125
D. 135 A.  83
B. 105
C. 262
D. 524

325
Mathematics Session 2

 ●
27 The volume of a right circular cylinder
is 1696 cubic centimeters. The height of
 ●
29 A physician recorded the resting heart
rates of some of her patients. She also
the cylinder is 15 centimeters. Which of recorded the average number of hours
the following is closest to the radius of each of those patients exercises daily.
the right circular cylinder? She will make a graphical display of the
data to help determine whether the two
A.   2 centimeters variables are associated.
B.   6 centimeters Which of the following displays should
C. 18 centimeters the physician make?
D. 36 centimeters A. bar graph
B. scatterplot
C. circle graph
D. box-and-whisker plot
 ●
28 Melissa owns a catering company. For
lunch and dinner parties, she serves
appetizers before each meal. The number
of appetizers Melissa serves is directly
proportional to the number of guests at
the party.  ●
30 For all non-zero values of x, which
of the following expressions has a
value of 1?
• For lunch parties, she serves
3 appetizers per guest.
• For dinner parties, she serves x ( )
A. 4 • 24
x
5 appetizers per guest.

When serving 22 guests, what is the

B. 4 • 1
x ( )
4x
difference of the number of appetizers
she serves for dinner and the number of
appetizers she serves for lunch?
C.
x ( )
4 • 2x
4

A. 10 D.
x ()
4 • x
4
B. 35
C. 44
D. 64

326
Mathematics Session 2

 ●
31 An animal population doubles every
month. The population begins with
 ●
33 In a community college class, the
interquartile range of student ages is
20 animals. 20 years, and the median student age
Which of the following expressions is 30 years. Which of the following
shows the animal population after box-and-whisker plots could represent
3 months? the distribution of the ages of the
students in the class?
A. 20 • 23
B. 20 • 32 A. Student Ages
3
C. 20 • 2
D. 20 • 2 • 3

15 20 25 30 35 40 45

 ●
32 The distance from the base of a flagpole B. Student Ages
to a point on the ground is 24 feet.
The flagpole has a height of 18 feet, as
shown in the diagram below.
15 20 25 30 35 40 45

x
C. Student Ages
Flagpole
18 feet
Ground

24 feet 15 20 25 30 35 40 45

What is x, the distance from the top of D. Student Ages

the flagpole to the point on the ground?

A. 16 feet
B. 21 feet
C. 30 feet 15 20 25 30 35 40 45
D. 42 feet

327
Mathematics Session 2

 ●
34 A right square pyramid and its
dimensions are shown below.
 ●
35 The percentage of Deatrice’s income
that she budgets each month for
different expenses is shown in the
circle graph below.

Deatrice’s Monthly Budget

Other
4m Entertainment
5%
10%
Utilities
10% Housing
45%
Food
2.5 m 30%

Which of the following is closest to the

volume of the right square pyramid?
Deatrice budgets $900 for food each
A.   3 m3 month. Based on the circle graph, what
B.   7 m3 is the total amount she budgets for
housing each month?
C.   8 m3
D. 13 m3 A. $945
B. $1050
C. $1200
D. $1350

328
Mathematics Session 2

Question 36 is an open-response question.

• BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION.
• Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
• If you do the work in your head, explain in writing how you did the work.
Write your answer to question 36 in the space provided in your Student Answer Booklet.

 ●
36 Kite PQRS has diagonals that intersect at point T. The kite and some of its angle measures are
shown in the diagram below.

60°
P R
T 30°

The length of RS is 20 centimeters.

a. What is the length, in centimeters, of PS ? Show or explain how you got your answer.

b. What is the length, to the nearest tenth of a centimeter, of ST ? Show or explain how you
got your answer.

c. What is the length, to the nearest tenth of a centimeter, of TQ ? Show or explain how you
got your answer.

d. What is the perimeter, to the nearest tenth of a centimeter, of kite PQRS ? Show or explain
how you got your answer.

329
Mathematics Session 2

Mark your answers to multiple-choice questions 37 through 40 in the spaces provided in your Student
Answer Booklet. Do not write your answers in this test booklet. You may do your figuring in the test
booklet.

 ●
37 If q  0, which of the following is the
additive inverse of the expression below?
 ●
39 Parallel lines k and m are intersected by
lines p and q. The diagram below shows
the lines and the measures of some of
2 q2 the angles formed by the intersections of
the lines.
A. 22q
k m
q
B. 2 p
2
40°
x°
C.     2q R
80°

D.      2
q

 ●
38 Howard runs every day for 1 hour.
q
• For the first half-hour, he runs at a
rate of 10 minutes per mile.
Lines k, p, and q intersect at point R.
• For the second half-hour, he runs
Based on the diagram, what is the
at a rate of 7.5 minutes per mile.
value of x?
Which of the following is the total
A. 40
distance, in miles, that Howard runs
every day? B. 50
C. 60
A.  6
D. 80
B.  7
C.  8
D. 14

330
Mathematics Session 2

 ●
40 The scatterplot below shows the weekly incomes, in dollars, for 15 individuals and the number
of years of higher education each individual completed.

Weekly Incomes
y
1800

1400

Income 1000

600

200
0
x
1 3 5 7 9
Years

Which of the following graphs best represents the line of best fit for the data shown in the
scatterplot?
A. Weekly Incomes C. Weekly Incomes
y y
1800 1800

1400 1400
Income
Income

1000 1000

600 600

200 200
x 0
x
0 1 3 5 7 9 1 3 5 7 9
Years Years

B. Weekly Incomes D. Weekly Incomes

y y
1800 1800

1400 1400
Income

Income

1000 1000

600 600

200 200
0
x x
1 3 5 7 9 0 1 3 5 7 9
Years Years

331
Mathematics Session 2

Questions 41 and 42 are open-response questions.

• BE SURE TO ANSWER AND LABEL ALL PARTS OF EACH QUESTION.
• Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
• If you do the work in your head, explain in writing how you did the work.
Write your answer to question 41 in the space provided in your Student Answer Booklet.

 ●
41 The histogram below shows the heights, in inches, of the students in Landon’s class.

Heights of Students
Number of Students

7
6
5
4
3
2
1
0
61–62 63–64 65–66 67–68 69–70 71–72
Height (in inches)

a. How many of the students in Landon’s class are at least 65 inches tall? Show or explain
how you got your answer.

b. What fraction of the students in Landon’s class are between 65 and 68 inches tall? Show
or explain how you got your answer.

c. What could be the median height of the students in Landon’s class? Show or explain how
you got your answer.

Landon’s teacher will add her height to the data. She is 65 inches tall.

d. Will the new median height be less than, equal to, or greater than the median height you
found in part (c)? Explain your reasoning.

332
Mathematics Session 2

Write your answer to question 42 in the space provided in your Student Answer Booklet.

 ●
42 A small cube and a large cube with edge lengths represented by expressions are shown in the
diagram below.

x inches 3x inches

The small cube has a volume of 64 cubic inches.

a. What is the value of x? Show or explain how you got your answer.

b. What is the surface area, in square inches, of the small cube? Show or explain how you got
your answer.

c. The surface area of the large cube is how many times the surface area of the small cube?
Show or explain how you got your answer.

d. The volume of the large cube is how many times the volume of the small cube? Show or
explain how you got your answer.

333
 Massachusetts Comprehensive Assessment System
Grade 10 Mathematics Reference Sheet

AREA FORMULAS VOLUME FORMULAS

square ..................... A = s2 cube .........................................V = s3

(s = length of an edge)
rectangle ................. A = bh
right rectangular prism ............V = lwh
parallelogram ......... A = bh OR
V = Bh
triangle ................... A = 1 bh (B = area of a base)
2

4
trapezoid ................. A = 1 h(b1 + b2) sphere ......................................V = 3 πr3
2

circle ....................... A = πr2 right circular cylinder .............V = πr2h

1
right circular cone ...................V = 3 πr2h
LATERAL SURFACE AREA FORMULAS
1
right rectangular prism .......... LA = 2(hw) + 2(lh) right square pyramid ...............V = 3 s2h
right circular cylinder ........... LA = 2πrh
right circular cone ................. LA = πr CIRCLE FORMULAS
( = slant height)
right square pyramid ............. LA = 2s C = 2πr
( = slant height) A = πr2

SPECIAL RIGHT TRIANGLES

TOTAL SURFACE AREA FORMULAS
cube ....................................... SA = 6s2
45˚ x 2
right rectangular prism ......... SA = 2(lw) + 2(hw) + 2(lh) x
sphere .................................... SA = 4πr2
45˚
right circular cylinder ........... SA = 2πr2 + 2πrh x
right circular cone ................. SA = πr2 + πr
( = slant height) 60˚ 2y
right square pyramid ............. SA = s2 + 2s y
( = slant height)
30˚
y 3

334
 Grade 10 Mathematics
Spring 2018 Released Items:
Reporting Categories, Standards, and Correct Answers
Correct Answer2 2000
Item No. Page No. Reporting Category1 Standard1
(MC/SA) Standard3
1 315 Number and Quantity 7.EE.2.03 D 10.N.1
2 315 Number and Quantity 8.NS.1.02 B 10.N.3
3 315 Geometry G.GMD.1.03 B 10.M.2
4 316 Algebra and Functions A.APR.1.01 A 10.P.3
5 316 Algebra and Functions A.REI.2.04 B 10.P.5
6 316 Number and Quantity 7.EE.2.03 C 10.N.4
7 316 Statistics and Probability S.ID.1.02 A 10.D.1
8 316 Geometry G.GPE.2.06 C 10.G.7
9 317 Algebra and Functions A.SSE.1.02 D 10.P.4
10 317 Number and Quantity 8.NS.1.02 B 10.N.3
11 317 Statistics and Probability S.ID.2.06 D 10.D.2
12 318 Geometry 7.G.2.06 A 10.M.1
13 318 Number and Quantity N.RN.1.02 C 10.N.1
14 318 Algebra and Functions A.REI.3.06 B 10.P.8
15 319 Number and Quantity 7.EE.2.03 2 10.N.2
16 319 Statistics and Probability S.ID.1.01 6.5 10.D.1
17 320 Number and Quantity 7.EE.2.03 10.N.2
18 321 Geometry G.SRT.1.02 6 inches 10.G.4
19 321 Algebra and Functions A.REI.2.03 –5 10.P.6
20 322 Algebra and Functions F.LE.1.02 10.P.1
21 323 Algebra and Functions F.IF.2.04 10.P.2
22 324 Algebra and Functions A.REI.3.06 C 10.P.8
23 324 Algebra and Functions F.LE.1.02 A 10.P.1
24 324 Geometry G.CO.1.02 A 10.G.9
25 325 Statistics and Probability S.ID.1.01 C 10.D.1
26 325 Geometry G.GMD.1.03 C 10.M.2
27 326 Geometry G.GMD.1.03 B 10.M.2
28 326 Algebra and Functions A.CED.1.01 C 10.P.7
29 326 Statistics and Probability S.ID.2.06 B 10.D.1
30 326 Number and Quantity 7.NS.1.03 D 10.N.1
31 327 Algebra and Functions F.LE.1.02 A 10.P.7
32 327 Geometry G.SRT.3.08 C 10.G.5
33 327 Statistics and Probability S.ID.1.01 D 10.D.1
34 328 Geometry G.GMD.1.03 C 10.M.2
35 328 Statistics and Probability 6.SP.2.04 D 10.D.1
36 329 Geometry G.SRT.3.06 10.G.6
37 330 Number and Quantity 7.NS.1.03 D 10.N.1
38 330 Algebra and Functions A.CED.1.01 B 10.P.7
39 330 Geometry 8.G.1.05 C 10.G.3
40 331 Statistics and Probability S.ID.2.06 A 10.D.2
41 332 Statistics and Probability S.ID.1.02 10.D.1
42 333 Geometry 7.G.2.06 10.M.3
1 The Reporting Category and Standard columns refer to the 2011 Massachusetts Curriculum Framework for Mathematics.
2 Answers are provided here for multiple-choice and short-answer items only. Sample responses and scoring guidelines for open-response items, which are indicated
by the shaded cells, will be posted to the Department’s website later this year.
3 The Department is providing the standard from the 2000 curriculum framework for Mathematics for reference purposes.

335