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A student's incorrect solutions to two equations are represented in the work shown. 7x=70 x=0 4x=44 x=4 If the student continues to use the same strategy, what will be the student's solution to the equation 2x=24 ?

x=4

Mr. Kirk asked his students to compare 0.196 and 0.15. Four of his students correctly answered that 0.196 is greater than 0.15, but they gave different explanations when asked to describe their strategies to the class. Indicate whether each of the following student explanations provides evidence of a mathematically valid strategy for comparing decimal numbers. -0.196 is larger because there is one in the tenths, and then nine hundredths is more than five hundredths. And then I'm done. -0.196 is greater because in the thousandths place six is greater than five, and in the hundredths place nine is greater than one. -0.196 is bigger than 0.15 because if it is three numbers long, it will always be bigger than if it is two numbers long. -0.196 is more than 0.15 because nineteen hundredths is bigger than fifteen hundredths.

-0.196 is larger because there is one in the tenths, and then nine hundredths is more than five hundredths. And then I'm done: PROVES EVIDENCE -0.196 is greater because in the thousandths place six is greater than five, and in the hundredths place nine is greater than one: DOES NOT PROVE EVIDENCE -0.196 is bigger than 0.15 because if it is three numbers long, it will always be bigger than if it is two numbers long: DOES NOT PROVE EVIDENCE -0.196 is more than 0.15 because nineteen hundredths is bigger than fifteen hundredths:PROVES EVIDENCE

Mr. Rasche wants his students to understand that, depending on the context of a division word problem that has a remainder, the answer to the word problem will be found by ignoring the remainder, dividing the remainder into equal shares, or using the least whole number that is greater than the quotient. Mr. Rasche wants to illustrate these cases with word problems that involve the quotient 15÷2. Indicate whether the answer to each of the following word problems is found by ignoring the remainder, dividing the remainder into equal shares, or using the least whole number that is greater than the quotient. -15 chocolate chip cookies will be evenly divided between 2 children. How many cookies will each child get? -A group of 15 people booked rooms in a hotel, and up to 2 people stayed in each room. What is the minimum number of rooms that the group could have booked? -A company wants to equip each new workstation with 2 computer monitors. The company has 15 monitors. How many new workstations can be equipped with 2 monitors? -John wants to buy a new toy car that costs $15, and he saves $2 at the end of each week for the car. At the end of how many weeks will John have enough money to buy the car?

-15 chocolate chip cookies will be evenly divided between 2 children. How many cookies will each child get?: DIVIDE THE REMAINDER INTO EQUAL SHARES -A group of 15 people booked rooms in a hotel, and up to 2 people stayed in each room. What is the minimum number of rooms that the group could have booked?: USE THE LEAST WHOLE NUMBER THAT IS GREATER THAN THE QUOTIENT -A company wants to equip each new workstation with 2 computer monitors. The company has 15 monitors. How many new workstations can be equipped with 2 monitors?: IGNORE THE REMAINDER -John wants to buy a new toy car that costs $15, and he saves $2 at the end of each week for the car. At the end of how many weeks will John have enough money to buy the car?:USE THE LEAST WHOLE NUMBER THAT IS GREATER THAN THE QUOTIENT

Ms. Gibbs' students have been using interlocking cubes to help them represent and solve single-digit addition problems. Ms. Gibbs asked her students to use their interlocking cubes to find the sum 8+5. Four of her students found the correct sum of 13, but they gave different explanations when asked to describe their strategies to the class. Ms. Gibbs wants to use their explanations to highlight the making-ten strategy. Indicate whether each of the following student explanations makes use of the making-ten strategy. -I started with 10 cubes and 5 cubes—that is 15 cubes—and then I took away the extra 2 cubes and got 13 cubes. -I took 2 cubes from the 5 and put them with the 8, and then I knew 10 and 3 is 13. -I started with 8. Then I counted 9, 10, 11, 12, 13. -I separated 3 cubes from the 8 so I have 5 and 5, which is 10, and 10 and 3 adds up to 13.

-I started with 10 cubes and 5 cubes—that is 15 cubes—and then I took away the extra 2 cubes and got 13 cubes: DOES NOT USE THE MAKING-TEN STRATEGY -I took 2 cubes from the 5 and put them with the 8, and then I knew 10 and 3 is 13: USES THE MAKING-TEN STRATEGY -I started with 8. Then I counted 9, 10, 11, 12, 13: DOES NOT USE THE MAKING-TEN STRATEGY -I separated 3 cubes from the 8 so I have 5 and 5, which is 10, and 10 and 3 adds up to 13: USES THE MAKING-TEN STRATEGY

Ayana's banana bread recipe uses 3 bananas to make 2 loaves of banana bread. Natalie's banana bread recipe uses 4 bananas to make 3 loaves of banana bread. Whose recipe results in a greater amount of banana in each loaf of banana bread? Mr. Ma asked his class to solve the word problem shown. Three students correctly answered that Ayana's recipe results in a greater amount of banana in each loaf, but they gave different explanations when describing their strategies to the class. Indicate whether each of the following student explanations provides evidence of a mathematically valid strategy for determining whose recipe results in a greater amount of banana in each loaf. -In Ayana's recipe there are 3 bananas for 2 loaves, so there is a whole banana for each loaf and you split the last banana in half. In Natalie's recipe there is one banana for each loaf and the fourth banana is split in 3. So in Ayana's loaf there are 1 and a half bananas, and in Natalie's there are 1 and a third, and a half is more than a third. -In Ayana's recipe the bananas are split between only 2 loaves, while in Natalie's recipe the bananas are split between 3 loaves. If I have to split a cookie, I would rather split it in two because I get more, so Ayana's loaves contain more bananas. -Ayana makes only 2 loaves and Natalie makes 3 loaves. If they made the same number of loaves, like 6, then Ayana would use 9 bananas and Natalie would use 8. So Ayana's loaves have more because 9 is more than 8.

-In Ayana's recipe there are 3 bananas for 2 loaves, so there is a whole banana for each loaf and you split the last banana in half. In Natalie's recipe there is one banana for each loaf and the fourth banana is split in 3. So in Ayana's loaf there are 1 and a half bananas, and in Natalie's there are 1 and a third, and a half is more than a third: PROVIDES EVIDENCE -In Ayana's recipe the bananas are split between only 2 loaves, while in Natalie's recipe the bananas are split between 3 loaves. If I have to split a cookie, I would rather split it in two because I get more, so Ayana's loaves contain more bananas: DOES NOT PROVIDE EVIDENCE -Ayana makes only 2 loaves and Natalie makes 3 loaves. If they made the same number of loaves, like 6, then Ayana would use 9 bananas and Natalie would use 8. So Ayana's loaves have more because 9 is more than 8: PROVIDES EVIDENCE

Match each fraction with its equivalent decimal number. 20/100 2/10 20/10 200/100

2/100--> 0.02 2/10--> 0.2 20/100--> 0.2 20/10--> 2 200/100--> 2

Identify the number of phonemes the following words contain. Knock Strict

3 6

Which three of the following words are phonetically regular? A.Beach B.Said C.Come D.Pine E.Stand

A. Beach D.Pine E.Stand

Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. My name is Sam. I like to jump. I like to run. I like to play. I like to swim. I like to ride my bike. I like to climb trees. I like to be with friends. Mr. Woods is identifying folder games as potential follow-up activities for the reading group to build knowledge of sight words, word families, and syntax patterns. Which of the following games would be appropriate for one or more of these purposes? Select all that apply. A. Instructions: Roll the die and move forward that number of spaces. Sat the word. Take Turns-- like>to>with>I>go again!>my>be>is>like>name>run>play> friend>Finish! B. Instructions: Build three words that end in "un." Write them on the white board. Un b f r s C. Instructions: Use the words on the card to build sentences from the story. You can use the book to help.

A. Instructions: Roll the die and move forward that number of spaces. Sat the word. Take Turns-- like>to>with>I>go again!>my>be>is>like>name>run>play> friend>Finish! B. Instructions: Build three words that end in "un." Write them on the white board. Un b f r s

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Below is one student's summary of the poem. "In the poem, the frog is talking about how he'd rather be a frog in the mud than be a prince and have to wear a crown. He doesn't want to kiss the princess or ride in pumpkin chariots. The frog has more money than the prince does, so he's happier. He is in charge of the pond and the pond is his home, so that's where he wants to stay." Which three of the following describe strengths of the student summary? A.The speaker of the poem is identified. B.The allusion in line 7 is explained. C.The play on words in lines 9-10 is accurately interpreted. D.The figurative language in lines 15-16 is correctly interpreted. E.The organization of the summary is parallel to the structure of the poem.

A. The speaker of the poem is identified. D.The figurative language in lines 15-16 is correctly interpreted. E.The organization of the summary is parallel to the structure of the poem.

Which of the following sets of words is most appropriate to use in class to reinforce students' understanding of the short "o" sound? A. bucket, socks, clock B. comb, oven, bone C. octopus, hippopotamus, mop D. cone, cape, hat

A. bucket, socks, clock

A teacher is holding a classroom discussion after a lesson on the ways in which cities develop to meet economic needs. The teacher asks students to brainstorm economic factors that contributed to an increase in the population of cities like New York and Boston during the late 1800s. Which of the following student responses indicates that the student may require additional instruction? A."People started to move to cities because they wanted to own their own land." B."People started to move to cities to find work in the factories that were being built." C."People started to move to cities to more easily sell goods in international markets." D."People started to move to cities because they couldn't find work in rural areas."

A."People started to move to cities because they wanted to own their own land."

A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom The teacher has the students respond to the prompt "What is a primary character trait of Samoné? Use text evidence to support your answer." Which of the following student responses should the teacher select as the best model of using text evidence to support an inference? A."Samoné has passion. When he can't play his music, he has 'heavy sighs' because he can't play and his skill is 'drained out through the hand he could no longer use.' Once he figures out a way to play again, he is happy because you see 'the smile that lit his face.'" B."Samoné is determined. Samoné is not happy because he can't do what he loves, so he keeps trying until he on once again finds his happiness in playing his 'accordion music at night.' If a person tries hard to do something hard, he feels better when he accomplishes it." C."Samoné has many difficulties since his hand is hurt. It says that 'the purpose in his life had left him.' He has trouble doing the things he did before. And he cannot play his music as well." D."Samoné is very smart. He asks the narrator to go with him to 'bring in the grass,' since it is hard for him now. Even though his hand no longer works, he is able to figure out how to play his accordion again."

A."Samoné has passion. When he can't play his music, he has 'heavy sighs' because he can't play and his skill is 'drained out through the hand he could no longer use.' Once he figures out a way to play again, he is happy because you see 'the smile that lit his face.'"

To assess his students' ability to hear and represent phonemes, Mr. Lansdale dictates the following lines to them. I like to sit under the tree. I hope I win the prize. One student writes the following: I lik to sit udr the chre. I hop I wn the priz. Which three of the following words from the student's writing provide evidence that the student can identify each phoneme heard when the word is spoken? A."lik" for "like" B."udr" for "under" C."chre" for "tree" D."wn" for "win" E."priz" for "prize"

A."lik" for "like" C."chre" for "tree" E."priz" for "prize"

A fifth-grade teacher develops a lesson around the communitarian idea that societies must balance the rights and responsibilities of individuals with the common good. Which of the following instructional tools is the best source to support the objective? A.A video featuring the six essential elements of democracy B.A time line showing important events from 1750 to 1800 C.A map of the thirteen original colonies with the dates when they were formed D.A Venn diagram comparing clothing of indigenous peoples and European settlers

A.A video featuring the six essential elements of democracy

A fifth-grade teacher is beginning a unit on the Industrial Revolution. Which of the following was an effect of the Industrial Revolution on the United States? A.An increase in urbanization and immigration B.A decrease in the construction of railroads C.An increase in the population of rural areas D.A decrease in the number of women in the workforce

A.An increase in urbanization and immigration

After completing a unit on citizenship, a fifth-grade teacher asks students to design a community service project. Which of the following student projects most accurately fulfills the end-of-unit assignment? A.Collecting paper trash from neighbors to take to the local recycling plant B.Helping to wash cars as a fund-raiser for the class field trip C.Contacting the state senator from the district about creating a new park D.Volunteering to do more tasks at home to help the family

A.Collecting paper trash from neighbors to take to the local recycling plant

A teacher is planning a sorting activity with the following list of spelling words. trot, club, self, plot, drop, glee, flop, gruff, plum, dress, cross, dream, frog, fluff, slob, truck Which of the following language concepts will the list of words best be used to reinforce? A.Consonant blends B.Short e vowel sound C.R-controlled vowels D.Double consonants

A.Consonant blends

Which of the following activities is best for building on students' existing knowledge when starting a new unit on culture for second-grade students? A.Creating a list of traditions practiced in their families B.Taking notes while reading an expository text about different customs C.Comparing different religions practiced around the world D.Describing the development of different languages

A.Creating a list of traditions practiced in their families

A fourth-grade teacher plans a lesson to analyze the Pilgrims' voyage to the New World from England in search of religious freedom in the seventeenth century. The teacher then incorporates an extension activity based on an article on current events to help students compare the Pilgrims with European immigrants leaving their countries in the 1800s for better economic opportunities. Which of the following is the teacher most likely attempting to accomplish through the lesson? A.Demonstrating how themes from the past recur in modern times B.Revealing that solving problems from the past prevented them from recurring C.Illustrating how people's attitudes toward immigration changed over time D.Focusing on how countries change their policies based on past events

A.Demonstrating how themes from the past recur in modern times

A first-grade teacher introduces a unit on family. Which of the following activities is the most appropriate way to introduce the concept? A.Gathering the students in a circle and reading a book about different types of families around the world B.Brainstorming with the students about how their families can participate in the different school events C.Assigning the students homework where they have to discuss their own family ancestry with a family member D.Having the students compare and contrast different kinds of families using a graphic organizer

A.Gathering the students in a circle and reading a book about different types of families around the world

Ms. Nero wants to introduce sentence frames that will help her students write stronger counterarguments in their persuasive essays. Which of the following sentence frames will be useful for the instructional purpose? Select all that apply. A.It might seem that _________. However, _____________. B.Some people think _________________. Despite this, ______________. C. In addition ________________________. Together with ____________.

A.It might seem that _________. However, _____________. B.Some people think _________________. Despite this, ______________.

A teacher is evaluating the following student writing sample. I weur mitns. I ware my hat. I waer glovs. I were mi bots. The writing sample contains evidence of which of the following? Select all that apply. A.The student understands that words are separated by spaces. B.The student understands that words move from left to right. C.The student understands that words are made up of specific sequences of letters.

A.The student understands that words are separated by spaces. B.The student understands that words move from left to right.

In the partitive model of division, the quotient is the size of each group. In the measurement model of division, the quotient is the number of groups. Which of the following problems illustrates the measurement model of division? Select all that apply. A.Joe is making chocolate fudge and the recipe calls for 3 1/4 cups of sugar. Joe uses a 1/4-cup measuring cup to measure the sugar. How many times does Joe need to fill the measuring cup to measure the sugar needed for the recipe? B.3 1/4 cups of soup fills 1/4 of a container. How many cups of soup will it take to fill the whole container? C.A trail is 3 1/4 miles long and trail markers are placed at 1/4-mile intervals along the trail. How many trail markers are placed along the trail?

A.Joe is making chocolate fudge and the recipe calls for 3 1/4 cups of sugar. Joe uses a 1/4-cup measuring cup to measure the sugar. How many times does Joe need to fill the measuring cup to measure the sugar needed for the recipe? C.A trail is 3 1/4 miles long and trail markers are placed at 1/4-mile intervals along the trail. How many trail markers are placed along the trail?

Which of the following is an example of modifying the physical environment to adapt to the needs of the people living in a community? A.Planting trees to decrease highway traffic noise B.Introducing digital maps to make navigation easier C.Identifying areas of natural drainage to limit building D.Allowing free access to the local library

A.Planting trees to decrease highway traffic noise

Which of the following strategies best uses geography skills to engage students in inquiry-based learning? A.Plotting a national landmark using its latitude and longitude and answering the five "W" questions about the landmark B.Using a globe to identify latitude and longitude lines for various locations C.Completing a worksheet focused on using latitude and longitude lines followed by a short knowledge check D.Taking notes during a teacher-directed lecture on latitude and longitude lines

A.Plotting a national landmark using its latitude and longitude and answering the five "W" questions about the landmark

As part of their morning work, Mr. Stine gives students the following journal prompt: "Describe a special place in your life. Explain what makes it special to you." The following is a response written by Gabriela, an English-language learner. "My favorite place is my abuela's house. It is in Guatemala. It is bigger than mine and it has a good outside. Outside it has nice weather but sometimes hot. There is never snow or cold but theres a lot of bugs. The trees are a lot green. Always theres a lot of people of my family. The food is good, sometimes I make it. We make spicy tamales." Through a writing conference, Mr. Stine wants to help Gabriela revise the journal response into a more developed paragraph about her abuela's house. Mr. Stine wants to begin his conference by identifying some strengths in Gabriela's emergent writing. Which three of the following skills should he target for this purpose? A.Providing an introduction of the ideas B.Using transition words between ideas C.Varying the sentence structures D.Including sensory details E.Using action verbs

A.Providing an introduction of the ideas C.Varying the sentence structures D.Including sensory details

After teaching a civics unit, a third-grade teacher divides students into groups, gives each group a packet of cards representing governmental activities and the three branches of government, and asks students to match each governmental activity to the appropriate branch of government. Which of the following is the function of this activity? A.Reinforcing the concept of separate roles and responsibilities within the government B.Examining how the various government offices and agencies collaborate C.Identifying how bills and laws are passed under the legislative department D.Extending knowledge about the constitutional rights and amendments

A.Reinforcing the concept of separate roles and responsibilities within the government

A teacher asks a student to illustrate and transcribe the following dictation. "Suzy and I went to the park." iNfrIeFIntatoI Which of the following stages of spelling development does the student sample best represent? A.Stage 1: emergent B.Stage 2: letter-name alphabetic C.Stage 3: within-word pattern D.Stage 4: syllables and affixes

A.Stage 1: emergent

Before European exploration in North America, which of the following weapons was used by indigenous people to hunt small game? A.Stone spearheads B.Firearms C.Metal swords D.Steel traps

A.Stone spearheads

A fourth-grade geography teacher asks students to match different types of vegetation with one of the three regions in which they occur naturally: North Africa, South Asia, and the Arctic. Which TWO of the following geographic features of each region will students need to most closely consider to successfully complete the activity? A.The latitude of each region B.The human population of each region C.The average amount of rainfall in each region D.The tectonic plate on which each region exists E.The number of cities in each region

A.The latitude of each region C.The average amount of rainfall in each region

As part of an end-of-unit assessment, each student in an upper-elementary class is writing an informational report about the key events that led to the American Revolution. The teacher considers providing students with the following graphic organizer to help them organize their writing. Topic: Who? What? Where? Why? When? Which two of the following statements best explain why the graphic organizer is ineffective for the learning objective? A.The organizer's format is most appropriate for describing a single event. B.The organizer lacks a place to record facts about the American Revolution. C.The organizer's format is inappropriate for informational writing. D.The organizer lacks a place to show a cause-effect relationship. E.The organizer lacks a place to develop an opinion on the causes of the topic.

A.The organizer's format is most appropriate for describing a single event. D.The organizer lacks a place to show a cause-effect relationship.

When writing a story, a student spells the words "phone," "boat," and "click" as "fon," "bot," and "clik." Which of the following hypotheses about the student is supported by this pattern of errors? Select all that apply. A.The student believes that each sound is represented by only one letter. B.The student has confused some letter names with the sounds they represent. C.The student thinks that the position of a letter within a word does not affect the sound it makes.

A.The student believes that each sound is represented by only one letter.

The following is an excerpt of a transcript from a class discussion that took place after students read an informational text about deforestation. Teacher: To what extent do the costs of deforestation outweigh the benefits? Erin? Erin: Well, I think, in my mind, people shouldn't cut down the trees in the rain forests. It might help us get things we need, like paper and wood, but the article said how animals are becoming extinct because they have no place to live. And I feel sorry for the animals, so really it's a bad idea. Teacher: Excellent. What do you think, Tim? Tim: We shouldn't cut down the rain forests. Teacher: OK. Doug? Doug: It's harmful for humans because we read that part about how the machines they use to cut down the trees create air pollution. Teacher: Right, the machinery contributes to carbon emissions. Excellent. Cane? Cane: But cars pollute the air, too. It's kind of the same thing. Plus, we need to get wood from somewhere, or else how can we make new buildings? Teacher: James? James: Well, I guess we can plant new trees to get more wood. But even if we plant new trees after we cut down parts of the rain forest, it takes forever for them to grow. So pretty much, the trees won't grow in time for other generations to use them. Kelly: Maybe people who cut down the trees are just thinking about what they need right now. But they aren't thinking about the future. . . like, the long-term effects. Which two of the following elements of discussion are evident in the transcript? A.The teacher poses a question with more than one correct answer. B.The students share responsibility for leading the discussion. C.The students take positions on the issue and explain their thinking to others. D.The teacher helps students identify connections between their own ideas and those of their peers. E.The students metacognitively evaluate the discussion process

A.The teacher poses a question with more than one correct answer. C. The students take positions on the issue and explain their thinking to others.

Ms. Brandt is a fourth-grade teacher who is about to start a unit on the physical geography of her state. The content standard requires that students be able to explain changes in physical characteristics over time caused by both human and natural processes. Which of the following should Ms. Brandt consider in her lesson planning to ensure students are able to understand the concept? A.The use of essential questions that are related to the topic B.The amount of understanding her students have about ancient history C.The developmental reasoning abilities of her students D.The ability of her students to accurately complete activities that sequence events in time

A.The use of essential questions that are related to the topic

A third-grade teacher starts a lesson on the first methods used to obtain goods and services to meet individual needs. Which of the following is the most appropriate classroom activity related to the topic? A.Trading goods with classmates without the use of currency B.Reading an informational article about world currencies independently C.Using an online currency converter to learn about exchange rates D.Estimating the cost of household goods during a specific time period

A.Trading goods with classmates without the use of currency

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions *When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world.* No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! In the highlighted section, the author uses which of the following writing techniques? Select all that apply. A.Vivid imagery to create a spirited tone B.Questions to make the reader focus on the sea lions' abilities C.Dashes to separate ideas that are unrelated to the article

A.Vivid imagery to create a spirited tone B.Questions to make the reader focus on the sea lions' abilities

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! The teacher is planning to use the "No Scuba Tanks" section for a minilesson on how to determine word meaning through the use of context clues. The teacher begins by selecting words that may be unfamiliar to students and could be identified using context clues. Which three of the following words have context clues nearby that help clarify their meanings? A.hemoglobin B.protein C.metabolism D.digestion E.streamlined

A.hemoglobin C.metabolism E.streamlined

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! The teacher wants to use the fairy tale and poem to help develop students' ability to understand different uses of multiple-meaning words. Which of the following words present in both the fairy tale and the poem means something clearly different in each text? A.richer B.brown C.safe D.prince

A.richer

B.Consonant digraphs

Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." One student in the class asks Mr. Baker, "What does 'all the while' mean? I feel like the time keeps changing in the story and it's confusing." Which of the following graphics would best represent how the phrase "All the while" and other sequence phrases signal the order of events in the story? A. (straight line) a long time ago > next > All the while > At the sound of his name > to this day B. (straight line) a long time ago > [all the while (next > at the sound of his name)] > to this day C. (angled line, peak at "at the sound...") a long time ago > next > All the while > At the sound of his name > to this day D. (circle) a long time ago > next > All the while > At the sound of his name > to this day

B. (straight line) a long time ago > [all the while (next > at the sound of his name)] > to this day

Questions 6-8 refer to the following scenario. Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know.Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to.He did not trust the woman not to trust him. And he did not want to be mistrusted now. Mr. Finnegan recognizes that his students might be unfamiliar with the terms "gas plate" and "icebox." Which of the following sentences from the excerpt best provides a general context that could be helpful in understanding the meaning of the terms? A."'I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know.'" B."'So you set down while I fix us something to eat.'" C."Mrs. Jones got up and went behind the screen." D."But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to."

B."'So you set down while I fix us something to eat.'"

A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Which of the highlighted lines in the background text helps clarify the change in tone expressed in the line in the memoir excerpt, "Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside"? A."Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world." B."Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style." C."It is often played on the guitar although it can be played on many types of acoustic instruments." D."Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people."

B."Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style."

A student is planning to make the following point in an informational speech about the influence of media on our lives. "I recorded the percentage of time during a typical day that I spent watching television, reading magazines, and browsing the Internet. Then I figured out the percentage of time I spent doing everything else in the day that doesn't have to do with media. Here's an illustration of what I came up with to represent how I spend an entire day." Which of the following visual aids should the student use to accompany this point? A.A flowchart B.A pie chart C.A line graph D.A time line

B.A pie chart

A second-grade teacher prepares for a beginning lesson focused on interpreting data from a map. Which TWO of the following map characteristics best support the teacher's lesson when used in a related activity? A.Shows a small area of land B.Contains a compass rose C.Provides a legend D.Includes a relevant title E.Represents sections of land in vibrant colors

B.Contains a compass rose C.Provides a legend

A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom In the highlighted text, which of the following elements of language does the author use to communicate the progression of time? A.Metaphor B.Contrast C.Informality D.Repetition

B.Contrast

A teacher asks students, "What's cowboy without the cow?" The teacher is promoting which of the following phonological awareness skills? A.Segmenting B.Deletion C.Blending D.Substitution

B.Deletion

A first-grade teacher sets up a pretend market in the classroom. The market includes seven apples, priced at $0.50 each, and two oranges, priced at $2.00 each. The teacher explains that the price of the oranges is higher because there are fewer of them available. This lesson best illustrates which of the following concepts? A.Showing how to shop on a budget B.Demonstrating how supply affects prices C.Introducing how the climate of a region dictates the supply of produce D.Encouraging the students to save more to increase purchasing power

B.Demonstrating how supply affects prices

A fourth-grade teacher introduces a civics unit on the rights and responsibilities of citizenship with the following activity. Posts signs with the words RIGHTS and DUTIES at the opposite walls of the room. Flashes photos on the classroom screen of citizens enjoying rights and completing civic duties. As each photo is projected, students walk to the sign that best describes the action being shown. Which of the following is the main purpose of the activity? A.Encouraging students to ask questions about the topic B.Determining students' prior knowledge before instruction C.Helping students participate in collaborative learning D.Involving students in critical thinking skills on the topic

B.Determining students' prior knowledge before instruction

Mr. Russell is reading aloud a big book that has two lines of text per page. He is using a pointer to point to each word. Mr. Russell is reinforcing which of the following concepts of print as he reads aloud? Select all that apply. A.Concept of letter B.Directionality C.One-to-one matching

B.Directionality C.One-to-one matching

Which of the following is an appropriate approach to teach a third-grade student about the reason for the addition of the Bill of Rights to the Constitution of the United States? A.Listing why the colonies wanted independence B.Discussing why it is important to protect individual liberties C.Comparing how the colonies were founded D.Illustrating how a national church would unite the country

B.Discussing why it is important to protect individual liberties

A sixth-grade teacher asks students to complete the following assignment. Design a political cartoon to show the system of checks and balances outlined in the United States Constitution. Write a paragraph explaining the methods and techniques used to convey the political message. To successfully complete the assignment, which of the following is important for the students to know in addition to knowing how to create a political cartoon? A.Specific examples of when presidential pardons were granted or denied B.How each branch of government limits the powers of other branches C.Knowledge of how other countries restrict the powers of government D.Names of current leaders of the three branches of government

B.How each branch of government limits the powers of other branches

Which of the following is a change made by the federal government as a result of the attacks on the United States on September 11, 2001, that affects how people travel? A.Taking control of the airline industry B.Increasing security measures in airports C.Creating new immigration quotas D.Requiring passport identification for domestic railway passengers

B.Increasing security measures in airports

A history teacher assigns a short writing prompt assessing student knowledge of the impact of women such as Elizabeth Cady Stanton and Susan B. Anthony on the abolition movement. Many students submitted responses that misinterpreted the question, often stating that, "Americans learned that women should be able to vote in elections." Previous knowledge of which of the following historical developments most likely led students to misinterpret the writing prompt? A.Women were not granted the right to vote until 1920. B.Many abolitionist leaders were also leaders in the woman suffrage movement. C.Women were often responsible for the education of their children. D.Many abolitionist leaders supported the passage of the Fifteenth Amendment.

B.Many abolitionist leaders were also leaders in the woman suffrage movement.

As part of a unit of study on personal narrative writing, a teacher offers the following model during a minilesson. Memoir Unit: Selecting Small Moments Camp Sherpa Summer Camp Climbing Tower First time completing the climbing tower = The first time I went on the climbing tower I was so scared. I only did the first part. I had to stop. But my friend Amir knew I could do more. In the activity, which of the following writing skills is the teacher primarily modeling for students? A.Developing a character B.Narrowing the focus C.Building suspense D.Sequencing events

B.Narrowing the focus

A third-grade student remarked, "I can't go to the movies with friends because I just spent all of my birthday money on a new video game." Which of the following economic concepts does this statement best illustrate? A.Barter B.Opportunity cost C.Capital resources D.Interest

B.Opportunity cost

A fifth-grade teacher is teaching a unit on explorers of North America and wants students to identify and recognize the accomplishments of prominent leaders. Which of the following is the most effective way to meet this objective? A.Showing a map highlighting the routes the explorers traveled B.Planning a jigsaw activity in which specific explorers are assigned to each group C.Providing activity packets with a story on each explorer to read at home D.Creating learning centers with information on the political conditions of that time

B.Planning a jigsaw activity in which specific explorers are assigned to each group

Which three of the following words contain a digraph? A.True B.Ship C.Bath D.Bread E.Fish

B.Ship C.Bath E. Fish

Which of the following pairs of words contains identical onsets? A.Scrape/skirt B.Slip/slime C.Sand/stand D.Sting/sing

B.Slip/slime

Mr. Sen is creating a lesson for his fourth-grade class around the geographic theme of human-environment interaction, which deals with the ways in which geographic locations influence the lives and choices of the people who live in them. Which of the following learning objectives best demonstrates Mr. Sen's understanding of the social studies concept of human-environment interaction? A.Students will be able to write an essay about the limitations geography placed on early explorers in the Americas. B.Students will be able to construct a table describing how different physical features of regions influence architecture and economic activities of residents. C.Students will be able to create a cause-and-effect diagram describing the formation of different landforms. D.Students will be able to describe patterns of immigration, emigration, and distribution of people in a particular region.

B.Students will be able to construct a table describing how different physical features of regions influence architecture and economic activities of residents.

A grammatical error is present in which of the following sentences? Select all that apply. A.Do you know whose car this is? B.The cat lost it's toy mouse. C.Your the person I was talking about.

B.The cat lost it's toy mouse. C.Your the person I was talking about.

Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." Which of the following is one reason why The Curious Monkey is an ineffective text for demonstrating how a problem is developed and resolved in a story? A.The character who initially has the problem is different from the one who resolves it. B.The resolution of the first problem causes a second problem, which is not clearly resolved. C.Unlike most fables, there is no lesson given as part of the resolution of the story. D.The story contains many problems, but none of them have resolutions.

B.The resolution of the first problem causes a second problem, which is not clearly resolved.

In an introductory lesson on the United States federal government, a second-grade teacher asks the students to compare the jobs of the school's principal and vice principal to the jobs of the president and vice president of the United States. The lesson best introduces which of the following concepts about the United States government? A.The three branches of the federal government B.The role of the executive branch of government C.The process by which elected representatives create laws D.The system of checks and balances

B.The role of the executive branch of government

A student evaluates primary and secondary resources to gain insight into a historical topic. Which of the following will most likely lead to the student eliminating the source being consulted? A.The student observes that the diary of a person directly affected by the event recalls incorrect dates compared to other sources. B.The student notes that a published thesis on a university Web site lacks citations for the sources used to create the argument. C.The student gathers population data and statistics from a government website ending in ".gov".dot g o v D.The student reads the preface of a published book and concludes that its author takes a debatable position on the historical issues.

B.The student notes that a published thesis on a university Web site lacks citations for the sources used to create the argument.

Which of the following lists contains words that can all be broken into distinct morphemes? A.People, water, gentle, pencils B.Unable, kids, playing, biggest C.Children, hope, happy, assertion D.Phone, believe, strengthen, ocean

B.Unable, kids, playing, biggest

A kindergarten teacher provides students with a family tree diagram containing large leaves to represent various family members. The teachers asks students to draw a picture of a family member in each leaf. The students then present their trees to their classmates. Which TWO of the following best identify the purpose of the activity? A.Learning to play and share cooperatively B.Understanding family structures C.Understanding the roles of individuals in the community D.Learning to identify their family's ethnic backgrounds E.Understanding everyone is part of a family

B.Understanding family structures E.Understanding everyone is part of a family

A teacher divides a class into two representative bodies. The groups work together to create a new list of classroom rules and vote on which of the rules should be adopted. The teacher does not agree with one of the rules and takes it off the list. Which of the following examples of the system of checks and balances outlined in the Constitution of the United States is the teacher modeling? A.Making laws B.Vetoing laws C.Enforcing laws D.Interpreting laws

B.Vetoing laws

B.What is one thing that Sam likes to do?

A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom Before having students read either the background text or the memoir excerpt, the teacher wants to assign a prompt that helps engage students with some of the big ideas of the memoir excerpt by connecting with their personal experiences. Which of the following writing prompts best meets the goal? A.Describe your favorite kind of music. Why is it your favorite? B.What is your special talent or favorite hobby? Why is it important to you? C.Which of your friends or family members do you have the most in common with? What are your similarities? D.Do you ever need time alone? When do you feel this way?

B.What is your special talent or favorite hobby? Why is it important to you?

Which of the following learning activities best helps students understand the Founding Fathers' motivation for writing the Declaration of Independence? A.Portraying Thomas Jefferson discussing the issue of slavery with James Madison in a role-play scenario B.Writing a letter to the principal expressing why they believe the new school uniform policy is unfair C.Working with a group of peers to create a poster showing the British what life is like in the New World D.Engaging in a class discussion of England's policy on the western land and the Iroquois neutrality pacts

B.Writing a letter to the principal expressing why they believe the new school uniform policy is unfair

As part of their morning work, Mr. Stine gives students the following journal prompt: "Describe a special place in your life. Explain what makes it special to you." The following is a response written by Gabriela, an English-language learner. "My favorite place is my abuela's house. It is in Guatemala. It is bigger than mine and it has a good outside. Outside it has nice weather but sometimes hot. There is never snow or cold but theres a lot of bugs. The trees are a lot green. Always theres a lot of people of my family. The food is good, sometimes I make it. We make spicy tamales." Through a writing conference, Mr. Stine wants to help Gabriela revise the journal response into a more developed paragraph about her abuela's house. Mr. Stine has the following exchange during the writing conference with Gabriela. Mr. Stine: You said that there are a lot of people in your family who you see at your abuela's house. What is that like, seeing all of them? Gabriela: Well, I don't see them that much so it makes me happy to see them. I'm always sad when we have to go back home. Mr. Stine: What kind of feelings do you have when you are with them? Gabriela: I have a lot of cousins that are around my age and I like them. They are really cool and nice. And my tio Eduardo is really funny. By asking Gabriela questions, Mr. Stine is attempting to help her to A.organize her ideas B.incorporate personal voice C.clarify confusing ideas D.focus on the topic

B.incorporate personal voice

Which of the following fractions has a value between the values of the fractions 7/9 and 8/11? A. 1/2 B. 2/3 C. 3/4 D. 4/5

C. 3/4

The following chart was created by a second-grade student and contains some incorrect information. Wants: puppy, video games, a new computer, tv, a bike Needs: food, a house, new toys, new sneakers, heat Which of the following questions could the teacher ask to guide the student to correct the error? A."Are new toys a daily need or a survival need?" B."What kind of a new toy did you have in mind?" C."Can you explain why you listed new toys as a need?" D."Where would you rank this item on your list of needs?"

C."Can you explain why you listed new toys as a need?"

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! During a discussion about the frog in the fairy tale and the frog in the poem, one group of students claims that both frogs are smart. Which two of the following student responses most effectively use text evidence to defend the claim? Choose one response for eachtext. A."The frog in the fairy tale is smart because he can talk and asks, 'Why are you crying, princess?'" B."The frog in the fairy tale says, 'Your kiss has broken the spell.' This proves that he is smart because he is able to trick the princess into kissing him." C."The frog in the fairy tale is smart because he figured out how to make the princess like him even though he was a frog. The story says, 'the princess began to enjoy the frog's company and feel less lonely.'" D."The frog in the poem is smart because he knows how to be happy with what he has instead of wishing for something else, like when he says 'for here I'm safe and comfortable and ooze and slime are free.'" E."The frog in the poem is smart because he does not like girls and does not want to 'smooch with all the princesses.'" F."The frog in the poem is smart because he knows that it's better to be a king than a prince. He's king of the pond, and he says, 'I wouldn't trade the life I have for any princely thing.'"

C."The frog in the fairy tale is smart because he figured out how to make the princess like him even though he was a frog. The story says, 'the princess began to enjoy the frog's company and feel less lonely.'" D."The frog in the poem is smart because he knows how to be happy with what he has instead of wishing for something else, like when he says 'for here I'm safe and comfortable and ooze and slime are free.'"

A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom After students read the memoir excerpt, the teacher has students return to the highlighted line and asks them, "What do you think is happening here?" Which two of the following student statements offer the most plausible interpretations of the sentence? A."The narrator thinks Samoné will disappear forever and wants to remember his music." B."The narrator likes to sing Samoné's music to herself because it makes her happy." C."The narrator is thinking about the way Samoné played music before his accident." D."The narrator is worried that Samoné does not like music anymore." E."The narrator is really hearing Samoné play, but he is playing far away."

C."The narrator is thinking about the way Samoné played music before his accident." E."The narrator is really hearing Samoné play, but he is playing far away."

Which two of the following inequalities are true? A.0.56>0.605 B.0.065>0.56 C.0.56>0.506 D.0.605<0.056 E.0.506<0.65 F.0.65<0.605

C.0.56>0.506 E.0.506<0.65

Which of the following enduring understandings best helps students understand the issues that led to the creation of the constitution of the United States and the Bill of Rights? A.The United States emerged as a world power with influence which spanned the globe. B.Symbols unite communities and demonstrate citizenship. C.A democracy depends on citizens understanding and respecting their individual rights and responsibilities. D.Resources can be used to determine directions, distances, and locations.

C.A democracy depends on citizens understanding and respecting their individual rights and responsibilities.

Which of the following best allows students to compare and contrast their cultures with the cultures of others? A.Watching a documentary on the factors that are responsible for mass migration B.Reading an article in a school newspaper about how local politics influence education in different countries C.Writing and receiving letters from peer pen pals from a school in another country D.Studying immigration and emigration patterns of groups from other countries

C.Writing and receiving letters from peer pen pals from a school in another country

A teacher prepares a lesson to demonstrate how individual perspectives alter the ways in which people react to the same event. The historical focus for the lesson is the Boston Massacre. Which of the following pairs of resources best facilitates the teacher's overall objective? A.A current history magazine article and a newspaper article written in 1770 B.A modern encyclopedia entry and an article published in a scholarly journal C.A diary entry from an American colonist and court testimony of a British officer D.A court transcript from an American colonist and a section from a history textbook

C.A diary entry from an American colonist and court testimony of a British officer

A history teacher wants to use a documentary video to engage students in a classroom discussion of the ways that pre-Columbian civilizations in Central and South America were influenced by their natural environments. Which of the following documentary videos would best facilitate the discussion? A.A documentary about the similarities among pre-Columbian languages B.A documentary about Spanish Conquest of the Aztec civilization C.A documentary about the development of agriculture in different pre-Columbian civilizations D.A documentary video about species of wildlife that live in Central America

C.A documentary about the development of agriculture in different pre-Columbian civilizations

Which of the following best exemplifies how capital can function as a resource in the process of creating goods? A.A land developer uses personal income to buy a parcel of land and to organize a construction team to build a new residential property. B.A carpenter is paid for several weeks of work cutting wood and fitting it together to provide the foundation for a new home. C.A hammer created by a tool manufacturer is used by a construction worker in the process of building a new residential property. D.A logger is placed in charge of cutting trees in a forest that are later refined into wood used to create structures for new homes.

C.A hammer created by a tool manufacturer is used by a construction worker in the process of building a new residential property.

A teacher has students read the following background text about guajira music and the excerpt from a memoir by Alma Flor Ada. Background Text Cuban music is unique because it reflects both the rich history of its homeland as well as influences from many cultures around the world. Early Cuban music was born through the union of African and Spanish music. As the music evolved, it picked up influences from other cultures, including French, North American, and Jamaican. One type of Cuban music is musica guajira, which translates to "country music" in Cuban Spanish. At the time the first guajira music emerged, rural life was often extremely difficult, and poverty and injustice were present; this came through in the music. Guajira music can be played in a minor key, reflecting these hardships, or in a major key, reflecting joy and hope—but it is always peaceful in style. It is often played on the guitar although it can be played on many types of acoustic instruments. Finally, it has poetic, rhyming lyrics that usually describe the beauty of the Cuban countryside and the splendor of the rural Cuban people. Memoir Excerpt Since the accident, there had been no accordion music at night. Now that the bandages had come off, the nightly silence felt even more oppressive to me. I began to go to the river with Samoné to help him bring in the grass. Before, whenever we had spent time together, he had told me stories about bright rabbits and nasty foxes. Yet now all that I heard from him were heavy sighs. It was as though the purpose in his life had left him, drained out through the hand he could no longer use. Then Samoné began to disappear in the afternoons. No one knew where he went. Nobody said much about it, but I could see worried looks on my mother's face when he began to skip dinner too. Sometimes, when he was gone, I felt as though I heard an echo of his music. Then one night, when I was already in bed, I did hear it. Somewhat tentative, and not as bright as it had been before, but there it was: the beautiful sound of a guajira, a gentle love song from the Cuban countryside. Samoné, practicing tenaciously in solitude, had found a way to create music again. I jumped out of bed, tiptoed into the dining room, and looked out into the courtyard. There he was, poised somewhat awkwardly on his taburete, opening and closing the accordion with his knees while he played the keys with his left hand. Yet the music sounded soft and clear, accompanied by Samoné's familiar hum, while the rays of moonlight, filtering through the branches of the flame trees, shone upon the smile that lit his face. —Alma Flor Ada, from Where the Flame Trees Bloom After students have read both texts, which of the following resources is most likely to help them understand how the accident made it so difficult for Samoné to play his music? A.An audio clip of Cuban guajira music B.An illustrated diagram of the muscles in the hand C.A video clip of someone playing the accordion D.An illustrated glossary of unfamiliar terms in the passage

C.A video clip of someone playing the accordion

Questions 1-3 refer to the following scenario. A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. The passage primarily follows which of the following text structures? A.Sequential B.Descriptive C.Cause and effect D.Compare and contrast

C.Cause and effect

Which of the following assignments would best allow a fifth-grade teacher to determine whether students fully understand push and pull factors? A.Drawing a Venn diagram of the features of a fictional character's country of immigration and country of emigration B.Creating a time line of different immigration patterns to the United States C.Creating a storyboard for a documentary about the top reasons people migrate D.Listing the ways people can improve their lives after migration

C.Creating a storyboard for a documentary about the top reasons people migrate

A fourth-grade teacher wants students to understand that conducting a comparison of costs and benefits is the best method to use when selecting an item to purchase. Which of the following strategies provides the most effective way of accomplishing this goal? A.Placing four similar items on the teaching station with the same price tags and asking the students to choose one, then explain their choices B.Asking students to provide a graphical representation of marginal cost and benefit of a product as a cost-benefit analysis study C.Distributing two store fliers and having students select one item to compare the prices for at each store, then determine which store to purchase the item with an explanation of why D.Conducting an interactive lesson showing how commercials dictate people's purchasing decisions, regardless of the costs

C.Distributing two store fliers and having students select one item to compare the prices for at each store, then determine which store to purchase the item with an explanation of why

Which two of the following words can best be decoded by looking for a root word within the larger word? A.Snitch B.Colossal C.Endanger D.Fashion E.Lovely

C.Endanger E. Lovely

A teacher has a student read the following sentence aloud. I like to go to the movies with my family. When reading the sentence, the student says, "I like to go to the moving with my family." In this case, the student is most likely relying on which of the following cuing systems while reading? Select all that apply. A.Syntactic B.Semantic C.Graphophonemic

C.Graphophonemic

A second-grade teacher introduces a civics activity in which students sort cards into two different categories. The cards are each labeled with activities such as voting in elections, celebrating a religious holiday, volunteering at homeless shelters, and protesting an unfair law. Which of the following best describes the objective of the activity? A.Creating classroom rules collectively B.Reviewing ways students can participate in society C.Identifying the rights and responsibilities of living in a democracy D.Analyzing the effectiveness of rules and laws

C.Identifying the rights and responsibilities of living in a democracy

A first-grade teacher provides students with several pictures of daily school day activities, such as coming into the classroom in the morning, doing schoolwork, playing outside during recess, and boarding a school bus. The teacher asks students to place the pictures on a timeline according to when they occur in the school day. Which of the following is the primary purpose of the activity? A.Identifying commonalities among events B.Prioritizing tasks on a list according to importance C.Introducing the idea of placing events in a chronological order D.Comparing a school schedule now and how it was long time ago

C.Introducing the idea of placing events in a chronological order

Ms. Cook's class was discussing strategies to compare two fractions. One student, Levi, said, "When the top numbers are the same, you know that the one with the smaller number on bottom is bigger." Ms. Cook asked her students to explain why Levi's claim is true. After giving the class time to work, she asked another student, Maria, to present her explanation. Maria said, "It's just like Levi said. For 1/4 and 1/2, they both have ones on top, and 4 is greater than 2, so 1/4 is less, just like 1/4 of a pizza is less than 1/2 of a pizza." Which of the following statements best characterizes Maria's explanation? A.It clearly explains why Levi's claim is true. B.It clearly explains why the converse of Levi's claim is true, but it does not explain why his actual claim is true. C.It shows that Levi's claim is true for one example, but it does not establish why his claim is true in general. D.It assumes that Levi's claim is true, but it does not establish why his claim is true in general.

C.It shows that Levi's claim is true for one example, but it does not establish why his claim is true in general.

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! The following is one student's response to the prompt "What do the princess in the fairy tale and the frog in poem agree is important in life? Use details and quotations from both texts to support your answer, and be sure to explain how they support your answer." "The poem and the fairy tale are both saying that being who you really are is more important than other people thinking you are pretty or handsome or fancy. In the fairy tale, the princess thinks that it is important and bad that the frog is ugly. The frog gets her ball back, and so she brings him home to her house because "she was grateful to have her ball back." In the poem, the frog is happy with who he is and does not care if he is handsome on the outside. He says that he is glad that he doesn't have to give princesses things and that having lots of fancy things isn't important. You know this because he says "Why would I want to be a prince and wear a heavy crown?" Which two of the following statements best describe the response? A.It gives background before addressing the claim. B.It uses a relevant quotation from the fairy tale to support the claim. C.It uses a relevant quotation from the poem to support the claim. D.It accurately explains how the details selected from the fairy tale support the claim. E.It accurately explains how the details selected from the poem support the claim.

C.It uses a relevant quotation from the poem to support the claim. E.It accurately explains how the details selected from the poem support the claim.

As a part of a lesson, a fourth-grade class identifies community issues and the process by which local government addresses those needs. Which of the following student activities is most likely to develop an understanding of the roles and responsibilities of the local government? A.Brainstorming interview questions to ask a community leader B.Discussing possible solutions to current political issues in the country C.Participating in a simulation of a city council meeting to address local issues D.Conducting a mock election for various local government positions

C.Participating in a simulation of a city council meeting to address local issues

A first-grade teacher presents a lesson on landforms and water features. When doing a follow-up activity, several students confuse an isthmus with a strait, a peninsula with a gulf, and a cape with a bay. Which of the following strategies most effectively addresses the students' misunderstanding? A.Planning a hands-on project about land forms for the students to complete at home with parental guidance B.Asking a student volunteer to explain to the class in his or her own words the differences in the land forms and water C.Presenting a world map with the land and water forms to review the newly learned information D.Allowing the students to conduct their own research on the various landforms

C.Presenting a world map with the land and water forms to review the newly learned information

As an introduction to an economics lesson, a teacher uses the example of a small business that prepares to launch a new cereal in the market. The teacher emphasizes that the cereal can only be sold in stores after its ingredients are tested and the nutritional information has been verified by the local and county health agencies. The teacher's example best illustrates which of the following concepts? A.Supply and demand B.Investment C.Regulation D.Corporate taxation

C.Regulation

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! A student writes the following summary of the section called "No Scuba Tanks." (1) Sea lions have more blood than we do. (2) Their blood contains a lot of oxygen. (3) They can store a lot of blood and oxygen in their muscles so they can breathe underwater. (4) The shape of their bodies helps them move easily through the water. Which of the following sentences from the student summary reflects a misunderstanding about sea lions that can be clarified through careful reading of the passage? A.Sentence 1 B.Sentence 2 C.Sentence 3 D.Sentence 4

C.Sentence 3

Which TWO of the following history lesson activities would best facilitate the use of chronological thinking skills? A.Determining the publication dates of historical texts in the school library B.Examining multiple eyewitness perspectives of a historical event C.Sequencing a series of events leading up to the American Revolution on a time line D.Describing the foreign policy objectives of current world leaders E.Identifying events that contributed to trends in a graph of twentieth-century United States immigration data

C.Sequencing a series of events leading up to the American Revolution on a time line E.Identifying events that contributed to trends in a graph of twentieth-century United States immigration data

A student, Sandy, seems to love reading and reads very quickly. When reading individually, she is usually the first one finished. During read-alouds, she volunteers often and enthusiastically, though the other students struggle to understand her because she reads so fast. Her teacher has noticed, however, that Sandy has difficulty answering questions about what she has read. Which of the following best describes the problem Sandy is most likely having? A.She is struggling with her reading rate, which is hindering her fluency. B.She is struggling with fluency, which is hindering her comprehension. C.She is struggling with monitoring her comprehension while reading. D.She is struggling with prosody and accuracy while reading.

C.She is struggling with monitoring her comprehension while reading.

On a weekly pretest, a teacher asks a class to write the spelling words shown in the left column. Nina's spelling of the words is shown in the right column. Spelling Word: Nina's spelling: scared scard started started closed closd walked walkt smacked smackt helped helpt yelled yeld spotted spotted poured pourd Which of the following activities would best help Nina to understand the spelling pattern that she is struggling with? A.Segmenting the onset and rime in each "-ed" word B.Identifying an "-ed" word that rhymes with each spelling word C.Sorting the words into the three different "-ed" sounds D.Identifying in a short reading passage all the words that end in "-ed"

C.Sorting the words into the three different "-ed" sounds

During a history unit on the American Revolution a fifth-grade teacher teaches a lesson on the complex relationships between historical actors leading to the outbreak of the revolution. Which of the following homework assignments would best assess the learning objective? A.Students create a time line of major battles during the revolution. B.Students answer multiple-choice questions identifying revolutionaries. C.Students create a concept web visualizing the interactions of revolutionaries. D.Students write a biographical essay on an assigned revolutionary.

C.Students create a concept web visualizing the interactions of revolutionaries.

A first-grade teacher is beginning a unit on the predictable pattern of the Sun as it relates to seasonal changes. The goal of the unit is to teach students that as the days get longer, Earth heats up, and as the days get shorter, Earth cools down. Which of the following activities best supports the instructional goal of the unit? A.Looking at photos of the Sun's position at different times of the day and predicting Earth's movement B.Completing a Venn diagram to compare and contrast temperatures of substances at sunrise and sunset C.Studying a graph that tracks sunrise, sunset, and corresponding temperatures for each month to determine a trend D.Sharing personal experiences of observing sunrise and sunset in different seasons

C.Studying a graph that tracks sunrise, sunset, and corresponding temperatures for each month to determine a trend

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! During a conversation about the "No Masks or Flashlights" section, the teacher asks students, "Why can sea lions see in the dark better than humans can?" Which of the following student responses demonstrate an accurate reading of the text? Select all that apply. A.They have built-in face masks like the ones that scuba divers wear. B.Their eyes can make more photo cells when they're in the light. C.They have more cells that send pictures to the brain.

C.They have more cells that send pictures to the brain.

A student found an incorrect answer to the problem 2/5×4/3. The student's answer is represented in the work shown. 2/5×4/3=6/20=3/10 Which of the following student work samples shows incorrect work that is most similar to the preceding work? A. 5/4×1/2=6/8=3/4 B. 5/3×12/15=60/45=3/2 C. 7/4×7/3=28/21=4/3 D. 1/2×9/10=10/18=5/9

D. 1/2×9/10=10/18=5/9

Last Tuesday, a group of 5 researchers in a laboratory recorded observations during a 24-hour period. The day was broken into 5 nonoverlapping shifts of equal length, and each researcher recorded observations during one of the shifts. Which of the following best represents the amount of time each researcher spent recording observations last Tuesday? A. Between 4 and 4 1/4 hours B. Between 4 1/4 and 4 1/2 hours C. Between 4 1/2 and 4 3/4 hours D. Between 4 3/4 and 5 hours

D. Between 4 3/4 and 5 hours

Which of the following examples best describes the concept of specialization in the process of producing goods? A.A medical doctor opens a practice where patients can come in to be examined for all of their health issues. B.A steel manufacturing company operates one large steel mill where all of their raw materials are processed. C.A restaurant employs one kitchen chef who is responsible for making and preparing all dishes ordered by customers. D.A company servicing the automotive industry makes only a type of tire that is compatible with pickup trucks

D.A company servicing the automotive industry makes only a type of tire that is compatible with pickup trucks

A second grade teacher labeled cardinal and intermediate directions in the classroom at the start of a unit of directions. Which of the following instructional strategies bests reinforces concepts from the lesson? A.Giving students worksheets of a community map that they can complete at home B.Asking students to use the labeled directions and make a list of all the possible directions C.Giving each student a compass to navigate their way around the school whenever possible D.Asking students to move to the northeastern side of the classroom using the labeled directions

D.Asking students to move to the northeastern side of the classroom using the labeled directions

A teacher wants students to increase their knowledge about specialization and trade. Which of the following activities best allows students to reach this goal? A.Providing a graphic organizer for students to compare and contrast trade barriers between two countries B.Asking students to give an oral presentation on the economic conditions of a country that has limited resources C.Having students list names of countries that generate the highest revenue through international trade D.Assigning students a country to research how surplus products are sold to other countries that have scarcity of that product

D.Assigning students a country to research how surplus products are sold to other countries that have scarcity of that product

The following is an excerpt of a transcript from a class discussion that took place after students read an informational text about deforestation. Teacher: To what extent do the costs of deforestation outweigh the benefits? Erin? Erin: Well, I think, in my mind, people shouldn't cut down the trees in the rain forests. It might help us get things we need, like paper and wood, but the article said how animals are becoming extinct because they have no place to live. And I feel sorry for the animals, so really it's a bad idea. Teacher: Excellent. What do you think, Tim? Tim: We shouldn't cut down the rain forests. Teacher: OK. Doug? Doug: It's harmful for humans because we read that part about how the machines they use to cut down the trees create air pollution. Teacher: Right, the machinery contributes to carbon emissions. Excellent. Cane? Cane: But cars pollute the air, too. It's kind of the same thing. Plus, we need to get wood from somewhere, or else how can we make new buildings? Teacher: James? James: Well, I guess we can plant new trees to get more wood. But even if we plant new trees after we cut down parts of the rain forest, it takes forever for them to grow. So pretty much, the trees won't grow in time for other generations to use them. Kelly: Maybe people who cut down the trees are just thinking about what they need right now. But they aren't thinking about the future. . . like, the long-term effects. Which three students make a connection to a peer's idea? A.Erin B.Tim C.Doug D.Cane E.James F.Kelly

D.Cane E.James F.Kelly

A sixth-grade class is studying democracy. The teacher identifies that most of the students have a misunderstanding that all governments that conduct elections are democracies. Which of the following activities best addresses the misperception? A.Assigning a reading that evaluates the current voter turnout rate in countries across the world B.Asking students to analyze political cartoons satirizing corruption in an election C.Assigning students to compare voter turnout statistics for different age groups in the last election D.Conducting a mock election where only one student is nominated and placed on a ballot for each class office

D.Conducting a mock election where only one student is nominated and placed on a ballot for each class office

Which of the following sentences shows a comma being used after an introductory phrase? A.Buster is a strong, healthy dog. B.No, you should not buy that shirt. C.Anna wrote the winning paper, so she received the prize. D.During the recital, many children were restless.

D.During the recital, many children were restless.

As part of a research project, a student discovered that during the 18th century many items were used as currency, including tobacco leaves. However, the tobacco leaves were soon replaced with paper money for transactions. Which of the following best represents why governments eventually began issuing paper money? A.Growing tobacco leaves became increasingly difficult B.Ensuring that the currency would not depreciate over time C.Using paper money was a novelty that attracted many traders D.Exchanging goods and services was easier with uniform currency

D.Exchanging goods and services was easier with uniform currency

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Which of the following fairy tale motifs is most challenged by the poem? A.Spells are cast as a form of punishment. B.Princesses usually marry princes. C.Princesses often need rescuing by a hero. D.Happiness comes from wealth and royalty.

D.Happiness comes from wealth and royalty.

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! Which of the following writing techniques does the author use in the article? A.How a narrative text can use persuasive elements to support an opinion B.How a narrative text can use vivid descriptions to develop ideas C.How an informational text can use a cause-and-effect structure to clarify an idea D.How an informational text can use comparisons to help the reader connect with the topic

D.How an informational text can use comparisons to help the reader connect with the topic

A first-grade teacher is introducing a unit on patriotism. The teacher makes ten stations around the room. Each station has a picture or artifact reflecting a patriotic symbol, custom, or celebration. Students are asked to visit each station and individually answer questions about each picture or artifact and turn in their answers to the teacher. Which of the following best identifies the goal of the station activity? A.Encouraging students to brainstorm project ideas on the new unit B.Guiding students' thought process to get them actively involved in the lesson C.Developing independent thinking and good work habits D.Identifying misconceptions to develop appropriate future lessons

D.Identifying misconceptions to develop appropriate future lessons

A fourth-grade teacher writes a list of professions in the community on a board and provides students with sticky notes to brainstorm attributes associated with each profession. Which of the following is the primary purpose of the lesson? A.Predetermining careers that are most suitable for the students B.Screening for career opportunities that the students are most familiar with C.Grooming the students to work for the best organizations D.Introducing students to the skills and qualities associated with different jobs

D.Introducing students to the skills and qualities associated with different jobs

Students are asked to recreate a sign that Susan B. Anthony and Elizabeth Cady Stanton would have marched with in support of their cause. Which of the following best exemplifies a slogan that would appear on their sign? A.End corporate monopolies B.Feminism first C.Equal employment opportunities D.Let women vote

D.Let women vote

A second-grade teacher is explaining how geographic events like earthquakes, hurricanes, and volcanic eruptions happen repeatedly in the same places. The teacher wants the students to associate these geographic events with changes that humans make in order to live near these places. Which of the following would best emphasize the theme of the lesson? A.Showing videos on the various causes of natural disasters around the world B.Looking at world maps showing where fault lines and lava domes are located C.Studying a chart graphing the frequency of geographic events in various places over the last ten years D.Looking at pictures of communities located near fault lines, coastal regions, and lava plateaus

D.Looking at pictures of communities located near fault lines, coastal regions, and lava plateaus

Which of the following classical Chinese contributions was invented to replace bamboo, wood, and silk as methods for spreading literature and information? A.Map B.Compass C.Money D.Paper

D.Paper

A second-grade teacher creates a classroom store stocked with toys that can be purchased with certain amounts of tokens. A standard amount of tokens is awarded to students each week. At the end of each week students may choose to spend their tokens on small toys from the store or save their tokens to purchase larger toys later. Understanding of which of the following economic concepts is best reinforced by the classroom store? A.Increasing productivity B.Predicting demands C.Avoiding debt D.Saving money

D.Saving money

A fifth-grade teacher is preparing for a lesson identifying similarities and differences among various racial, ethnic, and religious groups in the same country. The supporting material is a set of photographs of a variety of people labeled with the following attributes for each person: religion, music, clothing, and food preference. Which of the following activities is most likely to help the teacher achieve the lesson's objective? A.Making a collage out of photographs that represent one of the four attributes B.Sharing opinions about the photos during a small-group discussion C.Identifying photographs with a given attribute and doing further research on that attribute D.Sorting the photographs based on attributes and making comparisons among the people pictured

D.Sorting the photographs based on attributes and making comparisons among the people pictured

A second-grade teacher asks students to explain how patriotic symbols and practices reinforce national identity for Americans. Which of the following student responses demonstrates a misconception that the teacher needs to address? A.The Statue of Liberty represents America's independence and welcomes individuals coming to the United States. B.The American bald eagle often symbolizes the courage of the soldiers and individuals that created the United States of America. C.The stars on the American flag represent the 50 states that make up the United States of America. D.The Fourth of July celebration commemorates the surrender of the British army during the American Revolution.

D.The Fourth of July celebration commemorates the surrender of the British army during the American Revolution.

Mr. Baker's lower elementary class has been discussing story elements such as problem and resolution, main events, and moral. Mr. Baker selects a fable called The Curious Monkey, which follows, to demonstrate some of these elements. However, Mr. Baker soon discovers that the fable poses some challenges for meeting his instructional goals. A long time ago, the first dog to ever live on earth was sleeping peacefully under a large tree in a forest. Lying comfortably on its side, it was content to sleep and sleep. A monkey came upon the sleeping dog and stared at it in wonder. He gathered some of the other animals to show them. "Look at this strange new creature! What is it?" he asked. The giraffe bent her long neck to get a better look. "It is neither giraffe nor okapi." Next, a mouse scurried up and sniffed at the sleeping dog. "It is too big to be a mouse, and it smells different." The other animals each took a turn, but none of them could name the peculiar beast. All the while, in the tree above, the sloth listened silently, smiling. Because he moved so slowly, the sloth was a great observer and therefore knew everything there was to know of the animals in the forest. He finally spoke up. "I think that 'Dog' is the best name for this creature." At the sound of his name, the dog awoke. "What is going on!?" the dog growled angrily. "Who woke me?" The dog barked and bared his sharp teeth, and the animals ran away in fear. The smart, old sloth was safe, knowing the dog could not climb the tree. "You cannot get me," he said, laughing. "But from now on, the animals will flee from you and you will have to chase them." To this day, when dogs are not sleeping, they chase other animals. That evening, all the animals could hear the monkey's new song: "Now you know why you let a sleeping dog lie." During a discussion about the moral of the fable, one student says, "Morals need to be things like 'keep trying' and 'be kind to others.' 'Let a sleeping dog lie' isn't a moral." Which of the following aspects of the story is most likely causing the student's confusion? A.The moral is stated only at the end of the story. B.The moral is not stated by the wisest character. C.The moral is demonstrated through the personification of animals. D.The moral is written in figurative language.

D.The moral is written in figurative language.

Ms. Shaughnessy is working with her class on measuring area using nonstandard units. While the students are finding the area of the surface of their desks using rectangular note cards, one student says, "I can just measure the long side of the desk with the long side of the card, then measure the short side of the desk with the short side of the card, and multiply them." Which of the following best describes the validity of the student's strategy? A.The strategy is not valid because the same unit must be used to measure each side of the desk. B.The strategy is valid only if the note cards are squares. C.The strategy is valid and the unit of measurement is square units. D.The strategy is valid and the unit of measurement is note cards.

D.The strategy is valid and the unit of measurement is note cards.

Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. My name is Sam. I like to jump. I like to run. I like to play. I like to swim. I like to ride my bike. I like to climb trees. I like to be with friends. As he introduces the text, Mr. Woods wants to choose two strategies that are likely to help students at this reading level read the text successfully. Which two of the following strategies are the best for this purpose? A.Using sentence syntax to determine the meaning of unknown words B.Identifying the digraphs in the words "climb" and "friends" C.Identifying the consonant blends in the words "jump" and "swim" D.Using picture cues to determine the meaning of unknown words E.Identifying the sight word "like"

D.Using picture cues to determine the meaning of unknown words E.Identifying the sight word "like"

A fifth-grade teacher asks students to create group presentations about the contributions of a classical civilization. One group wants to do their project on ancient Rome. They plan to include the Coliseum, the Pantheon, aqueducts, and the Forum. They also want to wear Roman clothing while presenting to the class. Which of the following questions should the teacher ask the group to best help the students prevent factual errors? A.How do you plan to divide the work among the members of the group? B.Are you going to create the costumes or buy them? C.How do you plan to present the information to the class? D.What sources are you planning to consider for your research?

D.What sources are you planning to consider for your research?

Mr. Woods is using the following text for a reading lesson with a small group of late emergent readers in his kindergarten class. My name is Sam. I like to jump. I like to run. I like to play. I like to swim. I like to ride my bike. I like to climb trees. I like to be with friends. One student reads page 6 as "I like to bike." Which of the following questions best scaffolds the student in accurately reading the page? A.You said, "I like to bike." What do you do with a bike? B.You said, "I like to bike." Is that what the sentence says? C.Let me read this sentence to you. "I like to ride my bike." D.You said, "I like to bike." Let's point to each word as we read

D.You said, "I like to bike." Let's point to each word as we read

The following is an excerpt from a student's draft of a short story. "Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. Mr. Brisson got scared. Will said Don't be scared. You are a grownop you soodent be scared. They saw the gost of Abrham Licin and smaced the door closed. Mr. Brisson got even more scared. His teeth were caddering." The student's teacher wants to use the excerpt to demonstrate the narrative technique of "showing, not telling." Which two of the following sentences from the excerpt best demonstrate the technique? A.Once opon a time it was Holloween and Mr. Brisson and some of his studints saw a honted house. B.Mr. Brisson got scared. C.Will said Don't be scared. D.You are a grownop you soodent be scared. E.They saw the gost of Abrham Licin and smaced the door closed. F.Mr. Brisson got even more scared. G.His teeth were caddering.

E.They saw the gost of Abrham Licin and smaced the door closed. G.His teeth were caddering.

Ms. McCallum asks her students to categorize activities involving various goods as raw goods or finished goods. Create a student response by identifying each activity resulting in raw goods or finished goods. Select all that apply. Logging Clothing sales Coin production Fishing Mining

Logging: raw Clothing sales: finished goods Coin production: finished goods Fishing: raw Mining: raw

Which of the following word problems can be represented by the equation 4×n+8=16? A.A set of 5 baskets holds a total of 16 apples. The first basket has 8 apples and the other baskets each hold an equal number of apples. How many apples are in each of the other baskets? B.There are 12 baskets, 8 of which are empty. There are 16 apples, with an equal number of apples in each of the other 4 baskets. How many apples are in each of the 4 baskets? C.There are 16 baskets, 8 of which are empty. Each of the other baskets contains 4 apples. How many apples are there in all? D.There are 8 baskets with 4 apples in each basket and 16 apples that are not in a basket. How many apples are there in all?

Option (A) is correct. If there are 5 baskets and one basket holds 8 apples, the rest of the apples are split evenly among the other 4 baskets. Therefore, to find the number of apples in each of the 4 baskets, the equation 4×n+8=16 can be set up, where n is the number of apples in each of the 4 baskets. The problem in option (B) can be represented by the equation 4×n+8×0=16, the problem in option (C) can be represented by the equation 4×(16−8)=n, and the problem in option (D) can be represented by the equation 8×4+16=n

A rectangular message board in Aleyah's dormitory room has a length of 30 inches and a perimeter of 108 inches. A rectangular bulletin board in the hallway outside Aleyah's room is twice as long and twice as wide as the message board. Which of the following statements about the bulletin board is true? A.The bulletin board has a width of 48 inches. B.The bulletin board has a length of 96 inches. C.The area of the bulletin board is twice the area of the message board. D.The perimeter of the bulletin board is four times the perimeter of the message board.

Option (A) is correct. Since the message board has a length of 30 inches and a perimeter of 108 inches, the width of the message board can be found by solving the equation2(30)+2w=1082(30)+2w=108 for w. To solve the equation for w, subtract 60 from both sides of the equation and then divide both sides of the equation by 2 to find that w=24w=24. This means that the length and width of the bulletin board are 60 inches and 48 inches, respectively, and it can be concluded that the area of the message board is 720 square inches, the perimeter of the bulletin board is 216 inches, and the area of the bulletin board is 2,880 square inches. Thus, the only true statement is that the bulletin board has a width of 48 inches.

Ms. Garrett has been working on verbal counting with her students. She wants them to be more aware of patterns in the way number names are typically constructed. Which of the following number names LEAST reflects the typical pattern in the way number names are constructed in the base ten system? A.Eleven B.Sixteen C.Twenty-five D.Ninety

Option (A) is correct. The number name "eleven" does not follow any pattern of number-name construction with reference to the tens and ones. Option (C) is not correct because "twenty-five" follows the most typical structure of how number names are constructed for whole numbers, since the number of tens in the number is referred to first, followed by the number of ones. Although the numbers in options (B) and (D) do not follow the most typical structure like "twenty-five" does, where the tens are called out specifically, the numbers in these options do follow a structure of the number of ones being named, followed by "teen," which refers to the ten in the number. Therefore, these numbers follow a pattern, unlike "eleven."

Mr. Walters asked his students to order 89, 708, 37, and 93 from least to greatest, and to be ready to explain the process they used to order the numbers. One student, Brianna, ordered the numbers correctly, and when Mr. Walters asked her to explain her process, she said, "The numbers 89, 37, and 93 are less than 100, so they are all less than 708, since that is greater than 100. Also, 37 is the least because it comes before 50 and the other two numbers are close to 100. Then 89 is less than 90, but 93 is greater than 90." Which of the following best describes the strategy on which Brianna's explanation is based? A.A counting strategy B.A benchmarking strategy C.An estimation strategy D.A place-value strategy

Option (B) is correct. Brianna first indicates that 708 is the greatest number because it is greater than 100, while 37, 89, and 93 are all less than 100. Next, Brianna indicates that 37 is the least number because it is less than 50, while 89 and 93 are greater than 50. Finally, Brianna recognizes that 89 is less than 93 because 89 is less than 90, while 93 is greater than 90. Thus, over the course of her explanation, Brianna used 100, then 50, and then 90 as points of reference for comparisons, which is exactly what benchmark numbers are—points of reference for comparison. Brianna did not count between any of the numbers, estimate the numbers, or use the place values in any of the numbers to make her comparisons, so the other options do not describe the strategy on which Brianna's explanation is based.

Ms. Roderick asked her lunch helper in her kindergarten class to get one paper plate for each student in the class. Which of the following counting tasks assesses the same mathematical counting work as this task? A.Having students line up according to the number of the day of the month in which they were born B.Showing students 10 pencils and asking them to get enough erasers for all the pencils C.Showing students a row of 12 buttons and asking them to make a pile of 8 buttons D.Asking students to count the number of triangles printed on the classroom rug

Option (B) is correct. Getting one paper plate for each student in the class assesses whether students can determine when the number of objects in one set is equal to the number of objects in another set, and the task described in option (B) involves a similar determination. The task in option (A) assesses whether students can compare and order numbers. The task in option (C) assesses whether students can count a subset of objects from a larger set. The task in option (D) assesses whether students can count the number of objects in a set.

Ms. Simeone is working with her first-grade students on writing two-digit numerals. She wants to use an activity to assess whether her students are attending to the left-to-right directionality of the number system. Which of the following activities is best aligned with Ms. Simeone's purpose? A.Asking students to read the numbers 20 through 29 B.Asking students to represent the numbers 35 and 53 using base-ten blocks C.Asking students how many tens and how many ones are in the number 33 D.Showing students 23 cubes and 32 cubes and asking them which quantity is greater

Option (B) is correct. Having the students represent 35 and 53 using base-ten blocks will help Ms. Simeone assess whether students know which place is the tens place and which place is the ones place or whether students have reversed the ones place and the tens place, thinking the ones place is on the left and the tens place is on the right. Representing the numbers provides more information about students' understanding of place value than just reading numbers.

In word problems that have a multiplicative comparison problem structure, two different sets are compared, and one of the sets consists of multiple copies of the other set. Which of the following best illustrates a word problem that has a multiplicative comparison problem structure? A.There are 4 shelves in Joaquin's bookcase, and there are 28 books on each shelf. How many books are in Joaquin's bookcase? B.Marcus drives 3 times as many miles to get to work as Hannah does. Hannah drives 16 miles to get to work. How many miles does Marcus drive to get to work? C.A football field is 360 feet long and 160 feet wide. A soccer field is 300 feet long and 150 feet wide. The area of the football field is how many square feet greater than the area of the soccer field? D.An ice cream parlor sells 29 different flavors of ice cream and 4 different types of cones. How many different combinations consisting of an ice cream flavor and a type of cone are available at the ice cream parlor?

Option (B) is correct. In the problem in option (B), the two values being compared are the number of miles that Marcus drives to get to work and the number of miles that Hannah drives to get to work, and the number of miles that Marcus drives is 3 times the number of miles that Hannah drives. The problem in option (A) has an equal-groups problem structure, the problem in option (C) has a product-of-measures problem structure (since the product is a different type of unit from the factors in the problem), and the problem in option (D) has a combinations problem structure.

The scenario in a word problem states that an office supply store sells pens in packages of 12 and pencils in packages of 20. Which of the following questions about the scenario involves finding a common multiple of 12 and 20 ? A.In one package each of pens and pencils, what is the ratio of pens to pencils? B.How many packages of pens and how many packages of pencils are needed to have the same number of pens as pencils? C.If the store sells 4 packages each of pens and pencils, what is the total number of pens and pencils sold in the packages altogether? D.How many gift sets can be made from one package each of pens and pencils if there are the same number of pens in each set, the same number of pencils in each set, and all the pens and pencils are used?

Option (B) is correct. The least common multiple of 12 and 20 is 60, and 5 packages of pens and 3 packages of pencils are needed to have 60 of each writing utensil. The question in option (A) uses factors, not multiples, since 12 pens/20 pencils=3/5. The question in option (C) is best answered by calculating 4×12+4×20=48+80=128, which does not involve finding either a common factor or a common multiple of 12 and 20. The question in option (D) is best answered by finding that the greatest common factor of 12 and 20 is 4, which means that 4 gift sets can be made, each containing 3 pens and 5 pencils.

1/3=3/9=6/18 1/4=4/16=3/12 Ms. White's students are working on generating equivalent fractions like the ones shown. She asks her students to write a set of instructions for how to generate equivalent fractions. One student writes, "You have to multiply the bottom and the top of the fraction by a number." Which of the following revisions most improves the student statement in terms of validity and generalizability? A.You have to multiply both denominator and numerator by the same number. B.You have to multiply both denominator and numerator by the same nonzero number. C.You have to multiply both denominator and numerator by the same whole number. D.You have to multiply both denominator and numerator by the same positive whole number

Option (B) is correct. To generate an equivalent fraction, it is not necessary to multiply the numerator and denominator of the original fraction by a whole number, but it is necessary to multiply the numerator and the denominator by the same number and for that number to be a number other than zero. The revision in option (B) is the only sentence that restates the student conjecture, makes it valid, and generalizes it by including all fractions.

Ms. Rodriguez is working with her kindergarten students to develop the skill of counting on. Which of the following tasks is best aligned with the goal of having students count on? A.The teacher gives each student a number book with a different number on each page. The students must count out and glue the same number of pictures to match the given number on each page. B.The teacher gives each student a 10-piece puzzle, disassembled with a single number written on each piece. The students must put the puzzle together with the numbers in order. C.The teacher gives each student a shuffled deck of 10 cards, each with a single number from 1 to 10. When the students draw a number card, they must count to 20, starting from the number on the card they drew. D.The teacher gives each student 8 blocks and a number cube, with the sides of the number cube numbered from 3 to 8. When the students roll the number cube, they must count out the same number of blocks as the number rolled and create a tower with that number of blocks.

Option (C) is correct. A student would begin with the number drawn and count on from that number until 20 is reached. For example, if the student draws a card with 15 on it, the student would count on from 15, saying, "15, 16, 17, 18, 19, 20." The other tasks described do not require students to count on.

One of Mr. Spilker's students, Vanessa, incorrectly answered the addition problem 457+138 as represented in the work shown. + 457 138 ------- 585 Mr. Spilker wants to give Vanessa another problem to check whether she misunderstands the standard addition algorithm or whether she simply made a careless error. Which of the following problems will be most useful for Mr. Spilker's purpose? A.784+214 B.555+134 C.394+182 D.871+225

Option (C) is correct. In the work shown, after adding the ones and recording the 5 in the ones place, Vanessa did not record that the additional 10 ones were 1 ten, nor did she add the regrouped ten in the tens place. The problem in option (C) will be most useful for Mr. Spilker's purpose because it requires regrouping from the tens place to the hundreds place. The problems in options (A) and (B) do not require any regrouping, and Vanessa may just record 10 hundreds without thinking about regrouping when answering the problem in option (D).

Ms. Duchamp asked her students to write explanations of how they found the answer to the problem 24×15. One student, Sergio, wrote, "I did 24 times 10 and got 240, then I did 24 times 5 and that's the same as 12 times 10 or 120, and then I put together 240 and 120 and got 360." Ms. Duchamp noticed that four other students found the same answer to the problem but explained their strategies differently. Which of the following student explanations uses reasoning that is most mathematically similar to Sergio's reasoning? A.Since 24 is the same as 12 times 2 and 15 is the same as 5 times 3, I did 12 times 5 and got 60, then I did 2 times 3 and got 6, and 60 times 6 is 360. B.To get 24 times 5, I did 20 times 5 and 4 times 5, which is 120 altogether, and then I needed 3 of that, and 120 times 3 is 360. C.15 times 20 is the same as 30 times 10, and that gave me 300, and then I did 15 times 4 to get 60, and 300 plus 60 is 360. D.24 divided by 2 is 12, and 15 times 2 is 30, so 24 times 15 is the same as 12 times 30, and so my answer is 360.

Option (C) is correct. Sergio first uses the distributive property to think of 24×15 as 24×(10+5), or 24×10+24×5. After Sergio multiplies 24 and 10 to get 240, he multiplies 24 and 5 using a doubling and halving strategy. Since 24=12×2, 24×5=(12×2)×5=12×(2×5)=12×10, so the product of 24 and 5 is equal to the product of 12 and 10, which is 120. The explanation in option (C) also uses the distributive property but in a different way. This student thinks of 24×15 as (20+4)×15, or 20×15+4×15. After the student multiplies 20 and 15, the student uses the doubling and halving strategy to find the product of 4 and 15. Therefore, this explanation uses reasoning that is most mathematically similar to Sergio's reasoning. The explanations in options (A) and (B) do not use the doubling and halving strategy, and the explanation in option (D) does not use the distributive property.

Ms. Carter shows one of her students, Brandon, a set of cubes. She tells Brandon that there are 13 cubes in the set and asks him to take 1 cube away from the set. Ms. Carter then asks Brandon, "How many cubes do you think are in the set now?" Brandon quickly answers, "Twelve." Brandon has demonstrated evidence of understanding which of the following mathematical ideas or skills? A.Using numerals to describe quantities B.Counting with one-to-one correspondence C.Recognizing a small quantity without counting D.Knowing that each previous number name refers to a quantity which is one less

Option (D) is correct. In the scenario, Ms. Carter shows Brandon a set of cubes, explicitly tells him how many cubes are in the set, and asks him to take one cube away from the set. This process allows Ms. Carter to ensure that Brandon knows that there is now one less cube in the set. When Ms. Carter asks how many cubes are in the set after one cube is removed, Brandon readily states, without counting the cubes, that there are 12 cubes. This provides evidence that Brandon knows that 12 is the number name that precedes 13 and that 12 refers to a quantity that is one less than 13; it can also be assumed that Brandon has the same understanding for other whole numbers. Brandon did not use written numerals in the scenario, so option (A) is not correct. Also, Brandon is told how many cubes are in the set, so there is no evidence that he can count with one-to-one correspondence or recognize a small quantity without counting, so options (B) and (C) are not correct.

A student incorrectly answered the problem 305.74×100. The student's answer is represented in the work shown. 305.74×100=305.7400 Which of the following student work samples shows incorrect work that is most similar to the preceding work? A. 246.7×100=2,467 B. 13.05×100=13,500 C. 46.13×10=460.130 D. 94.03×10=94.030

Option (D) is correct. In the work shown, when the student multiplied 305.74 by 100, the student rewrote 305.74 and added two zeros at the end. The work sample that is most similar to this is the sample in option (D), since this sample shows that when the student multiplied 94.03 by 10, the student rewrote 94.03 and added one zero at the end.

Ms. Fisher's students are working on identifying like terms in algebraic expressions. When Ms. Fisher asks them how they know when terms are like terms, one student, Coleman, says, "Like terms have to have the same variable in them." Ms. Fisher wants to use a pair of terms to show Coleman that his description of like terms is incomplete and needs to be refined. Which of the following pairs of terms is best for Ms. Fisher to use for this purpose? A.9d and 5 B.8xy and xy C.5a^4 and 2a^4 D.4h^2 and 7h^3

Option (D) is correct. The best pair of terms for Ms. Fisher's purpose should contain the same variable but should not be like terms. The only option that shows such a pair is option (D), in which the variables are the same but the terms are not like terms because they have different exponents.

A grocery store sells both green grapes and red grapes for a regular price of $2.89 per pound. Nelson buys 1.5 pounds of green grapes and 2.25 pounds of red grapes at the store on a day when the regular price is reduced by $0.75 per pound. Which of the following expressions represents the amount, in dollars, that Nelson will pay for the grapes? A.1.5+2.25×2.89−0.75 B.(1.5+2.25)×2.89−0.75 C.1.5+2.25×(2.89−0.75) D.(1.5+2.25)×(2.89−0.75)

Option (D) is correct. To find the amount, in dollars, that Nelson will pay for the grapes, the total weight of the grapes, in pounds, needs to be multiplied by the reduced price of the grapes, in dollars. The total weight of the grapes, in pounds, is 1.5+2.251.5+2.25, and the reduced price of the grapes, in dollars, is 2.89−0.752.89−0.75, so the amount, in dollars, that Nelson will pay for the grapes is (1.5+2.25)×(2.89−0.75)(1.5+2.25)×(2.89−0.75). The parentheses must be included in the expression as shown so that the total weight of the grapes will be multiplied by the reduced price of the grapes.

Ms. Vargas asked her students to write an expression equivalent to 4(x−y). After substituting some values for x and y, a student named Andrew rewrote the expression as 4x−y. Andrew's expression is not equivalent to 4(x−y), but he thought his work was correct based on the substitutions he tried. For which of the following integer values of x and y would Andrew's expression appear to be correct? Select two choices. A.x=0 and y=0 B.x=0 and y≠0 C.x≠0x and y=0 D.x≠0 and x=y E.x≠0 and x=−y

Options (A) and (C) are correct. Since 4(x−y)=4x−4y the expression 4(x−y) is equivalent to 4x−y only when 4y=y, and 4y=y only when y=0. The only options where y=0 are options (A) and (C).

Mr. Varela asked his students to define a square in terms of other two-dimensional geometric figures. Which two of the following student definitions precisely define a square? A.A square is a rectangle that has 4 sides of equal length. B.A square is a parallelogram that has 4 angles of equal measure. C.A square is a parallelogram that has 4 sides of equal length. D.A square is a rhombus that is also a rectangle. E.A square is a rectangle that is not a rhombus.

Options (A) and (D) are correct. A square is a quadrilateral with 4 sides of equal length and 4 angles of equal measure, whereas a rectangle is a quadrilateral with 4 angles of equal measure, a rhombus is a quadrilateral with 4 sides of equal length, and a parallelogram is a quadrilateral where opposite sides are parallel. Therefore, a rectangle that has 4 sides of equal length is a square, and a rhombus that is also a rectangle is a square, so options (A) and (D) are both precise definitions of a square. Option (B) describes a rectangle that is not necessarily a square, option (C) describes a rhombus that is not necessarily a square, and option (E) describes a rectangle that is not a square.

Which three of the following word problems can be represented by a division equation that has an unknown quotient? A.Ms. Bronson works the same number of hours each day. After 8 days of work, she had worked 32 hours. How many hours does Ms. Bronson work each day? B.Mr. Kanagaki put tape around 6 windows before painting a room. He used 7 feet of tape for each window. How many feet of tape did he use? C.Micah used the same number of sheets of paper in each of 5 notebooks. He used 45 sheets of paper in all. How many sheets of paper did Micah use in each notebook? D.Each shelf in a school supply store has 8 packs of markers on it. Each pack has 12 markers in it. How many markers are on each shelf in the store? E.Trina gave each of 7 friends an equal number of beads to use to make a bracelet. She gave the friends a total of 63 beads. How many beads did she give to each friend?

Options (A), (C), and (E) are correct. The word problem in option (A) can be represented by the equation 32÷8=□32÷8=□, the word problem in option (C) can be represented by the equation 45÷5=□45÷5=□, and the word problem in option (E) can be represented by the equation 63÷7=□63÷7=□. The word problem in option (B) can be represented by the equation7×6=□7×6=□ or the equation □÷6=7□÷6=7, and the word problem in option (D) can be represented by the equation 12×8=□12×8=□ or the equation □÷8=12□÷8=12; however, neither of these word problems can be represented by a division equation that has an unknown quotient.

Mr. French's students are working on finding numbers less than 100 that are multiples of given one-digit numbers. When Mr. French asks them how they know when a number is a multiple of 6, one student, Crystal, says, "Even numbers are multiples of 6!" Mr. French wants to use two numbers to show Crystal that her description of multiples of 6 is incomplete and needs to be refined. Which of the following numbers are best for Mr. French to use for this purpose? Select two numbers. A.15 B.16 C.20 D.24 E.27 F.30

Options (B) and (C) are correct. The best numbers for Mr. French's purpose are even numbers that are not multiples of 6, and 16 and 20 are both even numbers, but they are not multiples of 6. Options (A) and (E) are incorrect because 15 and 27 are not even numbers, and options (D) and (F) are incorrect because 24 and 30 are both multiples of 6.

Mr. Benner places a row of 5 cubes on a student's desk and asks the student, Chanel, how many cubes are on the desk. As Chanel points at the cubes one by one from left to right, she counts, saying, "One, two, three, four, five." Then she says, "There are five cubes!" Mr. Benner then asks Chanel to pick up the third cube in the row. As Chanel points at three cubes one by one from left to right, she counts, saying, "One, two, three." She stops, then picks up the three cubes, and gives them to Mr. Benner. Chanel has demonstrated evidence of understanding which two of the following mathematical ideas or skills? A.Using numerals to describe quantities B.Recognizing a small quantity by sight C.Counting out a particular quantity from a larger set D.Understanding that the last word count indicates the amount of objects in the set E.Understanding that ordinal numbers refer to the position of an object in an ordered set

Options (C) and (D) are correct. Chanel first counts the cubes one by one and then she states that there are 5 cubes. Her work demonstrates that she understands that when counting a set of objects, the last word count indicates the cardinality of the set (that is, the number of objects in the set), so option (D) is correct. When she is asked to pick the third cube in the row, she is able to count and stop at three, thus demonstrating that she can count out a quantity from a larger set, so option (C) is correct. However, since she does not pick up the third cube counted, but instead picks up the three cubes she counted, she shows that she does not yet understand that the ordinal number "third" refers to the position of third counted cube, which means that option (E) is incorrect. Also, Chanel does not demonstrate the ability to recognize a small quantity by sight since she counts one by one, so option (B) is incorrect. Finally, she is not asked to record the numeral that describes the number of cubes on her desk, so there is no evidence that Chanel can use numerals to describe quantities, which means that option (A) is incorrect.

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Part A The teacher wants the class to focus on how the princess changes in the fairy tale. Which of the following student statements most accurately describes her change? A."The princess was stuck-up at the beginning, but she became open-minded by the end." B."The princess was clumsy at the beginning, but she became careful by the end." C."The princess was shy at the beginning, but she became confident by the end." D."The princess was cautious at the beginning, but she became adventurous by the end." Part B Of the six highlighted sections of "Frog Prince," which two, when viewed together, best illustrate the change in the princess? A."She was the only daughter of a king." B."One day, she bounced the ball too hard, and it got away from her and dropped into a well." C."'Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!' she told him." D."'Me? Be your friend?'" E."She spoke kind words to him as a friend might speak."

Part A A."The princess was stuck-up at the beginning, but she became open-minded by the end." Part B D."'Me? Be your friend?'" E."She spoke kind words to him as a friend might speak."

An upper-elementary school teacher has paired the following version of "The Frog Prince" fairy tale and the related poem "The Frog's Tale" for students to read and analyze. The Frog Prince Once upon a time, there lived a beautiful princess with shiny hair. She was the only daughter of a king.Sometimes that meant she was lonely, but the king tried to keep her happy by giving her all that she asked for. After all, he was richer than anyone else in the kingdom. he even gave her a glistening golden ball. she loved to bounce it through the castle's gardens, running after it all the way. One day, she bounced the ball too hard, and it got away from her and dropped into a well. she began to cry. Suddenly, a large, brown, wart-covered frog hopped out of the well and smiled at her. In a croaky voice, he asked, "Why are you crying, princess?" "Oh, I have dropped my golden ball into the well, and I fear I shall never get it back!" she told him. The ugly frog reassured her, "My dear, I can help you get your ball, but if I do, you must be my friend and let me eat things from your plate and stay beside you." "Me? Be your friend?" The princess wrinkled her nose at this idea, but she doubted he would be successful, so she agreed. At once, the frog dove into the well and returned with her golden ball, safe and sound. Although she was grateful to have her ball returned, she was very unhappy about having the frog return to the palace with her. As promised, however, the princess let the frog eat from her plate and sleep on her feather pillow. Soon the princess began to enjoy the frog's company and feel less lonely. She spoke kind words to him as a friend might speak. One night, she said, "Little frog, thank you for being my friend." She closed her eyes and gave the frog a quick kiss on his warty, cold head. Suddenly—poof!—a light flashed, and a handsome prince stood before her. He said, "My dear princess, I have been under the spell of a sorcerer for over a year and forced to live in the body of a frog. Your kiss has broken the spell! Thank you!" The princess fell in love with the prince and lived happily ever after. The Frog's Tale Why would I want to be a princeand wear a heavy crown,when I can wriggle in the mud so cool and thick and brown? (5)Why smooch with all the princesses and give them golden rings,or ride in pumpkin chariotsand buy a lot of things?A frog's life is far richer than (10)all that could ever before here I'm safe and comfortable—and ooze and slime are free.I wouldn't trade the life I have for any princely thing;(15)I'll stay here where my castle is—since in this pond I'm king! Part A The teacher asks students, "What can you tell me about the ways the frogs are portrayed in the fairy tale and the poem?" Which of the following student responses to the question reflects a misunderstanding? A.The frog in the fairy tale wants to be a prince again. B.The frog in the poem would rather live in the castle than the pond. C.Both frogs are happy at the end. D.The frogs have different ideas about what is important in life. Part B Which one of the following lines from the fairy tale or poem helps to clarify the misunderstanding, as answered in part A? A.Fairy tale: "you must be my friend and let me eat things from your plate and stay beside you." B.Fairy tale: "Your kiss has broken the spell!" C.Poem: "or ride in pumpkin chariots/ and buy a lot of things?" D.Poem: "I'll stay here where my castle is—/ since in this pond I'm king!"

Part A B. The frog in the poem would rather live in the castle than the pond Part B D.Poem: "I'll stay here where my castle is—/ since in this pond I'm king!"

Questions 6-8 refer to the following scenario. Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. Part A Which of the following pairs of adjectives best describes Mrs. Jones? A.Cynical, careless B.Empathetic, maternal C.Kind, vain D.Wistful, gullible Part B Which two of the following pieces of evidence best support the correct answer to Part A? A."The woman said, 'Um-hum! You thought I was going to say but, didn't you?'" B."'Everybody's got something in common.'" C."'You might run that comb through your hair so you will look presentable.'" D."Mrs. Jones got up and went behind the screen." E."The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed."

Part A B.Empathetic, maternal Part B B."'Everybody's got something in common.'" C."'You might run that comb through your hair so you will look presentable.'"

Mr. Finnegan is reading the following short story excerpt with his class. The excerpt is about a young boy who tries to steal an older woman's purse late at night. The woman, Mrs. Jones, fights back and drags the boy back to her house to clean him up and feed him. The excerpt takes place at the woman's small apartment. The woman was sitting on the day bed. After a while she said, "I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, not knowing he frowned. The woman said, "Um-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know. Everybody's got something in common. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable." In another corner of the room behind a screen was a gas plate and an icebox. Mrs. Jones got up and went behind the screen. The woman did not watch the boy to see if he was going to run now, nor did she watch her purse, which she left behind her on the day bed. But the boy took care to sit on the far side of the room where he thought she could easily see him out of the corner of her eye if she wanted to. He did not trust the woman not to trust him. And he did not want to be mistrusted now. After reading the excerpt, Mr. Finnegan asks students to generate and classify discussion questions about it. Select the appropriate classification from the drop down menu that best describes the discussion question listed. Each question will have a different classification. Part A) Why does the boy sit on the far side of the room when Mrs. Jones goes behind the screen? a. is answered explicitly in the text b. is not answered or implied in the text and will require speculation c. requires making an inference based on the text Part B) What exactly did Mrs. Jones do when she was young and "wanted things" she "could not get"? a. is answered explicitly in the text b. is not answered or implied in the text and will require speculation c. requires making an inference based on the text Part C) Why does Mrs. Jones get up and leave the boy alone with her purse? a. is answered explicitly in the text b. is not answered or implied in the text and will require speculation c. requires making an inference based on the text

Part A) a. is answered explicitly in the text Part B) b. is not answered or implied in the text and will require speculation Part C) c. requires making an inference based on the text

A chef at a restaurant uses 1/5 liter of lemon juice and 3/10 liter of teriyaki sauce to make a marinade for 2 kilograms of salmon. How many liters of marinade does the chef use per kilogram of salmon? Give your answer as a fraction.

The correct answer is 1/4. The chef uses 1/5+3/10=2/10+3/10=5/10=1/2 liter of marinade for 2 kilograms of salmon. This means that the chef uses 1/2 // 2=1/4 liter of marinade per kilogram of salmon.

Joshua walks the length of each of three trails on a hike. The first trail is 3.6 kilometers long. The second trail is 3.7 kilometers long. The third trail is 600 meters shorter than the sum of the lengths of the first two trails. Joshua walks at an average speed of 3 kilometers per hour over the course of the entire hike. How many minutes does it take Joshua to complete his hike?

The correct answer is 280 minutes. Since 600 meters is equivalent to 0.6 kilometers, the third trail is 3.6+3.7−0.6=6.7 kilometers long. Therefore, Joshua walked a total distance of 3.6+3.7+6.7=14 kilometers on his hike. Since Joshua walks at an average speed of 3 kilometers per hour and there are 60 minutes in an hour, the proportion 3 kilometers/60 minutes=14 kilometers/x minutes can be used to find how many minutes it takes Joshua to complete his hike. Based on the proportion, 3x=(14)(60), and since (14)(60)=840, x=840/3=280, which means that it takes Joshua 280 minutes to complete his hike.

Questions 11-16 refer to the following scenario. A teacher is reading and discussing the following article with students. Amazing Sea Lions When we scuba dive off the California coast, we often meet playful sea lions. They sneak up behind us, swim circles around us, and perform loops, spins, and somersaults. Then they hang motionless upside down, staring at us as if daring us to try the same tricks. We can only stare back at them in amazement. How do they do that? And without using the scuba tanks, masks, and wet suits that we need to swim underwater? The answer lies in the fact that sea lions' bodies—inside and out—are suited for their diving lifestyle. A combination of features—from their shape to their broad, flat flippers to what is in their blood—allows them to thrive in their underwater world. No Scuba Tanks Sea lions don't need scuba tanks because, in a way, they carry their own oxygen supply with them. Sea lions have more blood than we do. And their blood contains more hemoglobin, which is a protein that carries oxygen to wherever it is needed in the body. Sea lions also have a large amount of myoglobin, another protein that carries oxygen through muscles. So sea lions can store lots of oxygen in their blood and muscles. They don't have to depend only on the air in their lungs for oxygen during their dives. When they dive, sea lions make good use of this oxygen by conserving their energy. They actually lower their metabolism underwater. Their hearts beat more slowly, and any functions that are not needed for diving, such as digestion, slow down or stop. Another energy-saving feature is the shape of sea lions' bodies, which is streamlined and sleek. Their long, smooth shape helps them glide easily through the water so they use less energy while swimming. No Wet Suits Sea lions stay warm underwater because they have a layer of fat called blubber around their bodies. They don't need the wet suits that scuba divers wear to keep from getting cold. The blubber also smooths and rounds out their bodies, which helps streamline their shape. No Masks or Flashlights Scuba divers have to wear face masks in order to see underwater. They also sometimes use flashlights to help them see clearly. But sea lions can see well underwater, even when it's dark. Their large, sensitive eyes have more photoreceptor cells than human eyes do. These cells capture light so that the images of things a sea lion sees can be sent to its brain. These extra cells allow sea lions' eyes to work well in faint light where it would be too dim for us to see anything. Face masks also keep divers from breathing in water. How do sea lions keep water out of their noses while swimming in the ocean? Their nostrils are closed underwater. This is the normal, relaxed position for them. Unlike humans, sea lions have to think about opening up their nostrils to breathe. Growing Up Diving Sea lion mothers come ashore in large groups to have their pups. The pups are born in early summer, usually between May and July. In a matter of weeks, the pups are exploring the water. Within a few months, they are in the ocean, playing and diving together. Using their strong front flippers, they speed through the water. Their flexible backbones allow them to twist and twirl, performing fantastic underwater acrobatics. Sea lions are incredible creatures. Their bodies allow them to dive with ease and freedom. Human divers will never achieve their grace or skill in the water, but we can enjoy watching them! The teacher gathers the following graphics to supplement instruction with the article. Graphic 1: The Anatomy of the Sea Lion Graphic 2: Growth of pup to Sea Lion Graphic 3: Oxygen Flow in the Seas Lion Of the three graphics, the teacher would like to select one graphic to support students' understanding of the main ideas in the article and one graphic to support their understanding of a complex process described in the article. Next to each goal, type the number of the graphic that would best fit the goal. To support understanding of the main ideas, use: 1, 2, or 3 To support understanding of a complex process use: 1, 2, or 3

To support understanding of the main ideas, use: 1 To support understanding of a complex process use: 3

Questions 1-3 refer to the following scenario. A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. The first paragraph provides which of the following context clues to help students understand the meaning of "habitat restoration"? Select all that apply. A. A definition B. A contrast C. Examples

a. a defintion c. examples

Questions 1-3 refer to the following scenario. A teacher is planning a lesson in which students will read and discuss the following passage. Because people are becoming better educated about how they can make a difference through a few simple steps, individuals and communities are making positive changes to the environment. Many groups are working to repair damage to ecosystems. Some of the ways they are doing this are by planting new trees, creating new wetlands, and building parks over closed landfills. This process is called habitat restoration. People are also polluting less. For example, cars now have special devices on their tailpipes. These devices reduce the harmful gases that escape into the air. Although they are still contributors to pollution, factories now release fewer chemicals, and they are not allowed to dump wastes into rivers and streams. Because they understand that adding chemicals to fields and lawns degrades the health of many habitats, many people now use natural ways to get rid of weeds and insects. Also, after gaining an understanding of how reusing products reduces our overall imprint on the environment, people are recycling paper, glass, metal, and plastic more often. And now that more people are recycling, less energy is being used to make new products, less coal is burned, and finally less pollution is added to the environment. To plan vocabulary instruction, the teacher analyzes the text to identify Tier 2 (general academic) words that would be important to target when discussing the text. The teacher will not include Tier 1 (basic, commonly used) or Tier 3 (discipline-specific) words in the discussion. Which three of the following words from the passage are most appropriately categorized as Tier 2 ? a. groups b. tailpipes c. reduce d. many e. natural f. imprint

c. reduce e. natural f. imprint

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