caa for ela and mathematics practice test dfa—grade six

CALIFORNIA Assessment of Student Performance and Progress

NONSECURE Directions for Administration for the California Alternate Assessments

Spring 2020 │ English Language Arts/Literacy and Mathematics

Practice Test Grade Six

January 2020

© California Department of Education, 2020. Published January 2020.

Table of ContentsAbout the Practice Test Directions for Administration (DFA) .................................. 1

Additional Information .................................................................................................. 1 Using the Directions for Administration ........................................................................ 1 Mathematical Symbols ................................................................................................. 2 Student Responses...................................................................................................... 2

English Language Arts/Literacy.................................................................................. 5Mathematics................................................................................................................ 25Graphics Attributions................................................................................................. 41

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About the 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 training tests are available all year and may be used at any time in preparation for the operational CAAs that are administered in the spring. Practice tests can be administered in one of two ways, either • 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 training tests directly,

without the 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 the California Assessment of Student Performance and Progress (CAASPP) that is linked on the Manuals and Instructions web page.

Additional Information • How to Start a Practice Test Session for the CAAs web document:

http://www.caaspp.org/rsc/pdfs/CAA.Assessment-Practice-QRG.pdf

• California Alternate Assessments web page on CAASPP.org: http://www.caaspp.org/administration/about/caa/

Using the Directions for Administration Within the DFA is a column that provides alternative text for a student with visual impairment. The alternative text in this column should be used to describe images for a student who is not able to fully access the images or videos used in the assessment. The alternative text is intended to be a supplement to the administration script and should not be used in place of the administration script. Where the administration script prompts a test examiner to “POINT TO” an image, the test examiner would instead read the relevant alternative text to the student. For items that include multiple images within a story or passage, the test examiner should read the relevant alternative text in place

Page 1 of 41 Directions for Administration of the CAAs for ELA and Mathematics

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

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



http://www.caaspp.org/administration/about/caa/

http://www.caaspp.org/administration/about/caa/


of pointing to the associated image. The alternative text can be repeated based on a student’s need or request. The alternative text should be read exactly as it is written in the DFA, without clarification or rephrasing.

Mathematical Symbols In the mathematics test, some of the DFAs will use mathematical expressions rather than spell out in words the expressions. Please use the following table guide to how these are read aloud to the student.

Symbol Mathematical expression How to read aloud + 4 + 4 four plus four = 4 + 4 = 8 four plus four equals eight x 3 x 2 three times two – 3 – 2 three minus two ÷ 4 ÷ 2 four divided by two > 4 > 3 four is greater than three ≥ x ≥ 3 x is greater than or equal to three < 3 < 4 three is less than four ≤ x ≤ 3 x is less than or equal to three / 1/2, 1/3, 1/4 one-half, one-third, one-fourth

( , ) (2, 3) two, three 2 32 three squared . 2.6 two point six

% 50% fifty percent

Student Responses The CAAs are designed for one-on-one administration between a student and a test examiner familiar with the student. When able, students provide responses directly into the testing device. In some cases, the test examiner selects the responses indicated by the student by means that may include, but are not limited to, gesture, eye gaze, and an alternative communicative device. In all cases, responses must come from the student and not from the test examiner. Hand-over-hand or other physical prompting by the test examiner is not permitted on any CAA.

Pausing and Stopping the Test during Testing

Establishing and maintaining student engagement is important to the successful administration of the CAAs for ELA and mathematics. The test examiner may pause testing if the student is no longer engaged, is not actively participating, or is showing signs of behavioral or functional concerns related to the test. The test examiner may then resume testing at a later time as appropriate for the student. The test may be

Directions for Administration of the CAAs for ELA and Mathematics Page 2 of 41


paused and resumed as many times as necessary to allow the student to perform well, including testing over multiple days. If a student does not regain productivity and engagement, even after allowing breaks over multiple days, a test examiner may end a student’s test. For more information on all aspects of the CAAs, including test security, item types, and guidelines, refer to the Online Test Administration Manual for CAASPP on the CAASPP Manuals and Instructions web page.


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

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

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English Language ArtsPractice Test

Administration Script Alternative Text for Students with Visual Impairments

SAY: DESCRIBE: We will read a story titled “Going to the Pool.” First let’s read vocabulary from the story.

The picture shows a girl with long hair. The picture shows a type of clothing used for swimming. The picture shows a large indoor pool. The picture shows a girl with long hair. Two pictures are shown. The first picture shows a type of clothing used for swimming. The second picture shows a rolled-up towel. The picture shows students standing in line. The picture shows students inside a school bus.

[Proceed to the Vocabulary Preview.] READ the vocabulary words and POINT TO each picture as the word is read. SAY: Now we will read the story. Follow along as I read aloud. Then I will ask you questions. [Proceed to the story.] READ the story aloud and POINT TO the corresponding pictures as the story is read. After the story has been read, SAY: We have finished reading. Now I will ask you questions.

English Language ArtsPractice Test, No.1


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

DESCRIBE: The picture shows a woman with short hair. The picture shows a girl with long hair. The picture shows a boy wearing glasses.





POINT TO the chart and DESCRIBE: SAY: Use this chart to put these pictures in the order of the story we just read. The first picture is already on the chart.

A chart is shown with three boxes connected by arrows. The picture in the first box shows a clock. The second and third boxes are blank. The picture shows students inside a school bus. POINT TO the picture of the clock and

SAY: First, Brenda looks at the clock.

The picture shows students standing in line.

SAY: Here are three pictures that tell us what else happens. The students get on the bus [POINT]. The students line up [POINT]. The students work on a project [POINT].

The picture shows students sitting at computers.

SAY: Put the pictures in story order. One picture does not belong on the chart. If the student provides only one response (correctly or incorrectly), SAY: Put one more picture on the chart in the order it happens in the story.



SAY: Now I will ask you one more question about this story. SAY: What does Brenda see inside her



English Language ArtsPractice Test, No.3 CONT.


bag? Pick two answers. A notebook [POINT], a towel [ POINT], or a swimsuit [POINT]? If the student provides only one response (correctly or incorrectly), SAY: What else does Brenda see inside her bag?



SAY: We will read about Leap Day birthdays. First let’s read vocabulary. [Proceed to the Vocabulary Preview.] READ the vocabulary word and POINT TO the picture as the word is read.

DESCRIBE: The picture shows a calendar with February 29th circled. The picture shows three February calendar months with 28 days and one February calendar month with 29 days.

SAY: Now we will read about Leap Day birthdays. Follow along as I read aloud. Then I will ask you questions.

The picture shows a calendar with February 29th circled.

[Proceed to the passage.] READ the passage aloud and POINT TO the corresponding pictures as the passage is read. After the passage has been read, SAY: We have finished reading. Now I will ask you questions.





SAY: Listen as I read a sentence. READ the item and POINT TO each option as it is read.

DESCRIBE: The picture shows a baby crawling. The picture shows a green box with a thumbs-up symbol. The picture shows a red box with a thumbs-down symbol.



SAY: Which picture shows Leap Day? This one [POINT TO the picture of the calcu-lator], this one [POINT TO the picture of the clock], or this one [POINT TO the picture of the calendar]?

DESCRIBE: The picture shows a calculator. The screen has the number 29 on it. The picture shows a clock. The time is 2:29. The picture shows a calendar. February 29th is circled.



SAY: Now I will ask you one more question about what we read. SAY: Listen as I read some sentences that





belong at the end of the story. A word is missing from each sentence. You will complete each sentence. POINT TO the sentences and SAY: The sentences say “A Leap Day birthday is blank” [PAUSE and POINT TO the blank yellow box]. A person born on this day can feel blank” [PAUSE and POINT TO the blank blue box]. POINT TO the blank yellow box and SAY: What can we say about Leap Day birthdays? “A Leap Day birthday is long” [POINT]? Or, “A Leap Day birthday is rare” [POINT]? POINT TO the blank blue box and SAY: How does a person who was born on this day feel? “A person born on this day can feel special” [POINT]? Or, “A person born on this day can feel curious” [POINT]?



SAY: We will read about getting rid of litter. First let’s read vocabulary. [Proceed to the Vocabulary Preview.] READ the vocabulary word and POINT TO the picture as the word is read. SAY: Now we will read about getting rid of litter. Follow along as I read aloud. Then I w ill ask you q uestions.

DESCRIBE: The picture shows trash lying along a road in the woods. The picture shows a deer by a stream. The picture shows trash lying along a road in the woods. Two pictures are shown. The first picture shows a river. The second picture shows a duck moving through water with trash in it.



English Language ArtsPractice Test CONT.


[Proceed to the passage.] READ the passage aloud and POINT TO the corresponding pictures as the passage is read. After the passage has been read, SAY: We have finished reading. Now I will ask you questions.

The picture shows a person putting trash into a trash can.



Part A SAY: What did we read about? Litter [POINT], or chores [POINT]? Part B SAY: What are we told to do? Learn to play a sport [ POINT], or throw away trash [POINT]?

DESCRIBE: The picture shows trash lying along a road in the woods. The picture shows cleaning supplies and a vacuum cleaner. The picture shows a baseball glove with a baseball inside of it. The picture shows a person putting trash into a trash can.




DESCRIBE: The picture shows a duck moving through water with trash in it. The picture shows a green box with a





thumbs-up symbol. The picture shows a red box with a thumbs-down symbol.



SAY: Now I will ask you one more question about what we read. READ the item and POINT TO each option as it is read. If the student provides only one response (correctly or incorrectly), SAY: Which other word tells us about litter?

DESCRIBE: The picture shows the ground covered in many kinds of trash.



SAY: We will read a story titled “The Partner Project.” First let’s read vocabulary from the story. [Proceed to the Vocabulary Preview.] READ the vocabulary words and POINT TO each picture as the word is read. SAY: Now we will read the story. Follow along as I read aloud. Then I will ask

DESCRIBE: The picture shows a girl with straight hair. The picture shows a boy with wavy hair. The picture shows the Statue of Liberty. The picture shows a girl with straight hair and a boy with wavy hair. The picture shows the Statue of Liberty. The picture shows a girl pulling a book from the shelf. Two pictures are shown. The first picture



English Language ArtsPractice Test CONT.


you questions. [Proceed to the story.] READ the story aloud and POINT TO the corresponding pictures as the story is read. After the story has been read, SAY: We have finished reading. Now I will ask you questions.

shows a book. The second picture shows the Statue of Liberty.



SAY: Listen as I read a sentence from this story. There are words that are needed at the beginning of this sentence. POINT TO the sentence and SAY: The sentence says “Blank, Michelle shows Cameron the book she finds.” POINT TO the blank box in the sentence and SAY: Which words correctly begin the sentence? POINT TO the first option and READ the sentence aloud using the first option in the blank. REPEAT with the remaining two options.





READ the item and POINT TO each option as it is read. If the student provides only one response (correctly or incorrectly), SAY: How else does Michelle suggest her idea to Cameron?

DESCRIBE: The picture shows a notepad. The picture shows a camera. The picture shows a book.



SAY: Now I will ask you two more questions about the story.

DESCRIBE: The picture shows a library. The picture shows a science lab.

POINT TO the blank yellow box and SAY: What happens first? READ and POINT TO the two options in the yellow boxes.

The picture shows an open book. The picture shows a suitcase and a backpack.

POINT TO the blank blue box and SAY: What happens last? READ and POINT TO the two options in the blue boxes.





SAY: We will read about group dancing. First let’s read vocabulary.

DESCRIBE: The picture shows women and girls on stage dancing together in a group.

[Proceed to the Vocabulary Preview.] The picture shows a woman wearing a long dress and a man wearing a large hat; they are dancing.

READ the vocabulary words and POINT TO each picture as the word is read. SAY: Now we will read about group dancing. Follow along as I read aloud. Then I will ask you questions.

The picture shows a group of dancers. The female dancers are wearing long dresses. The male dancers are wearing suits and large hats.

[Proceed to the passage.] The picture shows women and girls on stage dancing together in a group. READ the passage aloud and POINT TO

the corresponding pictures as the passage is read.

The picture shows people on stage doing the same dance moves together.

After the passage has been read, SAY: We have finished reading. Now I will ask you questions.

The picture shows a woman wearing a long dress and a man wearing a large hat; they are dancing.



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

DESCRIBE: The picture shows people in a theater watching a movie. The picture shows people on stage doing the same dance moves together. The picture shows people using a sewing machine to sew.






DESCRIBE: The picture shows women wearing dresses with many different colors. The picture shows children dressed for exercising. The picture shows a woman looking at clothes in a store.



SAY: Now I will ask you one more question about what we read.

DESCRIBE: The picture shows a girl writing in a notebook.

POINT TO the poster and SAY: This is a poster a dance student is creating. The student wants others to join the dance group.

The picture shows children moving their bodies. The picture shows men and women dancing on a stage.

READ the poster and SAY: There are two sentences that should be added to the poster. READ the item and POINT TO each option as it is read. If the student provides only one response (correctly or incorrectly), SAY: What else should be added to the poster?





SAY: We will read about maps. Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows a map of the roads connecting two cities, San Francisco and San Jose.

READ the passage aloud and POINT TO the corresponding pictures as the passage is read.

The picture shows a map of a zoo. There are labels for the restrooms and a water fountain.

After the passage has been read, SAY: We have finished reading. Now I will ask you a question.

The picture shows a person driving a car. The picture shows people walking around a zoo. The picture shows rain falling off a roof.


The picture shows a telescope pointing toward the sky.



SAY: We will read about a type of bird called a raven. Follow along as I read aloud. Then I will ask you a question. READ the passage aloud and POINT TO the picture after the title is read. After the passage has been read, SAY: We have finished reading. Now I will ask you a question. READ the item and POINT TO each option as it is read.

DESCRIBE: The picture shows a black bird standing on a tree branch. The picture shows a person painting. The picture shows a raven spreading its wings. The picture shows a boy outside with a paper airplane.






DESCRIBE: The picture shows the inside of a grocery store. There are many items on the shelves. The picture shows a girl giving money to a person at a cash register. The picture shows two boys reaching for library books. The picture shows a person carrying a plate of fruit.



SAY: We will read a story titled “Nick’s Kite.” The beginning and the ending of the story are missing. Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows people in a large grassy area flying kites of different shapes and colors. The picture shows a boy flying a kite.

READ the story aloud and POINT TO the corresponding pictures as the story is read. After the story has been read, SAY: We have finished reading. Now I will ask you a question. POINT TO the first picture shown in the story and SAY: This picture goes with the beginning of the story.





POINT TO the blank yellow box and SAY: How would you begin the story? READ and POINT TO the two sentences in the yellow boxes. POINT TO the last picture shown in the story and SAY: This picture goes with the ending of the story. POINT TO the blank blue box and SAY: How would you end the story? READ and POINT TO the two sentences in the blue boxes.



SAY: We will read a story titled “Fun at the Festival.” Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows two girls with different shapes painted on their faces. The picture shows layers of tissue paper put together to look like flowers. READ the story aloud and POINT TO the

corresponding pictures as the story is read. After the story has been read, SAY: We have finished reading. Now I will ask you a question. READ the item and POINT TO each option as it is read. If the student provides only one response (correctly or incorrectly), SAY: What else happens in the story?




Alternative Text for Students with Visual Impairments

Administration Script

SAY: We will read a story titled “A Surprise Guest.” Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows three children sitting on the floor playing a board game. The picture shows a woman opening a door to greet a girl. Three children are waving to the girl from across the room. The picture shows a boy handing a book to a girl.

READ the story aloud and POINT TO the corresponding pictures as the story is read. After the story has been read, SAY: We have finished reading. Now I will ask you a question.

The picture shows two children sitting on the floor next to a board game. A boy is standing beside them.

SAY: A chart is shown. Some information is missing. We will read some sentences. You will put the sentences in order.

The picture shows four children sitting on the floor playing a board game. The picture shows three children sitting on the floor playing a board game.

POINT TO the first box on the chart and SAY: This box says “John and his friends play a game.” What happens next in the story? POINT TO the middle box in the chart and SAY: Andrew asks Sophia to join the game [POINT]? Maria asks Sophia to eat dinner with her [POINT]? Or, Sophia borrows a book from John [POINT]? After the student responds, POINT TO the last box on the chart and SAY: What happens next in the story? POINT TO and LABEL the remaining two options with the same questions as shown above.




Alternative Text for Students with Visual Impairments

Administration Script

SAY: We will read about the stars on the flag. Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows a United States flag.

READ the passage aloud and POINT TO the picture after the title is read. After the passage has been read, SAY: We have finished reading. Now I will ask you a question. SAY: You will write a sentence about how the flag has changed. Use two of these words. READ and POINT TO each of the words in the word bank. 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, SAY: Use the computer/your device [or other wording familiar to the student] to write the sentence. 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. If the student uses dictation to write, SAY: Tell me the sentence to write. I will type it on the computer/write it for you [or other wording familiar to the student].




Alternative Text for Students Administration Script with Visual Impairments

If the student provides only one word from the bank, SAY: What else can we say about how the flag has changed? Here are some words you can use. POINT TO and READ the three unused words in the bank. ASSESS the student using the rubric below. Examples of appropriate responses include: The number of stars has gone up, Stars have been added, The stars stand for the 50 states. Please assess only the factors mentioned in the scoring rubric. Writing conventions (grammar, capitalization, and spelling) should not influence the score. A If the student provides a sentence about changes in the flag using two words from the word bank, enter a response of A. B If the student attempts to provide a sentence about changes in the flag using one word from the word bank, enter a response of B. C If the student does not attempt to provide a sentence about changes in the flag using any words from the word bank, enter a response of C.




English Language Arts


SAY: We will read about pigs. Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows a pig. The picture shows an outdoor maze.

[Proceed to the passage.] READ the passage aloud and POINT TO the corresponding pictures as the passage is read. After the passage has been read, SAY: We have finished reading. Now I will ask you a question. READ the item and POINT TO each option as it is read.

Practice Test, No.24


SAY: We will watch a video and then read about solar eclipses. SAY: Watch the video. PLAY the video. After the video has played, SAY: Now we will read about solar eclipses.

DESCRIBE: [After the video plays] The video shows a girl finding out when the next eclipse is by watching TV. On the eclipse day, she watches the eclipse through special glasses. The picture shows a dark sky with the Moon blocking the Sun. The picture shows a teenage boy wearing eclipse glasses.





READ the passage aloud and POINT TO the corresponding pictures as the passage is read. After the passage has been read, SAY: We have finished reading. Now I will ask you a question. READ the item and POINT TO each option as it is read. If the student provides only one response (correctly or incorrectly), SAY: What other information about solar eclipses i s i n b oth t he s tory a nd t he video?



SAY: Listen as I read some sentences. READ the item and POINT TO each option as it is read. If the student provides only one response (correctly or incorrectly), SAY: Which other word helps us under-stand the meaning of “drains”?

DESCRIBE: The picture shows foam around some holes at the bottom of a kitchen sink.



Math Practice Test, No.1


SAY: This picture shows 100 small squares.

DESCRIBE: The first large square has 10 rows of 10 small squares. One of the small squares is shaded. The second large square has 10 rows of 10 small squares. Twenty-five of these small squares are shaded.

POINT TO the picture. SAY: One of the small squares is shaded. This is 1%. SAY: Here is another picture with small squares shaded. POINT TO the second picture. SAY: What percent of the squares are shaded in this picture? SAY: Is it 20%, 25%, or 30%?



POINT TO the picture. SAY: Look at this picture. SAY: Four quarters equal $1.00. SAY: A roll of quarters equals $10.00. SAY:

DESCRIBE: The first picture shows 4 quarters, an equal sign, and $1 bill. The second picture shows a roll of quarters with a value of $10.



Math Practice Test, No.2 CONT.


Choose the number that makes the sentence true. SAY: There are blank quarters in 1 roll of quarters. SAY: Is it 20, 30, or 40? SAY: How many dollars are equal to 68 quarters? SAY: Choose the amount that makes the number sentence true. SAY: 68 quarters = blank dollars. SAY: Is it $15.00, $17.00, or $18.00?



SAY: There are 100 flowers.

DESCRIBE: There are 4 pictures of flowers. The first one is an orange flower with 30 under it. POINT TO the orange flower.

SAY: Thirty are orange.

The second one is a yellow flower with 25 under it. The third one is a blue flower with 20 under it. The fourth one is a pink flower with 25 under it.

POINT TO the yellow flower. SAY: Twenty-five are yellow. POINT TO the blue flower. SAY: Twenty are blue. POINT TO the pink flower. SAY: Twenty-five are pink. SAY:





What percent of the flowers are blue? SAY: Is it 20%, 25%, or 30%?



SAY: A student has 126 stamps.

DESCRIBE: The first picture shows part of a stamp collection. SAY:

He will buy 76 more stamps. The second picture shows part of a trading card collection. SAY:

How many stamps will he have after buying more? POINT TO the number sentence. SAY: 126 + 76 = blank SAY: Will he have 50, 192, or 202 stamps? SAY: A student has 348 trading cards. SAY: She will give 19 cards to a friend. SAY: How many cards will she have after giving some away? POINT TO the number sentence. 348 - 19 = blank SAY: Will she have 327, 329, or 331 trading cards?





SAY: The area of a rectangle is the length times the width. POINT TO the rectangle. SAY: Length = 6 units. Width = 4 units. SAY: What is the area of the rectangle shown? SAY: Is it 6 square units, 10 square units, or 24 square units?

DESCRIBE: The picture is a rectangle. The rectangle is divided into 4 rows that have 6 squares in each row. The top shows Length equals 6 units. The side shows Width equals 4 units.



POINT TO the number line. SAY: Look at this number line. SAY: Which point shows where 2 is on the number line? SAY: Is it point A, point B, or point C?

DESCRIBE: There is a number line numbered from negative 5 to 5, with point A above negative 2, point B above 2, and point C above 4.





SAY: A teacher has a box of 100 pencils. SAY: Of these, 15 are red, and the rest are yellow. POINT TO the 15 red pencils. SAY: Out of 100 pencils, how many are yellow? SAY: Is it 15 or 85?

DESCRIBE: The picture shows 2 rows of red pencils. There are 8 pencils in the first row and 7 pencils in the second row.



SAY: What is 3/8 plus 4/8? SAY: Is it 7/16, 12/16, or 7/8? SAY: What is 9/16 minus 5/16? SAY: Is it 4/16, 14/16, or 4 over 1?





SAY: Which picture shows 1 plate to 2 bananas (1 to 2)? POINT TO the options as you . . . SAY: Is it this one? Or this one?

DESCRIBE: The first picture shows 1 plate, a colon, and 3 bananas. The second picture shows 1 plate, a colon, and 2 bananas.



POINT TO the bracelet. DESCRIBE: SAY: A student makes bracelets. There are 8 beads in each bracelet.

The picture shows a bracelet made of 8 colored beads.

SAY: How many beads are in 6 bracelets? SAY: Is it 14, 24, or 48? SAY: The student sold 12 bracelets for $3 each. SAY: Choose the amount that makes the sentence true. SAY: The student earned a total of blank from selling 12 bracelets. SAY: Was it $15, $36, or $39?





SAY: Which of these could be shown with a negative number? SAY: Choose two. POINT TO each choice as you . . . SAY: winning $5 in a raffle SAY: throwing away 4 plastic spoons SAY: diving 12 feet below sea level SAY: adding 20 beads to make a bracelet



SAY: Here are circles and squares. POINT TO the circles and squares. SAY: Which ratio shows the relationship between the circles and the squares? SAY: Is it 3 to 5, 3 to 4, or 4 to 5?

DESCRIBE: The picture shows 3 circles, a colon, and 5 squares.





POINT TO the ruler. DESCRIBE: SAY: Look at this ruler.

The first picture shows a 12-inch ruler. The second picture shows a square titled Gallon and divided into 4 equal parts. SAY:

How many inches are in 1 foot? Each part is labeled Quart. SAY: Is it 6 or 12? SAY: Look at this picture. POINT TO the picture titled Gallon. SAY: Choose the number that makes the sentence true. SAY: There are blank quarts in 1 gallon. SAY: Is it 4 or 8?



SAY: A student needs 2 1/2 cups of flour and 3/4 cup of sugar to make 1 batch of cookies. SAY: How many cups of flour and cups of sugar will the student need to make 3 batches of these cookies? SAY: Choose the correct numbers and drag them to the boxes.

DESCRIBE: The first picture shows a box and the words cups of flour. The second picture shows a box and the words cups of sugar. The four choices are 1 1/2, 2 1/4, 6 1/2, and 7 1/2.





POINT TO the choices as you . . . SAY: Will the student need 1 1/2, 2 1/4, 6 1/2, or 7 1/2 cups of flour? SAY: Will the student need 1 1/2, 2 1/4, 6 1/2, or 7 1/2 cups of sugar?



SAY: Which of these would need a negative number?

DESCRIBE: There are 4 choices. The first choice shows a picture of a present and the words buying 5 presents. The second choice shows a picture of a thermometer and the words a 10 degree drop in temperature. The third choice shows a picture of a person walking and the words walking 50 yards. The fourth choice shows a picture of a game board and the words losing 2 points in a game.

SAY: Choose two. POINT TO each choice as you . . . SAY: buying 5 presents SAY: a 10 degree drop in temperature SAY: walking 50 yards SAY: losing 2 points in a game





POINT TO the picture. DESCRIBE: SAY: A student has the following items in his closet.

The picture shows 2 jump ropes, 1 tennis racket, and 3 tennis balls.

SAY: 2 jump ropes, 3 tennis balls, and 1 tennis racket. SAY: What is the ratio of jump ropes to tennis rackets? SAY: Is it 1 to 2, 2 to 1, or 2 to 3? SAY: What is the ratio of tennis balls to jump ropes? SAY: Is it 1 to 3, 2 to 3, or 3 to 2?



POINT TO the picture of the posters. SAY: A student needs 9 posters. SAY: He made 2 posters. POINT TO the number sentence. SAY: 2 + question mark = 9 SAY: Choose the number that makes the sentence true.

DESCRIBE: The picture shows some blank posters and 2 completed posters. Beneath the posters is the number sentence 2 + question mark = 9.





SAY: The student needs to make blank more posters. SAY: Is it 7, 11, or 18?



SAY: Look at this set of numbers. POINT TO each number in the set as you . . . SAY: 2, 4, 4, 7, 8 SAY: What is the average of the numbers in the set? SAY: Is it 4, 5, or 6?



SAY: Which of these could be shown with negative numbers? SAY: Choose two.





POINT TO each choice as you . . . SAY: putting $200 into a bank account SAY: losing a quarter in a vending machine SAY: taking $100 from a bank account SAY: finding 1 penny on the sidewalk



POINT TO the star. DESCRIBE: SAY: Look at this star.

The first picture shows a star. The second picture shows half of a star. There are 2 choices for Part A. The first choice shows 2 stars. The second choice shows a star and half of a star.

POINT TO the half-star. SAY: Here is 1/2 of a star. SAY: Which picture shows 1 + 1/2 stars?

There are 2 choices for Part B. The first choice shows half of a star. The second choice shows a star and half of a star. POINT TO the options as you . . .

SAY: Is it this one? Or this one? SAY: Which picture shows 1 – 1/2 star? POINT TO the options as you . . . SAY: Is it this one? Or this one?





SAY: A teacher has 100 notebooks. POINT TO the notebooks. SAY: 40 of the notebooks are blue, and 60 of the notebooks are red. SAY: Which statement is true? SAY: Is it 40 out of 100 notebooks are blue? Or is it 60 out of 100 notebooks are blue?



POINT TO the small square. SAY: Look at this picture. SAY: This is 1 square. SAY: Show me 15 squares. Choose the correct picture. POINT TO each choice. SAY: Is it this one or this one?

DESCRIBE: There is a picture of 1 square. There are 2 choices. The first choice shows 4 rows of 3 squares. The second choice shows 5 rows of 3 squares.





POINT TO the skateboard and the wheels.

DESCRIBE: The first picture shows a skateboard with 4 wheels. SAY:

One skateboard is made with 4 wheels.

In Part A, the picture shows 3 groups of 4 wheels.

Part A SAY: How many skateboards can be made with 12 wheels?

In Part B, the picture shows 5 groups of 4 wheels.

SAY: Is it 3 or 12? Part B SAY: How many skateboards can be made with 20 wheels? SAY: Is it 5 or 20?



Part A SAY: There are 3 cats for every 5 dogs. POINT TO the cats and the dogs. SAY: What is the ratio of cats to dogs? SAY: Is it 1 cat to 5 dogs, 3 cats to 3 dogs, or 3 cats to 5 dogs? Part B SAY:

DESCRIBE: The picture shows 3 cats and 5 dogs with the word "to" between them.





A farmer has 6 pigs for every 8 cows. SAY: What is the ratio of pigs to cows? SAY: Is it 6 pigs to 8 cows, 8 pigs to 6 cows, or 6 pigs to 14 cows?



SAY: Look at this set of shapes. POINT TO each shape as it is referenced. SAY: Square, circle, circle, square, circle. SAY: Choose the shape you see the most. SAY: Is it a square or a circle?

DESCRIBE: The set of shapes has a square, a circle, a circle, a square, and a circle. The first choice is a square. The second choice is a circle.



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