i-Ready Diagnostic for 8th Grade

i-Ready Diagnostic 8^th Grade Sample Questions

The i-Ready Diagnostic is an adaptive online test that is intended to show your child’s understanding of Math and Reading and help figure out what your child is ready to learn next. As an adaptive test, questions will get easier or harder depending on how your child is progressing on the test.  Questions may range up to three grade levels above your child’s current grade.

The i-Ready Diagnostic is given in the following order for children in 8^th Grade.

Math

• Algebra and Algebraic Thinking – This section evaluates students’ understanding of algebraic concepts, emphasizing patterns, relationships, functions, and systems of linear equations. Students tackle more advanced equations and apply a variety of problem-solving strategies, building upon their foundational knowledge.
• Numbers and Operations – In this section, students’ aptitude in recognizing and working with numbers is assessed, covering counting, comparing, and executing arithmetic operations. They explore more intricate concepts related to rational and irrational numbers, as well as proportional reasoning.
• Geometry – The Geometry section assesses students’ familiarity with geometric shapes, their properties, and spatial relationships. They continue to classify and manipulate shapes while examining advanced geometric notions, such as transformations, congruence, similarity, and the Pythagorean theorem.
• Measurement and Data – This section delves into concepts related to measurement and data, expanding on the knowledge acquired in earlier grades. Students learn to apply various tools and units for measurement and practice interpreting and representing data in diverse formats, including sophisticated graphs and charts.

Reading

• Vocabulary – The Vocabulary section gauges students’ comprehension of a wide range of words, their meanings, and their application in different contexts. Developing a strong vocabulary is vital for reading comprehension and effective communication, and this section supports students in enriching their lexical repertoire.
• Comprehension: Literature – In this section, students are assessed on their ability to understand and interpret literary texts, such as novels, poems, and plays. They delve deeper into analyzing characters, settings, events, themes, and central messages, honing their critical thinking and interpretive skills.
• Comprehension: Informational Text – This section centers on evaluating students’ capacity to understand informational texts, including articles, reports, and nonfiction books. Students practice discerning main ideas, supporting details, text structures, and author’s purpose across a variety of informational text types, advancing their comprehension and analytical skills.
• Phonics (if your child’s overall scale score is less than 511) – For students with an overall scale score below 511, this section aids in reinforcing their ability to recognize and decode letters and their corresponding sounds. They persist in refining their decoding skills, concentrating on more elaborate letter combinations and patterns, which is vital for reading fluency.
• High-Frequency Words (if your child’s score on the Phonics domain is less than 421) – For students with a Phonics domain score below 421, this section emphasizes their ability to recognize and read high-frequency words, or sight words, frequently encountered in texts. Mastery of high-frequency words bolsters reading fluency and comprehension.

Below you will find sample questions that are representative of 7^th Grade questions your child will see on the test but are not taken directly from the actual i-Ready Diagnostic that is being administered this year.

Directions: Read the following passage:

The idea that there might be life on Mars isn’t new. In 1996, scientists claimed that a piece of the red planet, which had arrived here as a meteorite, “pointed” to life on Mars. The rock sample contained three possible clues. First, the rock contained magnetite, a crystal form of iron oxide which is the byproduct of certain bacteria. Second, the mix of minerals and carbon compounds was the same as that produced on Earth by certain microbes. Finally, under a powerful microscope, the scientists could see segmented chain-like patterns similar to the shape of some Earth-bound bacteria. Unfortunately, all this evidence could equally be explained by chemical and geological processes, and few scientists now believe the sample is proof of Martian life. Yet it did spark a debate and renew interest in Mars. In the past two decades, evidence has emerged that suggests that in the past, conditions there were much the same as on Earth – but something went wrong. Whereas life on Earth evolved, life on Mars may have begun, and then stopped. Why that happened is the current focus of NASA’s Mars research, and new rock samples are being collected that – in the future – could answer the life-on-Mars question once and for all.

1. The author puts the word “pointed” in quotation marks primarily to:

A. indicate that the evidence was limited.
B. suggest the evidence was open to interpretation.
C. highlight the scientists’ caution about the claim.
D. underscore the doubtful nature of the evidence.

2. The best evidence that life could potentially have existed on Mars is:

A. the existence of magnetite.
B. the particular mix of minerals and carbon compounds.
C. the segmented chain-like patterns indicative of bacteria.
D. the conditions being much like those on Earth.

3. As it is used in the passage, the word “certain” most nearly means:

A. clear.
B. particular.
C. evident.
D. selected.

4. Which answer choice shows the following in scientific notation?
(6.4 x 10¹²) ÷ (3.2 x 10³)

A. 2 x 10¹⁵
B. 2 x 10⁹
C. .2 x 10⁸
D. 2 x 10¹⁰

Look at the table below. It organizes data based on a student’s appearance on the Honor Roll and whether or not they participate in school sports.

5. Of the total number of students, about what percentage plays sports, but are not on the Honor Roll?

A. 16%
B. 14%
C. 10%
D. 12%

6. Which of the following is the new image of point D after a reflection over the x-axis?

A. Point A
B. Point B
C. Point C
D. Point E

7. Which of the options is the participle phrase of the sentence below?
My unquenchable thirst was not satisfied with the sickly-sweet smoothie that my brother made.

A. My unquenchable thirst
B. was not satisfied
C. sickly-sweet smoothie
D. that my brother made.

8. Which option below does NOT contain a shift in verb tense?

A. Linda ran for twenty minutes until she is reaching the end of the road.
B. When Gabe finishes his painting, he took his paintbrushes into the kitchen and had placed them in the sink.
C. Hilda will play the guitar if you will turn the pages of the music.
D. We are going to the park to saw ducks swimming today.

9. What is the meaning of the suffix ‘-ize’?

A. cause or become
B. together
C. in relation to
D. present participle of action

Are you ready to start preparing your child for their i-Ready Diagnostic for 8^th Grade? Are you interested in more i-Ready Diagnostic practice for 8^th Grade? We have over 800 i-Ready Diagnostic practice questions for 8^th, plus expert tutors, engaging test prep, and more! Try out our 100 Free Questions today!