caa for ela and mathematics practice test dfa—grade three

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 Three

January 2020

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

Table of Contents About 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.................................................................................. 5

Mathematics................................................................................................................ 24

Graphics Attributions................................................................................................. 39

–ii–


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 39 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 39


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

This page is intentionally left blank.

English Language ArtsPractice Test


Administration Script Alternative Text for Students with Visual Impairments

SAY: DESCRIBE: We will read about rainbows. First The picture shows a rainbow with many

different bands of color. The picture shows the Sun in the sky. The picture shows a drop of water. Two pictures are shown. The first picture shows the Sun in the sky. The second picture shows 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 a colorful rainbow across a sunny sky and a field of flowers.

let’s read vocabulary. [Proceed to the Vocabulary Preview.] READ the vocabulary words and POINT TO each picture as the words are read. SAY: Now we will read about rainbows. Follow along as I read aloud. Then I will ask you questions. [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.

English Language ArtsPractice Test, No.1


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





SAY: Which part shows the picture? This part [POINT TO the first two sentences], this part [POINT TO the picture], or this part [POINT TO the last sentence]?

DESCRIBE: Three parts are shown. The first part has two sentences about rainbows. The second part shows arrows moving away from the sun toward a drop of water. Then, arrows of different colors move away from the drop of water. The third part is a sentence about light bending.




DESCRIBE: The picture shows the Sun in the sky. The picture shows a field of grass and a blue sky. The picture shows a planet.



SAY: We will read a story titled “Taking Turns.” Follow along as I read aloud. Then I will ask you a question. READ the story aloud and POINT TO the corresponding pictures as the story is read.

DESCRIBE: Two pictures are shown. The first picture shows a girl with wavy hair hiding behind a tree. The second picture shows a girl with straight hair hiding behind a tree. The picture shows two girls playing hide-and-go-seek. A girl with wavy hair is


English Language ArtsPractice Test, No.4 CONT.



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.

hiding behind a tree while a girl with straight hair covers her eyes. The picture shows a girl with straight hair hiding behind a tree while a girl with wavy hair covers her eyes. The picture shows a green thumbs-up symbol. The picture shows a red thumbs-down symbol.



SAY: DESCRIBE: We will read about firefighters. The picture shows two men and one Follow along as I read aloud. Then I woman wearing firefighter uniforms and will ask you a question. standing in front of a fire truck. READ the passage aloud and POINT TO the corresponding pictures as the passage is read.

The picture shows a boy wearing a firefighter uniform and standing in front of a fire truck.

After the passage is 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: Which other word describes Carson?





SAY: We will read a story titled “Moving Day.” Follow along as I read aloud. Then I will ask you a question. READ the story aloud and POINT TO the picture after the title 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.

DESCRIBE: The picture shows a family carrying boxes into their new home. The picture shows a family carrying boxes into their new home. The picture shows two boys playing together. The picture shows some boys eating pizza together.



SAY: DESCRIBE: We will read about the first airplane. Follow along as I read aloud. Then I will ask you a question.

The picture shows a drawing of the Wright brothers. There is an airplane between them.

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

The picture shows the airplane the Wright brothers built. The picture shows a chart. The chart is

After the passage has been read, SAY:

titled “Things that Fly”. Underneath the title are two empty boxes.

We have finished reading. Now I will ask you a question.

The picture shows a bird in the sky. The picture shows a whale in the ocean.

POINT TO the chart and SAY:

The picture shows a butterfly.

The chart is titled “Things That Fly.” The pictures underneath the chart are labeled “a bird” [POINT], “a





whale” [POINT], and “a butterfly” [POINT]. Which other things can fly? Pick two answers. Put the things that can fly in the chart. [POINT]. If the student provides only one response (correctly or incorrectly), SAY: Which other thing can fly?



SAY: We will read about growing carrots. Follow along as I read aloud. Then I will ask you a question. READ the passage aloud and POINT TO the corresponding picture. 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 girl holding a bunch of carrots. The picture shows children running and chasing bubbles outside. The picture shows a man sitting outside. The picture shows a child holding up a bunch of carrots.



SAY: We will read about types of rabbits. First let’s read vocabulary.

DESCRIBE: The picture shows a rabbit with short fur. Two pictures are shown. The first picture


English Language ArtsPractice Test CONT.



[Proceed to the Vocabulary Preview.] shows a rabbit with short fur. The second READ the vocabulary word and POINT picture shows a very fluffy rabbit. TO the picture as the word is read. Two pictures are shown. The first picture SAY: shows a rabbit with ears that flop down. Now we will read about types of The second picture shows a rabbit with rabbits. Follow along as I read aloud. ears that stick up straight. Then I will ask you questions. The picture shows a big rabbit and a little [Proceed to the passage.] rabbit. 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.



Part A DESCRIBE: SAY: Three parts are shown. The first part Where is the title? Is the title this shows the words “Types of Rabbits.” part [POINT TO “Types of Rabbits”], The second part shows sentences about this part [POINT TO the sentences], or rabbits. The last part shows two pictures this part [POINT TO the picture]? of rabbits side by side. Part B The picture shows an animal that hops SAY: and has floppy ears. Which picture is in the story? This The picture shows an animal that has a picture [POINT TO the picture of the shell and is green. rabbit], this picture [POINT TO the The picture shows an animal that has gills picture of the turtle], or this picture and swims in water. [POINT TO the picture of the goldfish]?





SAY: Look at the picture. Which word matches this rabbit [POINT TO the larger rabbit]? POINT TO but DO NOT LABEL each option as you SAY: This word [POINT TO the word “small”], this word [POINT TO the word “large”], or this word [POINT TO the word “barks”]?

DESCRIBE: The picture shows a big rabbit and a little rabbit. There is an arrow pointing to the big rabbit. A word is shown that is spelled s-m-a-l-l. A word is shown that is spelled l-a-r-g-e. A word is shown that is spelled b-a-r-k-s.


Administration Script

SAY: Now you will sort pictures onto a chart. The chart shows two types of rabbit ears. Ears that are floppy belong in this column [POINT]. Ears that stick up belong in the second column [POINT]. Which picture belongs in the first column [POINT TO the pictures below the chart and READ each option]? ALLOW the student time to respond and then SAY: Animals with ears that stick up belong in this column [POINT]. Which picture belongs in the second column [POINT TO the pictures below the chart and READ each option]?

Alternative Text for Students with Visual Impairments

DESCRIBE: The picture shows a chart with three rows. The first row lists two types of rabbit ears. The first column says “Ears That Are Floppy.” The second column says “Ears That Stick Up.” The second row has two pictures of rabbits. The rabbit in the first column has ears that flop down. The rabbit in the second column has ears that stick straight up. The third row has two empty boxes. The picture shows a fox with tall ears. The picture shows a dog with long ears that hang below its face. The picture shows a fish.





SAY: DESCRIBE: We will read a story titled “Pizza The picture shows an upset girl sitting at Night.” Follow along as I read aloud. a table. There is a plate of pizza in front Then I will ask you a question. of her. READ the story aloud and POINT TO the The picture shows a smiling girl sitting at corresponding pictures as the story is a table. There is a hamburger on the read. plate in front of her. After the story has been read, The picture shows a school building with a SAY: flag on top of it. We have finished reading. Now I will The picture shows a slice of pizza. ask you a question. The picture shows a calendar with the SAY: word “Monday” circled. What is the problem in the story? Maggie does not like school [POINT], Maggie does not like pizza [POINT], or Maggie does not like Mondays [POINT]?



SAY: We will read a story titled “Alicia and Bucky.” Follow along as I read aloud.

DESCRIBE: The picture shows a girl and a horse. The picture shows someone brushing a





Then I will ask you a question. horse's hair. READ the story aloud and POINT TO the The picture shows someone giving a bath corresponding pictures as the story is to a horse. read. The picture shows someone feeding hay After the story has been read, to a horse. SAY: The picture shows someone brushing a We have finished reading. Now I will horse’s hair. 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: How else does Alicia help to take care of Bucky?



SAY: We will read a story titled “Philip Wants Blocks.” Follow along as I read aloud. Then I will ask you a question. 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.

DESCRIBE: The picture shows a boy looking sad. The picture shows a boy smiling and holding out his hand. The picture shows a boy playing with blocks. The picture shows a boy smiling and holding out his hand. The picture shows a boy reading. The picture shows a boy holding a number made from paper.





SAY: DESCRIBE: We will read about tall trees. Follow The picture shows the heights of three along as I read aloud. Then I will ask different trees. you a question. The picture shows the roots of a tree READ the passage aloud and POINT TO under the ground. the corresponding picture as the passage The picture shows a tree next to a is read. building. After the passage has been read, The picture shows a tree branch with SAY: leaves on it. We have finished reading. Now I will ask you a question. READ the item and POINT TO each option as it is read.



SAY: DESCRIBE: We will read a story titled “Learning The picture shows a man and a girl at a by Example.” Follow along as I read table folding paper. aloud. Then I will ask you a question. The picture shows someone holding a READ the story aloud and POINT TO the paper airplane outside. 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: Which other word tells us what “example” means?



SAY: DESCRIBE: We will read about clothes you wear The picture shows a boy putting on his when it is cold outside. Follow along hat. as I read aloud. Then I will ask you a The picture shows a boy dressed in a question. coat, hat, and scarf. READ the passage aloud and POINT TO The picture shows a chart with a scarf on the corresponding pictures as the passage one side and a blank box on the other is read. side. After the passage has been read, The picture shows a pair of shorts. SAY: The picture shows a pair of flip-flops. We have finished reading. Now I will The picture shows a knitted hat. ask you a question. SAY: The chart is titled “Cold-Weather Clothes.” A scarf [POINT] is one example. What else do you put on when it is cold outside? POINT TO the blank box and SAY: Which picture completes the chart? The shorts [POINT], the flip-flops [POINT], or the hat [POINT]?





SAY: DESCRIBE: We will read a passage titled “Types The picture shows a seal with flippers. of Marine Mammals.” Follow along as The picture shows a sea otter with paws I read aloud. and thick fur swimming in water. READ the passage aloud and POINT TO The picture shows a chart with three the corresponding pictures as the passage rows. The first row tells what is in each is read. column. The second row has two pictures After the passage has been read, of marine mammals. The third row has SAY: two blank boxes. We have finished reading. Now you The picture shows a polar bear holding up will sort pictures onto a chart. The a part of its body that is furry and has chart shows two types of marine pads for walking. mammals. Marine mammals with The picture shows a sea horse with a flippers belong in this column curly tail. [POINT]. Marine mammals with paws The picture shows a walrus holding up a and thick fur belong in the second part of its body that is webbed and helps column [POINT]. Which picture it swim. belongs in the first column [POINT TO the pictures below the chart and READ each option]? ALLOW the student time to respond and then SAY: Marine mammals with paws and thick fur belong in this column [POINT]. Which picture belongs in the second column [POINT TO the pictures below the chart and READ each option]?





SAY: DESCRIBE: We will read a story titled “Molly’s The picture shows a group of boys and Reading Club.” Follow along as I read girls sitting on the floor holding books. aloud. Then I will ask you a question. The picture shows a group of boys and READ the story aloud and POINT TO the girls sitting on the floor holding books. picture after the story title 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: Which other words tell about Molly's book club?



SAY: We will read a story titled “Visiting a Police Station.” 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 you questions. [Proceed to the story.]

DESCRIBE: The picture shows a building with two police cars in front of it. The picture shows two men wearing uniforms and badges. They are standing by police cars. The picture shows a building with two police cars in front of it. The picture shows two men wearing uniforms and badges. They are standing by police cars. The picture shows a man wearing a


English Language ArtsPractice Test CONT.



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.

uniform and badge sitting in a car. There is a computer in the car. Two pictures are shown. The first picture shows a woman wearing a uniform and a badge. She is sitting in a car talking into a radio handset. The next picture shows a close-up of a hand holding a radio handset. The picture shows a dog wearing a vest that says “K-9 Police Dog.”



SAY: Look at the picture. Which word matches the picture? POINT TO but DO NOT LABEL each option as you SAY: This word [“police”], this word [“chef”], or this word [“doctor”]?

DESCRIBE: The picture shows a man wearing a police uniform. A word is shown that is spelled p-o-l-i-c-e. A word is shown that is spelled c-h-e-f. A word is shown that is spelled d-o-c-t-o-r.




DESCRIBE: The picture shows a building with two police cars in front of it.




Alternative Text for Students Administration Script with Visual Impairments

SAY: Now I will ask you one more question about this story. SAY: List two things Lila sees at the police station. 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 list. 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 two things that Lila saw at the police station. I will type them on the computer/write them for you [or other wording familiar to the student]. If the student responds (correctly or incorrectly) with only one word, SAY: What else does Lila see at the police station? ASSESS the student using the rubric below. Examples include: police, car, radio, dog, laptop computer, building. Please assess only the factors mentionedin the scoring rubric. Writing conventions





(grammar, capitalization, and spelling) should not influence the score. A If the student lists two objects that Lila saw at the police station, enter a response of A. B If the student lists one object that Lila saw at the police station, enter a response of B. C If the student does not list any objects that Lila saw at the police station, enter a response of C.



SAY: DESCRIBE: We will read a story titled “A Walk in The picture shows a young boy with two the Park.” Follow along as I read older sisters and an older brother. All four aloud. are outdoors. [Proceed to the story.] The picture shows a red leaf on the READ the story aloud and POINT TO the ground with other leaves. corresponding pictures as the story is The picture shows smooth stones that are read. different colors. After the story has been read, The picture shows a sunny outdoor scene SAY: with grass, trees, and leaves on the We have finished reading. Now I will ground. ask you a question. The picture shows a young boy with two SAY: older sisters and an older brother. All four Listen as I read sentences about the are outdoors. story. There are words missing from each sentence. The beginning of the first sentence says “At the park, Carlos sees a 'blank'...” [PAUSE and POINT TO the blank yellow box]. At the park, does Carlos see a red leaf [POINT] or a





bird nest [POINT]? SAY: The beginning of the next sentence says, “He also sees 'blank'...” [PAUSE and POINT TO the blank blue box]. He also sees animals eating [POINT] or smooth stones [POINT]?



SAY: DESCRIBE: We will read about bikes. Follow The picture shows a bike. There are also along as I read aloud. Then I will ask arrows pointing to the bike, and there are you a question. words next to the arrows. READ the passage aloud and POINT TO Three parts of the passage are shown. the corresponding picture as the passage The first part shows the word “Bikes.” The is read. second part shows sentences. The last After the passage has been read, part shows a bike. There are also arrows SAY: pointing to the bike, and there are words We have finished reading. Now I will next to the arrows. ask you a question. Part A SAY: Which part shows labels? This part [POINT TO the word “Bikes”], this part [POINT TO the sentences], or this part [POINT TO the picture]? Part B READ the item and POINT TO each option as it is read.



SAY: We will read a story titled “Cookie Time.” Follow along as I read aloud.

Then I will ask you a question. 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 does “rolls” mean as it is used in the story?

DESCRIBE: The picture shows a boy and his mother putting cookies in the oven to bake. The picture shows a person pressing the dough with a rolling pin. The picture shows hands shaping dough into a small ball. The picture shows a boy and his mother putting cookies in the oven to bake.




Math Practice Test, No.1



SAY: DESCRIBE: Look at this table. There is a table for the favorite book POINT TO the table as you . . . subjects. Animals show 5, Science shows SAY: 3, History shows 2. There are 2 choices The table shows favorite book that show graphs of favorite book subjects. subjects. The first choice shows 5 books POINT TO the parts of the table as above Animals, 2 books above Science, you . . . and 3 books above History. The second SAY: choice shows 5 books above Animals, 3 Animals show 5. Science shows 3. books above Science, and 2 books above History shows 2. History. SAY: Which graph matches the table? POINT TO each choice as you . . . SAY: Is it this one? Or this one? SAY: Which subject was chosen the most? POINT TO each choice as you . . . SAY: Was it Animals or Science?



SAY: Which rectangle is divided into equal parts?

DESCRIBE: There are 3 choices. The first choice shows a rectangle divided into 2 parts


Math Practice Test, No.2 CONT.



POINT TO each choice as you. . . SAY: Is it this one? This one? Or this one?

that are the same size. The second choice shows a rectangle divided into 4 parts that are not the same size. The third choice shows a rectangle divided into 3 parts that are not the same size.



POINT TO the table as you . . . DESCRIBE: SAY: There is a table for the number of favorite Look at this table. zoo animals. Birds show 8. Fish show 4. POINT TO each animal and number of Monkeys show 3. Giraffes show 6. There animals as you . . . is a bar graph. The side axis is labeled SAY: Number of Animals and ranges from 0 to Birds, 8. Fish, 4. Monkeys, 3. Giraffes, 9. The bottom axis is labeled Animals with 6. 4 kinds of animals labeled as Birds, Fish, SAY: Monkeys, and Giraffes. The bar for Birds Use the information from the table to has no data. The bar for Fish stops at 4. complete the graph. The bar for Monkeys stops at 3. The bar POINT TO the bird category as you . . . for Giraffes has no data. SAY: How high should the bar rise for the number of birds? POINT TO the giraffe category as you . . . SAY: How high should the bar rise for the number of giraffes?





SAY: DESCRIBE: There are 3 students. A teacher gave There are 2 choices for Part A. The first each student 4 markers. choice shows 3 people with 4 markers SAY: underneath each person. The second Which picture shows how many choice shows 1 person with 7 markers markers the teacher gave the underneath. students? POINT TO each choice as you . . . SAY: Is it this one? Or this one? SAY: What is another way to show how many markers the teacher gave the students? POINT TO each choice as you . . . SAY: Is it 4 + 3? Or 4 + 4 + 4?



POINT TO each fraction as you . . . SAY: 3/6, 2/6. SAY: Choose the symbol that makes the sentence correct. SAY: Is 3/6 less than 2/6? Is 3/6 equal to 2/6? Or is 3/6 greater than 2/6?

DESCRIBE: The first picture shows a circle divided equally into 6 parts with 3 parts shaded and the number 3/6 underneath. The second picture shows a circle divided equally into 6 parts with 2 parts shaded and the number 2/6 underneath.





POINT TO the rectangles as you . . . SAY: Which rectangle is divided into equal parts? Choose the correct rectangle. POINT TO each choice as you . . . SAY: Is it this one? Or this one?

DESCRIBE: There are 2 choices. The first choice shows a rectangle divided into 6 parts that are not the same. The second choice shows a rectangle divided into 8 parts that are the same.



SAY: Which rectangle has an area of 16 square units? POINT TO the rectangles as you . . . SAY: Is it this one? This one? Or this one?

DESCRIBE: The first choice shows a rectangle divided into 4 rows of 4 squares. The second choice shows a rectangle divided into 2 rows of 4 squares. The third choice shows a rectangle divided into 3 rows of 4 squares.



POINT TO the 5 students as you . . . SAY: A group of 5 students each chose 2 books.

DESCRIBE: The picture shows 5 students with 2 books underneath each student.





SAY: How many books were chosen altogether? POINT TO each choice as you . . . SAY: Was it 5? Was it 7? Or was it 10? SAY: The students have 20 minutes to choose books and 10 minutes for story time. How much time is that altogether? POINT TO each choice as you . . . SAY: Is it 30 minutes? Is it 35 minutes? Or is it 40 minutes?



SAY: What is 5 x 3? POINT TO each choice as you . . . SAY: Is it 8, 10, or 15?





SAY: Which circle shows 2 parts shaded? POINT TO each choice as you . . . SAY: Is it this one? Or this one? SAY: How many parts are shaded in this circle? POINT TO each choice as you . . . SAY: Is it 1 or 3?

DESCRIBE: The choices for Part A show a circle divided into 8 parts with 2 parts shaded and a circle divided into 8 parts with 3 parts shaded. The picture for Part B shows a circle divided into 4 parts with 1 part shaded.



SAY: Which number sentence is true? POINT TO each choice as you . . . SAY: Is 3/6 less than 4/6? Is 3/6 equal to 4/6? Or is 3/6 greater than 4/6?





SAY: This circle is shaded 2/4. POINT TO the circle showing 2/4. SAY: Which circle is shaded more than 2/4? POINT TO the choices as you . . . SAY: Is it this one? Or this one?

DESCRIBE: The first picture shows a circle divided into 4 equal parts with 2 parts shaded and the number 2/4 underneath. There are 2 choices. The first choice shows a circle divided into 4 equal parts with 1 part shaded and the number 1/4 under-neath. The second choice shows a circle divided into 4 equal parts with 3 parts shaded and the number 3/4 underneath.



POINT TO the list as you . . . DESCRIBE: SAY: There is a bar graph to show the number Look at this list. of Vegetables in the Classroom Garden. POINT TO each of the vegetables and The bar for Carrots stops at 5. The bar for number of vegetables as you . . . Peppers stops at 7. The bar for Tomatoes SAY: has no data. The bar for Turnips has no Carrots, 5. Peppers, 7. Tomatoes, 10. data. Turnips, 2. SAY: Use the information from the list to complete the graph. POINT TO the tomatoes category as you . . . SAY: How high should the bar rise for the number of tomatoes? POINT TO the turnips category as you . . .





SAY: How high should the bar rise for the number of turnips?



SAY: Which rectangle is divided into 4 equal parts? POINT TO each choice as you . . . SAY: Is it this one? This one? Or this one?

DESCRIBE: The first choice shows a rectangle divided into 4 parts that are not the same. The second choice shows a rectangle divided into 4 parts that are the same. The third choice shows a rectangle divided into 4 parts that are not the same.



SAY: Look at the place value chart. POINT TO each bundle as you . . . SAY: 10, 20, 30, 31, 32, 33, 34, 35, 36, 37,38.

SAY: What is 38 rounded to the nearest ten? POINT TO each choice as you . . . SAY:

DESCRIBE: The picture shows a place value chart with the Hundreds section empty, 3 bundles of ten in the Tens section, and 8 ones in the Ones section.





Does it round to 10? 30? Or 40?



SAY: What is 5 x 5? POINT TO each choice as you . . . SAY: Is it 10, 15, or 25?



SAY: Which picture shows a pattern? POINT TO each choice as you . . . SAY: Is it this one? Or this one?

DESCRIBE: The first choice shows 1 triangle, 2 stars, 1 triangle, 2 stars, and 1 triangle, 2 stars. The second choice shows a square, a triangle, a circle, a trapezoid, a star, a rectangle, and a pentagon.





SAY: DESCRIBE: Look at the square. The picture shows a square divided into SAY: equal parts. One part is shaded, another How many equal parts is the square part is shaded. One part is unshaded, divided into? another part is unshaded. POINT TO each choice as you . . . SAY: Is it divided into 4 equal parts? Or 5? SAY: How many parts of the square are shaded? POINT TO each choice as you . . . SAY: Are 2 parts shaded? Or 3?



SAY: Which figure has an area of 5 square units? POINT TO each choice as you . . . SAY: Is it this one? This one? Or this one?

DESCRIBE: The first picture shows a figure divided into equal squares with two rows of 3 and one row of 2. The second picture shows a figure divided into equal squares with two rows of 3 and one row of 1. The third picture shows a figure divided into equal squares with one row of 1 and two rows of 2.





POINT TO the table as you . . . DESCRIBE: SAY: The table shows 2 columns labeled Look at the table. It shows a number Starting Number and Ending Number. The pattern. first row shows 1 and 6. The second row POINT TO each part of the table as shows 2 and 12. The third row shows 3 you . . . and 18. The fourth row shows 4 and 24. SAY: Starting number 1, ending number 6. Starting number 2, ending number 12. Starting number 3, ending number 18. Starting number 4, ending number 24. SAY: What rule does the pattern follow? POINT TO each choice as you . . . SAY: Is it add 5? Add 6? Or multiply by 6?



POINT TO the circle in Part A as you . . . SAY: Which fraction matches the picture? POINT TO each choice as you . . . SAY: Is it 2/8? 3/8? Or 5/8? POINT TO the circle in Part B as you . . . SAY: Which fraction matches the picture? POINT TO each choice as you . . . SAY:

DESCRIBE: The first picture shows a circle divided into 8 equal parts with 3 parts shaded. The second picture shows a circle divided into 3 equal parts with 1 part shaded.





Is it 1/3? 2/3? Or 3/3?



POINT TO each rectangle as you . . . SAY: Which rectangle has the area shaded? Choose the correct rectangle. POINT TO each choice as you . . . SAY: Is it this one? Or this one?

DESCRIBE: There are 2 choices. The first choice shows a rectangle with the inside shaded. The second choice shows a rectangle with a shaded border.



POINT TO the rectangle as you . . . SAY: Look at this figure. SAY: What fraction of the figure is shaded? Choose the correct fraction. POINT TO each choice as you . . . SAY: Is it 2/6? 2/4? Or 4/6? POINT TO the rectangle as you . . . SAY: Look at this figure.

DESCRIBE: The picture shows a rectangle divided into 6 equal parts with 2 parts shaded and 4 parts white.





SAY: What fraction of the figure is white? Choose the correct fraction. POINT TO each choice as you . . . SAY: Is it 2/6? 2/4? Or 4/6?



SAY: The table below shows numbers of packages and numbers of tooth-brushes. POINT TO each heading of the table as you . . . SAY: Number of Packages and Total Number of Toothbrushes. POINT TO the each row as you . . . SAY: In 1 package, there is a total of 5 toothbrushes. SAY: In 2 packages, there is a total of 10 toothbrushes. SAY: In 3 packages, there is a total of 15 toothbrushes. SAY: In 4 packages, there is total of blank toothbrushes. SAY: In 5 packages, there is a total of 25 toothbrushes. SAY:





What is the total number of tooth-brushes in 4 packages? SAY: Enter your answer in the box, or give me your answer and I will enter it for you.



POINT TO Jane’s crayons as you . . . DESCRIBE: SAY: The first picture shows the name Jane Jane has 6 crayons. with 6 crayons next to her name. The POINT TO Mike’s crayons as you . . . second picture shows the name Mike with SAY: 3 crayons next to his name. The picture Mike has 3 crayons. in Part B shows the name Mike with 3 SAY: crayons next to his name. How many crayons do Jane and Mike have altogether? POINT TO each choice as you . . . SAY: Do they have 3 crayons? Or 9 crayons? POINT TO Mike's crayons as you . . . SAY: Mike has 3 crayons. SAY: If Mike gets 2 more crayons, how many will he have? POINT TO each choice as you . . . SAY: Will he have 5 crayons? Or 6 crayons?



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