California Alternate Assessment Practice Test … · CAASPP System –ii– Table of Contents...

2017

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

English Language Arts/Literacyand Mathematics

Practice TestGrade 6

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 .........................................................................................................................................................23 Graphic Attributions ..............................................................................................................................................41

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 6

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 6 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 “Happy Leap Day!”

First let’s read vocabulary

from the passage.

DESCRIBE:

The picture shows a February calendar month with twenty-nine days.

The picture shows a student ID card.

The picture shows three February calendar months with twenty-eight days and one February calendar month with twenty-nine days.

The picture shows a February calendar month with twenty-eight days.

The picture shows a student ID card. The birthdate is shown as March first, 2004.

The picture shows a calendar with Leap Day (February twenty-ninth) circled.

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.

PT 1 SAY:

PT 1 A fact is a statement that can be proven to be true.

PT 1

READ the item and POINT

TO each option as it is read.

DESCRIBE:

The picture shows three February calendar months with twenty-eight days and one February calendar month with twenty-nine days.

The yes picture shows a thumbs-up symbol in a green square.

The no picture shows a thumbs-down symbol in a red square.



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PRACTICE TEST (PT)


PT 2 SAY:

PT 2

How does the author

explain how a Leap Day

birthday can be challenging? By saying that

some identification cards do not allow February

twenty-ninth as the birthdate [POINT TO Option

A]? By saying that fewer babies are born in

February [POINT TO Option B]? Or by saying that

February twenty-ninth is a cold winter day [POINT TO

Option C]?

DESCRIBE:

The picture shows a student ID card. The birthdate is shown as March first, 2004.

The picture shows a baby crawling. The picture shows a calendar with Leap Day (February twenty-ninth) circled.

PT 2 REPEAT the question and

PT 2 SAY:

PT 2

How does the author explain how a Leap Day

birthday can be challenging?



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PRACTICE TEST (PT)


PT 3 SAY:

PT 3

Listen as I read a sentence

from the passage. Then I

will ask you one more question.

DESCRIBE:

Two pictures are shown. The first picture shows a calendar with Leap Day (February twenty-ninth) circled. The second picture shows a boy.

PT 3 POINT TO the sentence and

PT 3 SAY:

PT 3

This sentence says “A Leap

Day birthday [POINT TO the circled date on the picture of a

calendar] is rare and can make the leapling [POINT

TO the picture of a boy] feel special.” Which words best

complete the sentence [PAUSE and POINT TO the

blank yellow and blank purple boxes] to give information

about leaplings on their birthday?



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PRACTICE TEST (PT)


PT 3 SAY:

PT 3

A Leap Day birthday can never [POINT] make the

leapling feel special? Or a Leap Day birthday can

often [POINT] make the

leapling feel special? Which word best completes

the sentence?

PT 3

RE-READ the sentence with

the selected option and POINT TO the blank purple

box.

PT 3

The sentence says that a

Leap Day birthday can make the leapling feel

special. Can it make the

leapling feel extra [POINT] special? Or can it make the

leapling feel less [POINT] special?



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PRACTICE TEST (PT)


PT 4 SAY:

PT 4

We will read a story titled

“The Partner Project.” First

let’s read vocabulary from the story.

DESCRIBE:

The picture shows a boy with wavy hair.

The picture shows a boy with short hair.

Two pictures are shown. The first picture shows a boy with wavy hair. The second picture shows a boy with short hair.

The picture shows two boys studying.

The picture shows a sketch of a flying invention.

The picture shows a boy with short hair.

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.

PT 4 After the story has been read,

PT 4 SAY:

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

questions.



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PRACTICE TEST (PT)


PT 4 READ the item and POINT TO each option as it is read.

DESCRIBE:

The picture shows a globe and textbooks.

The picture shows a sketch of a flying invention.

The picture shows a drawing of Benjamin Franklin.

PT 4 If the student provides only

one response (correctly or incorrectly),

PT 4 SAY:

PT 4

Now choose another detail

from the story that describes how Cameron

becomes interested in doing the project on

Benjamin Franklin.

PT 5 SAY:

PT 5

A summary is a short retelling of the story. This

chart is labeled “Beginning” [POINT] and

“Ending” [POINT]. Now we will read three sentences

that describe events that may or may not have

happened in the story.

DESCRIBE:

The picture shows two boys studying.

The picture shows a drawing of Benjamin Franklin.

The picture shows a library.

PT 5 READ the option sentences and POINT TO each sentence

as it is read.



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PRACTICE TEST (PT)


PT 5 SAY:

PT 5

Which events happened at the beginning and ending

of the story? Complete the summary by identifying

which event happened at the beginning [POINT TO

the box on the left] and which event happened at

the ending of the story [POINT TO the box on the

right].

PT 5 If the student provides only

one response (correctly or

incorrectly),

PT 5 SAY:

PT 5

Which event happened at the [beginning/ending] of

the story? [POINT TO the

appropriate box on the chart.]

PT 6 SAY:

PT 6

Listen as I read a couple of

sentences from this story. Then I will ask you one

more question.

DESCRIBE:

The picture shows a red book and a blue book.



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PRACTICE TEST (PT)


PT 6 POINT TO the sentences below the picture of the books

and

PT 6 SAY:

PT 6

These sentences say, “At first, Cameron flips

through the pages. Then, he reads with interest.”

PT 6 SAY:

PT 6 Now we will read the next sentence in the story.

PT 6 POINT TO the sentence with

the blank and

PT 6 SAY:

PT 6

This sentence says,

“Cameron agrees to the topic.” Some transition

words help the reader understand a change of

time in a story. A transition word is needed at the

beginning of the sentence.

PT 6 POINT TO the blank in the sentence and

PT 6 SAY:

PT 6 Which transition word best connects the sentences?



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PRACTICE TEST (PT)


PT 6

POINT TO the first option and READ the sentence aloud

using the first option in the blank. REPEAT with the

remaining two options.

PT 7 SAY:

PT 7

We will read a story titled “Time Well Spent.” Follow

along as I read aloud. Then I will ask you a question.

DESCRIBE:

Two pictures are shown. The first picture shows children painting. The second picture shows a group of children.

PT 7 READ the story aloud and

POINT TO the pictures after the story title is read.

PT 7 After the story has been read,

PT 7 SAY:

PT 7 We have finished reading. Now I will ask you a

question.

PT 7 SAY:

PT 7

When we do not know the meaning of a word,

sometimes we can learn what it means from the

words around it.

PT 7 READ the item and POINT

TO each option as it is read.



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PRACTICE TEST (PT)


PT 7 If the student responds incorrectly,

PT 7 SAY:

PT 7 Let’s try that question

again.

PT 7 READ the item again and

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

PT 8 SAY:

PT 8

We will read a passage titled “The Stars on the

Flag.” Follow along as I read aloud. Then I will ask

you a question.

DESCRIBE:

The picture shows a U.S. flag.

PT 8 READ the passage aloud and POINT TO the picture after

the passage title is read.

PT 8 After the passage has been

read,

PT 8 SAY:

PT 8 We have finished reading. Now I will ask you a

question.



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PRACTICE TEST (PT)


PT 8 SAY:

PT 8

What do the stars on the

U.S. flag represent? Complete the sentence

below. The stars on the U.S. flag represent . . .

PT 8

After the sentence starter is

read to the student, refer to the student’s usual mode of

writing to prompt the student to begin. For example, if the

student uses the computer or an AAC device to write,

PT 8 SAY:

PT 8

Use the computer/your

device [or other familiar word] to complete the

sentence.

PT 8

If the student uses the computer, CLICK on the tool

icon in the upper right-hand corner of the student screen

and SELECT the notepad option. After the student has

written a response or has attempted a response, score

the response using the rubric provided, and then SAVE and

CLOSE the notepad.



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PRACTICE TEST (PT)


PT 8 If the student uses dictation to write,

PT 8 SAY:

PT 8

Tell me what the stars on

the U.S. flag represent. I will type your answer on

the computer/write your

answer for you [or other wording familiar to the

student].

PT 8

ASSESS the student using the

rubric below. Examples of appropriate responses

include: the number of states, how many states there are,

the 50 states, that there are 50 states, that there are more

states today, whenever a new

state is added to the country, etc. Please assess only the

factors mentioned in the scoring rubric. Writing

conventions (grammar, capitalization, and spelling)

should not influence the score.

PT 8

A If the student completes

the sentence that indicates what is represented by the

stars on the flag, enter a response of A.



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PRACTICE TEST (PT)


PT 8 B If the student attempts to complete the sentence, enter

a response of B.

PT 8 C If the student does not

complete the sentence, enter

a response of C.

— End of ELA test —



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Mathematics


Mathematics

MATHEMATICS

STAGE PT


PT 1 SAY: N/A

PT 1 This is a data set.

PT 1 POINT TO the set of data.

PT 1 SAY:

PT 1 Fourteen, thirteen, fourteen, eight, seven, and

ten.

PT 1 SAY:

PT 1 The mean of the data is blank.

PT 1 POINT TO the blank.

PT 1 SAY:

PT 1 Select the number that

makes the statement true.



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Mathematics


MATHEMATICS

STAGE PT


PT 1 POINT TO each option as

you . . .

PT 1 SAY:

PT 1 Is six the mean of the

data?

PT 1 SAY:

PT 1 Is eleven the mean of the

data?

PT 1 SAY:

PT 1 Or is fourteen the mean of

the data?

PT 1 SAY:

PT 1

Select the number that

makes the statement true, or show me and I will

select it for you.

PT 2 SAY: DESCRIBE:

The graphic shows a pool with a length of sixteen feet and a width of nine feet.

PT 2 Dillon’s neighbor wants to

install a rectangular pool in his backyard.

PT 2 POINT TO the picture of a pool.



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Mathematics


MATHEMATICS

STAGE PT


PT 2 SAY:

PT 2 The pool is sixteen feet

long and nine feet wide.

PT 2 SAY:

PT 2

To find if there is enough room in the yard, Dillon

told his neighbor to calculate the area of the

top of the pool.

PT 2 SAY:

PT 2 Which equation could he

have used to calculate the area?

PT 2 POINT TO each option as you . . .

PT 2 SAY:

PT 2

Can sixteen feet minus nine feet equals seven square

feet be used to calculate the area?

PT 2 SAY:

PT 2

Can sixteen feet plus nine

feet equals twenty-five square feet be used to

calculate the area?



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Mathematics


MATHEMATICS

STAGE PT


PT 2 SAY:

PT 2

Or can sixteen feet times

nine feet equals one

hundred forty-four square feet be used to calculate

the area?

PT 2 SAY:

PT 2

Select the equation that

can be used to calculate the area needed for the

pool.

PT 3 SAY: N/A

PT 3 Ms. Josephine drinks sixty-

four ounces of water every day.

PT 3 POINT TO the ratio.

PT 3 SAY:

PT 3 That is a ratio of sixty-four ounces to one day.

PT 3 SAY:

PT 3 Select the number that makes this sentence true.

PT 3 POINT TO the sentence and blank.



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Mathematics


MATHEMATICS

STAGE PT


PT 3 SAY:

PT 3

At this rate, Ms. Josephine

will drink a total of blank

ounces of water in five days.

PT 3 SAY:

PT 3

Will she drink eighty ounces of water? Three

hundred twenty ounces of water? Or three hundred

eighty-four ounces of water?

PT 3 SAY:

PT 3

Select the number that makes this sentence true,

or show me and I will select it for you.

PT 4 SAY: DESCRIBE:

The graphic shows a number line ranging from negative three to three in increments of one. There is a box between negative three and negative two. There is a box between negative two and negative one. There is a box between one and two. There is a box between two and three.

PT 4

Select the place on the

graph where the number positive two and one half

belongs.

PT 4 POINT TO the number line.

PT 4 SAY:

PT 4 Does positive two and one-

half belong here?



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Mathematics


MATHEMATICS

STAGE PT


PT 4 POINT TO the first box to the

left.

PT 4 SAY:

PT 4 Here?

PT 4 POINT TO the second box to the left.

PT 4 SAY:

PT 4 Here?

PT 4 POINT TO the third box.

PT 4 SAY:

PT 4 Or here?

PT 4 POINT TO the last box.

PT 4 SAY:

PT 4

Select the place on the number line where the

number positive two and one-half belongs, or show

me and I will place it for you.



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Mathematics


MATHEMATICS

STAGE PT


PT 5 SAY: DESCRIBE:

The first graphic shows children in heavy clothing playing beneath trees that are covered in snow. The second graphic shows a boy sweating in front of a fan. The third graphic shows a girl on a beach with a pail and dripping ice cream cone. The fourth graphic shows children observing a penguin in an arctic environment.

PT 5

When the temperature is

below zero degrees Fahrenheit, snow will not

melt.

PT 5 SAY:

PT 5 Which two pictures most likely show a temperature

less than zero?

PT 5 POINT TO each option as

you . . .

PT 5 SAY:

PT 5 Does this picture likely

show a temperature less than zero?

PT 5 SAY:

PT 5 Does this picture likely show a temperature less

than zero?

PT 5 SAY:

PT 5 Does this picture likely

show a temperature less than zero?



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Mathematics


MATHEMATICS

STAGE PT


PT 5 SAY:

PT 5 Or does this picture likely

show a temperature less

than zero?

PT 5 SAY:

PT 5 Select the two pictures that

most likely show a temperature less than zero.

PT 6 SAY: DESCRIBE:

The graphic shows one hundred pushpins. One out of every four pushpins is yellow. The rest are blue.

PT 6

Jane had one hundred pushpins. Of her pushpins,

one-fourth were yellow and the rest were blue.

PT 6 POINT TO the picture of pushpins.

PT 6 SAY:

PT 6 Select the numbers that correctly describe this

ratio.

PT 6 POINT TO the sentence.

PT 6 SAY:

PT 6 For every blank total pushpins, Jane had a total

of blank yellow pushpins.

PT 6 POINT TO the first blank.



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Mathematics


MATHEMATICS

STAGE PT


PT 6 SAY:

PT 6 Does Jane have twenty-five

or one hundred total

pushpins?

PT 6 POINT TO the second blank.

PT 6 SAY:

PT 6 Does Jane have a total of

twenty-five or seventy-five yellow pushpins?

PT 6 SAY:

PT 6 Select the numbers that correctly describe this

ratio.

PT 7 SAY: DESCRIBE:

The first graphic shows one hundred pencils. The pencils are arranged in five rows of twenty pencils. On each row there are four red pencils and sixteen yellow pencils. The interactive portion shows a sentence with two blanks and six options.

PT 7 James had one hundred

pencils in a new package.

PT 7 POINT TO the pencils.

PT 7 SAY:

PT 7

Out of the one hundred pencils, twenty pencils

were red and the rest were yellow.



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Mathematics


MATHEMATICS

STAGE PT


PT 7 SAY:

PT 7

Select and place the number and percentage in

the sentence to make the sentence true.

PT 7 POINT TO the sentence.

PT 7 SAY:

PT 7 James had exactly blank yellow pencils, so blank of

all the pencils were yellow.

PT 7 POINT TO the first (green)

blank.

PT 7 SAY:

PT 7 Did James have exactly twenty yellow pencils?

PT 7 POINT TO the twenty.

PT 7 SAY:

PT 7 Did James have exactly eighty yellow pencils?

PT 7 POINT TO the eighty.

PT 7 SAY:

PT 7 Did James have exactly one hundred yellow pencils?

PT 7 POINT TO the one hundred.

PT 7 POINT TO the first (yellow)

blank.



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Mathematics


MATHEMATICS

STAGE PT


PT 7 SAY:

PT 7 Were eighty percent of the pencils yellow?

PT 7 POINT TO the eighty percent.

PT 7 SAY:

PT 7 Were one hundred percent of the pencils yellow?

PT 7 POINT TO the one hundred percent.

PT 7 SAY:

PT 7 Were one hundred twenty

percent of the pencils yellow?

PT 7 POINT TO the one hundred twenty percent.

PT 7 SAY:

PT 7

Select and place the

number and percentage in the sentence that make the

sentence true, or tell me and I will place them for

you.



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Mathematics


MATHEMATICS

STAGE PT


PT 8 SAY: DESCRIBE:

The first picture shows thirty-five rubber ducks arranged in five rows of seven ducks each. The interactive portion shows two photo options. The options are a row of seven ducks or a column of five ducks. There are also two number options. The options are the numbers seven and five.

PT 8

Jamila had thirty-five

rubber ducks for the fair. She needed to divide them

between five booths.

PT 8 POINT TO the rubber ducks.

PT 8 SAY:

PT 8 Select the picture and number that correctly

answer each question.

PT 8 POINT TO the first question

and the pictures.

PT 8 SAY:

PT 8 Which picture shows the

number of ducks that should go to each booth?

PT 8 SAY:

PT 8 Does this picture show the number of ducks that

should go to each booth?

PT 8 SAY:

PT 8 Or does this picture show

the number of ducks that should go to each booth?



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Mathematics


MATHEMATICS

STAGE PT


PT 8 SAY:

PT 8

Select the picture that

shows the number of ducks

going to each booth, or tell me and I will select it for

you.

PT 8 POINT TO the second

question and the numbers.

PT 8 SAY:

PT 8 What is the total number of

ducks that should go to each booth?

PT 8 POINT TO the numbers as you . . .

PT 8 SAY:

PT 8 Should each booth get seven or five rubber ducks?

PT 8 SAY:

PT 8

Select the number that shows the number of ducks

going to each booth, or tell

me and I will select it for you.



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Mathematics


MATHEMATICS

STAGE PT


PT 9 SAY: DESCRIBE:

The first picture shows a set of ten cars arranged on a board in two rows of five cars each. The second picture shows a set of four cars with two rows of two cars each. The third picture shows a set of five cars in one row of five cars.

PT 9 Jerry had a set of collector

cars. He put them on a display board.

PT 9 POINT TO the picture of the cars on a board.

PT 9 SAY:

PT 9 Which picture shows the cars when one-half of the

set is taken away?

PT 9 POINT TO the options as

you . . .

PT 9 SAY:

PT 9 Does this picture show the

cars when one-half of the set is taken away?

PT 9 SAY:

PT 9 Or does this picture show

the cars when one-half of the set is taken away?



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT



you . . .

PT 9 SAY:

PT 9 Which picture shows the

cars when one-half of the set is taken away?

PT 10 SAY: N/A

PT 10 Solve the following equation.

PT 10 POINT TO the equation.

PT 10 SAY:

PT 10 One point three plus two

point four equals blank.

PT 10 POINT TO the options as you . . .

PT 10 SAY:

PT 10 Does this equation equal three point five?

PT 10 SAY:

PT 10 Does this equation equal

three point seven?



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT


PT 10 SAY:

PT 10 Or does this equation equal five point seven?

PT 10 SAY:

PT 10 What does one point three plus two point four equal?

PT 11 SAY: DESCRIBE:

The graphic shows one pencil, a colon, and seven crayons.

PT 11 Sarita had one pencil for

every seven crayons she had in her desk.

PT 11 POINT TO the picture of the pencil and crayons.

PT 11 SAY:

PT 11 Which is the ratio of pencils to crayons?


you . . .

PT 11 SAY:

PT 11 Is the ratio of pencils to

crayons one to seven?



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT


PT 11 SAY:

PT 11 Or is the ratio of pencils to crayons seven to one?

PT 11 SAY:

PT 11 Which is the ratio of pencils to crayons?

PT 12 SAY: DESCRIBE:

The graphic shows twenty stickers. Six stickers are crossed out.

PT 12 Debbie had twenty

stickers.

PT 12 POINT TO the picture of stars.

PT 12 SAY:

PT 12 She gave six of the stickers to a friend.

PT 12 POINT TO the six stars that

have been crossed out.

PT 12 SAY:

PT 12 How many stickers does

Debbie have left?

PT 12 POINT TO the equation.



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT


PT 12 SAY:

PT 12

You can use this equation to help you solve the

problem. Twenty minus six equals d. d, in this

equation, is the number of

stickers Debbie has left after she gives some to her

friend.


you . . .

PT 12 SAY:

PT 12

Does Debbie have twenty-

six stickers left? Does Debbie have twenty

stickers left? Or does Debbie have fourteen

stickers left?

PT 12 SAY:

PT 12 How many stickers does

Debbie have left after she gave some to a friend?

— End of Mathematics test —



NONSECURE MATERIAL



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

© bowdenimages/iStockphoto, © Gannet77/iStockphoto, © IuriiSokolov/iStockphoto, © Clearvista/Dreamstime, © traveler1116/iStockphoto, © Murphy81/Dreamstime.com, © iStock.com/Cathy Yeulet, © iStock.com/ilbusca, © iStock.com/Milan_Jovic, © iStock.com/Leontura, © iStock.com/mediaphotos 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.

California Alternate Assessments published by Educational Testing Service. Copyright © 2017 by the California Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of the publisher. ETS is a registered trademark of Educational Testing Service.

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