California Alternate Assessment Practice Test Directions ... · PDF fileEnglish Language Arts/Literacy ... become familiar with grade-level CAA test questions. The practice tests provide

2017

© California Department of Education, 2017. Published March 2017.

English Language Arts/Literacyand Mathematics

Practice TestGrade 3

CAASPP System

–ii–

Table of Contents Introduction to the California Alternate Assessment (CAA) Practice Test Directions for Administration (DFA) .... 1 About This Directions for Administration ................................................................................................................ 2

Using This DFA ................................................................................................................................................... 2 Administering a California Alternate Assessments Practice Test Session ............................................................ 3

Testing Checklist ................................................................................................................................................ 3 How to Start a Practice Test Session Using the Same Procedures as the Operational Tests .......................... 3 How to Start a Practice Test Session Without Using the Test Administrator Interface or Secure Browser ....... 6

English Language Arts/Literacy.............................................................................................................................. 9 Mathematics .........................................................................................................................................................18 Graphic Attributions ..............................................................................................................................................36

List of Figures

Figure 1. [Practice/Training Test] button ............................................................................................................... 3 Figure 2. Session ID .............................................................................................................................................. 4 Figure 3. Enter Student Information screen .......................................................................................................... 4 Figure 4. Is This the Student? screen ................................................................................................................... 4 Figure 5. Select a test ........................................................................................................................................... 5 Figure 6. Select a practice test .............................................................................................................................. 5 Figure 7. Buttons on caaspp.org ........................................................................................................................... 6 Figure 8. [Student Interface Practice and Training Tests] button.......................................................................... 7 Figure 9. Please Sign In screen ............................................................................................................................ 7 Figure 10. Is This You? screen ............................................................................................................................. 7 Figure 11. Select a test ......................................................................................................................................... 8 Figure 12. Select test settings ............................................................................................................................... 8 Figure 13. Is This Your Test? screen .................................................................................................................... 8

California Alternate Assessments

Directions for Administration

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Practice Test Grade 3

Introduction

January 2017 CAA Practice Test Directions for Administration 1 Copyright © 2017 by the California Department of Education

Introduction to the California Alternate Assessments (CAAs) Practice Test Directions for Administration (DFA) This manual contains directions and the specific scripts you will need to administer practice tests for the California Alternate Assessments (CAAs) for English language arts/literacy and mathematics. It is a companion document to the online practice tests. The purpose of the CAA practice tests is to allow students and test examiners to become familiar with grade-level CAA test questions. The practice tests provide a sample of the question types and grade-level content that appear on the CAA operational tests. There is a grade-specific CAA practice test available for each tested grade, three through eight and eleven. Please note that the practice tests and training tests do not produce scores. These practice tests are available all year and may be used at any time in preparation for the operational CAA tests that are administered in the spring. Practice tests can be administered in one of two ways: Using the same procedures as the operational tests, with the Test Administrator

Interface, secure browser, and individual student logon information; or Using a standard supported Web browser to access the practice tests directly,

without use of the Test Administrator Interface or secure browser. For more information on all aspects of the CAAs, including test security, item types, and guidelines, refer to the Online Test Administration Manual for California Assessment of Student Performance and Progress Testing that is linked on the Manuals and Instructions Web page at http://www.caaspp.org/administration/instructions/.

http://www.caaspp.org/administration/instructions/

http://www.caaspp.org/administration/instructions/



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Introduction


About This Directions for Administration This Directions for Administration (DFA) contains grade-specific information needed by test examiners during test sessions.

Using This DFA

There are two parts in this DFA, one for each content area. All DFAs begin with English language arts/literacy, but either content area may be administered first. The scripts are presented in table formats with four columns. Beginning on the left, the first column of the script indicates the stage of the test. The second column indicates the item number in the test. The third column contains the administration scripts to be read to the student. The text associated with the “SAY” and “READ” prompts apply to all students. The fourth column contains alternative text, which should only be read to students with visual impairments to describe images. Follow the scripts exactly as written and in the item order presented in the document.



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Introduction


Administering a California Alternate Assessments Practice Test Session

Testing Checklist

If you are administering the practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

If you are administering the practice test using a standard supported Web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) in the Student Testing Interface for the practice and training tests directly.

Verify you are using the correct grade-level Directions for Administration (DFA).

How to Start a Practice Test Session Using the Same Procedures as the Operational Tests

1. Launch a supported Web browser on your device to log on to the Test Administrator Interface (accessible from http://www.caaspp.org/).

2. Log on to the Test Administrator Interface using your TOMS username (your e-mail address) and password.

3. Select the [Click here to go to the Practice/Training Test] button as seen in Figure 1.

. Student Login screen

Figure 1. [Practice/Training Test] button

http://www.caaspp.org/



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Introduction


4. Select the practice test(s) you want to administer from the test selection window.

5. Select the [Start Practice Session] button.

6. Upon selecting the [Start Practice Session] button, a Session ID will appear on the top right corner of the Test Administrator Interface, shown in Figure 2.

Figure 2. Session ID

7. Launch the California Assessment of Student Performance and Progress (CAASPP) secure browser on the student’s testing device.

8. Log on for the student on the Enter Student Information screen, shown in Figure 3.

In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.

In the SSID field, enter the student’s 10-digit Statewide Student Identifier.

In the Session ID field, enter the Session ID generated from the Test Administrator Interface.

Select the [Sign In] button (circled in Figure 3).

Figure 3. Enter Student Information

screen

9. Verify the student information is correct on the Is This the Student? screen, shown in Figure 4. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your CAASPP test site coordinator if it is not.)

Figure 4. Is This the Student? screen



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Introduction


10. Select a test for the student (circled in Figure 5).

Figure 5. Select a test

11. Go back to your test examiner device and in the Test Administrator Interface, select a test for the student (Figure 6).

Figure 6. Select a practice test



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Introduction


12. Verify you have selected the correct test and test settings for the student by selecting the [Approvals (#)] button.

13. Select [Approve] to begin testing. 14. Go back to the student testing device

and administer the assessment using the script that starts in the next section of this DFA.

How to Start a Practice Test Session Without Using the Test Administrator Interface or Secure Browser

1. On any supported Internet-connected device, launch a supported Web browser.

2. Go to http://www.caaspp.org/ and select the [Practice & Training Tests] button (circled in Figure 7).

Figure 7. Buttons on caaspp.org

http://www.caaspp.org/



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Introduction


3. Select the [Student Interface Practice and Training Tests] button, shown in Figure 8.

Figure 8. [Student Interface Practice

and Training Tests] button

4. Make sure the checkboxes next to “Guest User” and “Guest Session” are checked on the Please Sign In screen, shown in Figure 9.

5. Select the [Sign In] button (circled in Figure 9).

Figure 9. Please Sign In screen

6. Select the student’s grade in the drop-down (circled in Figure 10), then select the [Yes] button (also circled).

Figure 10. Is This You? screen



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Introduction


7. Select the appropriate California Alternate Assessments (CAAs) practice test for your student. CAA practice tests are circled in Figure 11.

Figure 11. Select a test

8. Select the appropriate test settings for your student (Figure 12) and then the [Select] button (circled).

Figure 12. Select test settings

9. Verify that the test settings are correct on the Is This Your Test? screen, shown in Figure 13. Select [Yes] to continue. (Select [No] if the test settings are not correct.)

10. Administer the assessment using the script that starts in the next section of this DFA.

Figure 13. Is This Your Test? screen



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Practice Test Grade 3 ELA


English Language Arts/Literacy

ENGLISH LANGUAGE ARTS

PRACTICE TEST (PT)

Stage No. Administration Script Alternative Text for Students with Visual Impairments

PT 1 SAY:

PT 1

We will read a passage titled “Rainbows—Bright

Bands of Color.” First let’s read vocabulary from the

passage.

DESCRIBE: The picture shows a rainbow with seven different bands of color.

The picture shows the Sun in the sky.

The picture shows a drop of water.

The picture shows the Sun in the sky and a drop of water.

The picture shows the Sun and arrows moving away from the Sun toward a drop of water. Then, arrows of different colors move away from the drop of water.

The picture shows the Sun, the sky, flowers, clouds, grass, and a rainbow with seven different colors.

PT 1 [Proceed to the Vocabulary Preview.]

PT 1 READ the vocabulary words

and POINT TO each picture as the words are read.

PT 1 SAY:

PT 1

Now we will read the

passage. Follow along as I read aloud. Then I will ask

you questions.

PT 1 [Proceed to the passage.]

PT 1

READ the passage aloud and

POINT TO the corresponding pictures as the passage is

read.



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PRACTICE TEST (PT)


PT 1 After the passage has been read,

PT 1 SAY:

PT 1

We have finished reading.

Now I will ask you questions.

DESCRIBE: The picture shows flowers in a field.

The picture shows clouds in the sky.

The picture shows a rainbow with seven different bands of color.

PT 1 READ the item and POINT

TO each option as it is read.

PT 2 SAY:

PT 2

An illustration is a picture that can help explain a

topic or describe parts of a story. Which part of the

passage is an illustration? This part [POINT TO the

first two sentences], this part [POINT TO the picture], or

this part [POINT TO the last

sentence]?

DESCRIBE: A part of the passage is shown. The first part shows sentences. The second part shows the Sun and arrows moving away from the Sun toward a drop of water. Then, arrows of different colors move away from the drop of water. The last part shows sentences.



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PRACTICE TEST (PT)


PT 2 REPEAT the question and

PT 2 SAY:

PT 2 Which part of the passage is an illustration?

PT 3 SAY:

PT 3

Now I will ask you one

more question about this passage. This is a picture

of the Sun [POINT]. Which

word matches the picture? This word [POINT TO the

word “sun”], this word [POINT TO the word “cloud”],

or this word [POINT TO the word “water”]?

DESCRIBE: The picture shows the Sun in the sky. [The TE should spell, rather than say, the words “sun,” “cloud,” and “water.”] The first word is spelled s-u-n. The next word is spelled c-l-o-u-d. The last word is spelled w-a-t-e-r.

PT 3 REPEAT the question and

PT 3 SAY:

PT 3 Which word matches the picture?



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PRACTICE TEST (PT)


PT 4 SAY:

PT 4

We will read a story titled

“A Snowy Winter Day.” First let’s read vocabulary

from the story.

DESCRIBE: The picture of Elena shows a young girl with brown hair. The picture of Lori shows a younger girl with her brown hair in two braids. The picture of a sled shows a flat object with a rope tied to it. The picture shows Elena sitting in the snow and looking upset. The picture shows Lori and Ray standing together. The picture shows Lori and Ray watching Elena sled down the hill. All three children are smiling.

PT 4 [Proceed to the Vocabulary Preview.]

PT 4

READ the vocabulary words

and POINT TO each picture as the word is read.

PT 4 SAY:

PT 4

Now we will read the story. Follow along as I read

aloud. Then I will ask you questions.

PT 4 [Proceed to the story.]

PT 4 READ the story aloud and

POINT TO the corresponding pictures as the story is read.



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PRACTICE TEST (PT)


PT 4 After the story has been read,

PT 4 SAY:

PT 4 We have finished reading. Now I will ask you

questions.

PT 4

READ the item and POINT TO each option as it is read.

DESCRIBE: The picture shows a blanket. The picture shows snow. The picture shows a sled.

PT 5 READ the item and POINT TO each option as it is read.

PT 5 If the student responds incorrectly,

DESCRIBE: The picture of Mom shows a woman with long hair. The picture of Ray shows a young boy wearing a sweatshirt. The picture of Dad shows a man with dark hair.

PT 5 SAY:

PT 5 Let’s try that question again.

PT 5 READ the item again and

POINT TO the remaining two options as each one is read.

California Alternate Assessments Directions for Administration

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ENGLISH LANGUAGE ARTS PRACTICE TEST (PT) Stage No. Administration Script Alternative Text for Students

with Visual Impairments

PT 6 SAY:

PT 6 Now I will ask you one more question about this story.

DESCRIBE: A sentence with two blank boxes is shown. The picture shows Lori and Ray watching Elena sled down the hill. All three children are smiling. The picture shows the moon and stars in the sky. The picture shows two boys playing in the snow. The picture shows the sun and clouds in the sky.

PT 6 SAY:

PT 6

The author of the story wants to add a concluding, or ending, sentence to the story. A sentence has been started that reads: “The blank [PAUSE and POINT TO the first blank box] have a wonderful winter blank [PAUSE and POINT TO the second blank box]. Which word or words best complete the first part of the sentence? “Friends” [POINT] or “two boys” [POINT]?

PT 6 ALLOW the student time to

respond and then

PT 6 SAY:

PT 6 Which word best completes the last part of the sentence? “Night” [POINT] or “day” [POINT]?


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PT 7 SAY:

PT 7 We will read a passage titled “Types of Marine Mammals.” Follow along as I read aloud.

DESCRIBE: The picture shows a seal with flippers. The picture shows a sea otter with paws and thick fur swimming in water. The picture shows a chart with three rows. The second row has two pictures of marine mammals. The third row has two blank boxes. The picture shows a polar bear with thick fur lying on its back near the water. The picture shows a sea horse.

The picture shows a walrus holding up a webbed flipper.

PT 7 [Proceed to the passage.]

PT 7 READ the passage aloud and

POINT TO the corresponding pictures as the passage is

read.

PT 7 After the passage has been

read,

PT 7 SAY:

PT 7

We have finished reading. Now you will sort pictures onto a chart. The chart shows two types of marine mammals. Marine mammals with flippers belong in this column [POINT]. Marine mammals with paws and thick fur belong in the second column [POINT]. Which picture [POINT TO the pictures below the chart]

belongs in the first column?


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PT 7 ALLOW the student time to respond and then

PT 7 SAY:

PT 7

Marine mammals with paws and thick fur belong in this column [POINT]. Which picture [POINT TO the pictures below the chart] belongs in the second column?

PT 8 SAY:

PT 8 We will read a story titled “A Day in the Park.” Follow along as I read aloud.

DESCRIBE: The picture shows a young boy with two older sisters and an older brother. All four are outdoors. The picture shows a red leaf on the ground. The red leaf is on the ground with other leaves. The picture shows smooth stones of different colors. The picture shows a sunny outdoor scene with grass, trees, and leaves on the ground.

PT 8 [Proceed to the story.]

PT 8

READ the story aloud and POINT TO the corresponding

pictures as the story is read. POINT TO the underlined

words as each word is read.

PT 8 After the story has been read,

PT 8 SAY:

PT 8 Read the words from the story.



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PRACTICE TEST (PT)


PT 8 POINT TO the word “leaf” but do NOT read the word aloud

and

The word shown is spelled l-e-a-f.

The word shown is spelled s-m-o-o-t-h. The word shown is spelled o-u-t-d-o-o-r-s. PT 8 SAY:

PT 8 Read this word.

PT 8 REPEAT with the words

“smooth” and “outdoors.”

PT 8 ASSESS the student according to the rubric below.

PT 8

A If the student reads 3 words correctly, enter a response of

A.

B If the student reads 1–2

words correctly, enter a response of B.

C If the student reads 0 words

correctly, enter a response of C.

— End of ELA test —


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Practice Test Grade 3 Mathematics


Mathematics MATHEMATICS STAGE PT Stage No. Administration Script Alternative Text for Students


PT 1 SAY: DESCRIBE: The figure shows two fraction models that are circles of the same size. The first circle is divided into six equal parts. The second circle is divided into three equal parts. The third figure shows a circle fraction model for one-sixth with the fraction one-sixth underneath. The fourth figure shows a circle fraction model for one-third with the fraction one-third underneath.

PT 1 Which symbol makes the comparison true?

PT 1 SAY:

PT 1 Select and place the correct symbol to make the comparison true.

PT 1 POINT TO each fraction model

as you . . .

PT 1 SAY:

PT 1 Three-sixths is what compared to four-sixths?

PT 1 POINT TO each symbol as

you . . .

PT 1 SAY:

PT 1

Is three-sixths less than four-sixths? Is three-sixths greater than four-sixths? Or is three-sixths equal to four-sixths?



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Mathematics


MATHEMATICS

STAGE PT


PT 1 SAY:

PT 1

Select and place the symbol that makes the comparison

true, or show me and I will select it for you.

PT 2 SAY: DESCRIBE:

The figure shows two fraction models that are circles of the same size. The first circle is divided into six equal parts. The second circle is divided into three equal parts. The third figure shows a circle fraction model for one-sixth with the fraction one-sixth underneath. The fourth figure shows a circle fraction model for one-third with the fraction one-third underneath.

PT 2 Alex is using fraction models to compare two fractions.

PT 2 POINT TO the fraction model

for sixths as you . . .

PT 2 SAY:

PT 2 This fraction model is divided into six equal parts.

This shows six-sixths.


for thirds as you . . .

PT 2 SAY:

PT 2

This fraction model is divided into three equal

parts. This shows three-thirds.

PT 2 SAY:

PT 2 Select the phrase that

makes the comparison true.



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Mathematics


MATHEMATICS

STAGE PT



showing one-sixth as you . . .

PT 2 SAY:

PT 2 This fraction model represents one-sixth.

PT 2 POINT TO the fraction model showing one-third as you . . .

PT 2 SAY:

PT 2 This fraction model

represents one-third.

PT 2 POINT TO each fraction model as you . . .

PT 2 SAY:

PT 2 The fraction one-sixth is blank the fraction one-third.

PT 2 SAY:

PT 2

Is one-sixth less than one-

third? Is one-sixth greater than one-third? Or is one-

sixth equal to one-third?

PT 2 SAY:

PT 2

Select the phrase that

makes the comparison true,

or tell me and I will select it for you.



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Mathematics


MATHEMATICS

STAGE PT


PT 3 SAY: DESCRIBE:

The first graphic shows a package containing five toothbrushes. The second graphic is a table with two columns. The left column is labeled Number of Packages. The right column is labeled Total Number of Toothbrushes. The first row shows one package and five toothbrushes. The second row shows two

PT 3 There are five toothbrushes in one package.

PT 3 POINT TO the package of

toothbrushes as you . . .

PT 3 SAY:

PT 3 The table below shows numbers of packages and

numbers of toothbrushes.

PT 3 POINT TO each heading of the

table as you . . .

PT 3 SAY:

PT 3 Number of Packages and Total Number of

Toothbrushes.

PT 3 POINT TO the each row as

you . . .

PT 3 SAY:

PT 3 In one package, there are a total of five toothbrushes.

PT 3 SAY:

PT 3 In two packages, there are a

total of ten toothbrushes.



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Mathematics


MATHEMATICS

STAGE PT


PT 3 SAY:

PT 3 In three packages, there are

a total of fifteen toothbrushes.

PT 3 SAY:

PT 3 In four packages, there are

total of blank toothbrushes.

PT 3 SAY:

PT 3 In five packages, there are a total of twenty-five

toothbrushes.

PT 3 SAY:

PT 3 What is the total number of toothbrushes in four

packages?

PT 3 SAY:

PT 3

Use the keypad to enter your

answer in the box.

Remember, this is not a calculator. Only enter your

answer using the keypad, or give me your answer and I

will enter it for you.



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Mathematics


MATHEMATICS

STAGE PT


PT 4 SAY: DESCRIBE:

The picture shows fifteen blocks arranged in a pattern by color: one red block, two blue blocks, three green blocks, four yellow blocks, and five purple blocks.

PT 4 Mina created the following pattern.

PT 4 POINT TO the pattern and

identify each block color as you . . .

PT 4 SAY:

PT 4

Red. Blue, blue. Green,

green, green. Yellow, yellow, yellow, yellow.

Purple, purple, purple, purple, purple.

PT 4 SAY:

PT 4 She wants to add orange

blocks to her pattern.

PT 4 SAY:

PT 4 How many orange blocks

should Mina add to her

pattern?

PT 4 POINT TO each option as

you . . .

PT 4 SAY:

PT 4 Should Mina add five orange

blocks?



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Mathematics


MATHEMATICS

STAGE PT


PT 4 SAY:

PT 4 Or should Mina add six

orange blocks?

PT 4 SAY:

PT 4

Select the option that shows how many orange blocks

Mina should add to her pattern.

PT 5 SAY: DESCRIBE:

The interactive portion shows two question with two options each. The first question says, "Which picture matches this problem?” followed by two options that show different amounts and arrangements of erasers. The second question says, “How many erasers did the teacher give the group?” followed by the options fifteen and eight.

PT 5 A teacher had five students in a small group.

PT 5 SAY:

PT 5 She gave each of the five

students three erasers.

PT 5 POINT TO the first question as

you . . .

PT 5 SAY:

PT 5 Which picture matches the problem?


you . . .

PT 5 SAY:

PT 5 Does this picture show how

the teacher gave each of her five students three erasers?



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Mathematics


MATHEMATICS

STAGE PT


PT 5 SAY:

PT 5

Or does this picture show

how the teacher gave each

of her five students three erasers?

PT 5 SAY:

PT 5

Select the picture that shows how the teacher gave

each of her five students

three erasers, or show me and I will select it for you.

PT 5 POINT TO the second question as you . . .

PT 5 SAY:

PT 5 How many erasers did the

teacher give the group?


you . . .

PT 5 SAY:

PT 5 Did she give the group fifteen erasers?

PT 5 SAY:

PT 5 Or did she give the group

eight erasers?


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Practice Test Grade 3 Mathematics


MATHEMATICS STAGE PT Stage No. Administration Script Alternative Text for Students


PT 5 SAY:

PT 5 Select the number of erasers the teacher gave to the group, or show me and I will select it for you.

PT 6 POINT TO the group of buttons.

DESCRIBE: The picture shows six buttons. The interactive portion shows two questions each followed by two options. The first question asks, “Which expression can be used to find the total number of buttons that were left over?” It is followed by the first option showing the expression six minus four and the second option showing the expression six plus four. The second question asks, “How many buttons were left over?” It is followed by the third option showing the number ten and the fourth option showing the number two.

PT 6 SAY:

PT 6 Arjun had six buttons.

PT 6 SAY:

PT 6 He sews four buttons onto his shirt.

PT 6 SAY:

PT 6 Select the expression and number that make each statement true.

PT 6 POINT TO the first statement as you . . .

PT 6 SAY:

PT 6 Which expression can be used to find the total number of buttons that were left over?



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Mathematics


MATHEMATICS

STAGE PT


PT 6 SAY:

PT 6

Can the expression six

minus four be used to find

how many buttons were left over? Or can the expression

six plus four be used to find how many buttons were left

over?

PT 6 SAY:

PT 6

Select the expression that can be used to find the total

number of buttons that were left over, or show me and I

will select it for you.

PT 6 POINT TO the second

statement as you . . .

PT 6 SAY:

PT 6 How many buttons were left over?

PT 6 SAY:

PT 6 Were there ten buttons left

over? Or were there eight buttons left over?

PT 6 SAY:

PT 6

Select the number that shows how many buttons

were left over, or show me

and I will select it for you.



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Mathematics


Stage

MATHEMATICS

STAGE PT

No. Administration Script Alternative Text for Students with Visual Impairments


as you . . . DESCRIBE:

The figure shows a circle fraction model divided into equal parts with two parts shaded. PT 7 SAY:

PT 7 A circle is divided into equal

parts.

PT 7 SAY:

PT 7 Some parts are shaded.

PT 7 SAY:

PT 7 Which two fractions identify

the fraction model shown?


you . . .

PT 7 SAY:

PT 7 Does one-third identify the fraction model shown?

PT 7 SAY:

PT 7 Does two-thirds identify the

fraction model shown?

PT 7 SAY:

PT 7 Does one-sixth identify the

fraction model shown?

PT 7 SAY:

PT 7 Does two-sixths identify the fraction model shown?



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Mathematics


MATHEMATICS

STAGE PT


PT 7 SAY:

PT 7 Select the two fractions that

identify the fraction model

shown.

PT 8 SAY: N/A

PT 8 Select the number that

makes the statement true.

PT 8 SAY:

PT 8

The number six hundred-fifteen rounds to blank when

rounding to the nearest hundred.

PT 8 POINT TO each number as you . . .

PT 8 SAY:

PT 8 Does the number six

hundred-fifteen round to seven hundred?

PT 8 SAY:

PT 8 Does the number six

hundred-fifteen round to six hundred-twenty?

PT 8 SAY:

PT 8 Or does the number six

hundred-fifteen round to six hundred?



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Mathematics


MATHEMATICS

STAGE PT


PT 8 SAY:

PT 8

Select the number that

shows what six hundred-

fifteen rounds to, or show me and I will select it for

you.

PT 9 SAY: DESCRIBE:

The figure shows a rectangle divided into equal parts with a key underneath to show each square is equal to one square unit.

PT 9 A rectangle is divided into

equal parts.

PT 9 POINT TO the rectangle as you . . .

PT 9 SAY:

PT 9 Each square in the rectangle

is equal to one square unit.

PT 9 SAY:

PT 9 Select the number that

makes the statement true.

PT 9 SAY:

PT 9 The rectangle has an area of

blank square units.



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Mathematics


MATHEMATICS

STAGE PT


PT 9 SAY:

PT 9 Does the rectangle have an area of eight square units?

PT 9 SAY:

PT 9 Does the rectangle have an

area of fifteen square units?

PT 9 SAY:

PT 9 Or does the rectangle have

an area of sixteen square units?

PT 9 SAY:

PT 9

Select the number that makes the statement true,

or show me and I will select it for you.

PT 10 SAY: DESCRIBE:

The first option shows a rectangle divided into parts. The second option shows a rectangle divided into parts. The third option shows a rectangle divided into parts.

PT 10 Select the rectangle that is divided into equal parts with

equal areas.



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Mathematics


MATHEMATICS

STAGE PT



you . . .

PT 10 SAY:

PT 10 Is this rectangle divided into

equal parts with equal areas?

PT 10 SAY:

PT 10 Is this rectangle divided into equal parts with equal

areas?

PT 10 SAY:

PT 10 Or is this rectangle divided

into equal parts with equal areas?

PT 10 SAY:

PT 10 Select the rectangle that is

divided into equal parts with

equal areas.



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Mathematics


MATHEMATICS

STAGE PT


PT 11 POINT TO the blue rectangle

as you . . . DESCRIBE:

The figure on the left shows a blue rectangle. The interactive portion shows two shapes. PT 11

SAY:

PT 11 A blue rectangle is shown.

PT 11 POINT TO the two shapes as you . . .

PT 11 SAY:

PT 11 Select the shape that is

congruent to the blue rectangle.

PT 11 POINT TO the triangle as you . . .

PT 11 SAY:

PT 11 Is this shape congruent to

the blue rectangle?

PT 11 POINT TO the orange rectangle as you . . .

PT 11 SAY:

PT 11 Or is this shape congruent to the blue rectangle?



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Mathematics


MATHEMATICS

STAGE PT


PT 11 SAY:

PT 11

Select the shape that is congruent to the blue

rectangle, or show me and I will select it for you.

PT 12 POINT TO the list of vegetables as you . . .

DESCRIBE:

The graphic shows a list that says Carrots, five, Peppers, seven, Tomatoes, ten, and Turnips, two. The interactive portion shows a bar graph titled Vegetables in Classroom Garden. The y-axis is labeled Number of Vegetables and ranges from zero to ten in increments of one. The x-axis is labeled Vegetables and has the categories Carrots, Peppers, Tomatoes, and Turnips. The bar for carrots stops at five on the graph. The bar for peppers stops at seven on the graph. The bar for tomatoes is blank until you select the line to which the bar should rise. The bar for turnips is blank until you select the line to which the bar should rise.

PT 12 SAY:

PT 12

A teacher made a list to

show how many of each type of vegetable was grown

in the classroom garden.

PT 12

POINT TO each of the vegetables and their

corresponding amounts as you . . .

PT 12 SAY:

PT 12 There are five carrots, seven

peppers, ten tomatoes, and two turnips.



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT


PT 12 POINT TO the bar graph as

you . . .

PT 12 SAY:

PT 12 She created a bar graph to

show her findings.

PT 12 POINT TO the bars for carrots

and peppers as you . . .

PT 12 SAY:

PT 12 For carrots, the bar stops at

five. For peppers, the bar stops at seven.

PT 12 POINT TO the bars for tomatoes and turnips on the

graph as you . . .

PT 12 SAY:

PT 12

Select the numbers on the

graph that show where the bars should stop for

tomatoes [POINT TO tomatoes] and turnips

[POINT TO turnips], or show me and I will select them for

you.

— End of Mathematics test —



NONSECURE MATERIAL



Graphic Attributions Photos are the copyright of Silver Lining Multimedia, Inc. www.silverliningmm.com

© plusphoto/iStockphoto, © rubiophoto/iStockphoto, © letty17/iStockphoto, © dstone6/iStockphoto, © namibelephant/iStockphoto, © Shantell/iStockphoto, © iStock.com/Okea, © iStock.com/AKauroraPhotos, © Carlo Fornitano/Dreamstime.com, © Jarenwicklund/Dreamstime.com, © iStock.com/Martin Wahlborg, © iStock.com/tuivespa, © iStock.com/Tatiana Brzozowska

Towles-Reeves, E., Kearns, J., Flowers, C., Hart, L., Kerbel, A., Kleinert, H., Quenemoen, R., & Thurlow, M. (2012). Learner characteristics inventory project report (A product of the NCSC validity evaluation). Minneapolis, MN: University of Minnesota, National Center and State Collaborative. © NCSC Partners 2013.

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