Mcas 2006

Release of
Spring 2006
MCAS Test Items
June 2006
Massachusetts Department of Education
Massachusetts Department of Education
This document was prepared by the Massachusetts Department of Education.

Dr. David P. Driscoll, Commissioner of Education
Copyright 2006 Massachusetts Department of Education

Permission is hereby granted to copy any or all parts of this document for non-commercial educational
purposes. Please credit the Massachusetts Department of Education.
This document is printed on recycled paper.
350 Main Street, Malden, Massachusetts 02148-5023

781-338-3000
www.doe.mass.edu
Table of Contents
Commissioners Foreword
I. Document Purpose and Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
II. Reading, Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
III. English Language Arts, Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
A. Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
B. Language and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
IV. English Language Arts, Language and Literature, Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . 62
V. English Language Arts, Language and Literature, Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . 90
VI. English Language Arts, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
A. Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
B. Language and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
VII. English Language Arts, Language and Literature, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . 150
VIII. English Language Arts, Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
A. Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
B. Language and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
IX. Mathematics, Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
X. Mathematics, Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

XI. Mathematics, Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
XII. Mathematics, Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
XIII. Mathematics, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
XIV. Mathematics, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324
XV. Mathematics, Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346
XVI. Science and Technology/Engineering, Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
XVII. Science and Technology/Engineering, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
XVIII. Biology, Grades 9/10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
XIX. Chemistry, Grades 9/10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
XX. Introductory Physics, Grades 9/10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Commissioners Foreword
Dear Colleagues:
One of the goals of the Department of Education is to help schools acquire the capacity to plan for
and meet the accountability requirements of both state and federal law. In keeping with this goal,
the Department regularly releases MCAS test items to provide information regarding the kinds
of knowledge and skills that students are expected to demonstrate. In spring 2006 new MCAS
Mathematics tests in grades 3, 5, and 7 and new ELA Language and Literature tests in grades 5, 6,
and 8 were administered in schools across the state. In keeping with our past practice of releasing
all of the test items on which student results are based, I am pleased to announce that all common
items from the new tests are included in Release of Spring 2006 MCAS Test Items.
Due to its length of approximately 500 pages, this publication is now available only on the
Department Web site at www.doe.mass.edu/mcas/testitems.html. The test items for individual
subjects at each grade level can be easily printed from this site. I encourage local educators to use
the relevant sections of this document together with their Test Item Analysis Report Summaries and
Test Item Analysis Rosters as guides for planning changes in curriculum and instruction that may be
needed to ensure that schools and districts make regular progress in improving student performance.
Thank you for your support as we work together to strengthen education for our students in
Massachusetts.
Sincerely,
David P. Driscoll
Commissioner of Education
I. Document Purpose and Structure
Document Purpose and Structure

Purpose
The purpose of this document is to share with educators and the public all of the test items on which
the spring 2006 MCAS student results are based. Local educators will be able to use this information
to identify strengths and weaknesses in their curriculum and instruction, and to guide the changes
necessary to more effectively meet their students needs.
This document is also intended to be used by school and district personnel as a companion document
to the test item analysis reports. Each school receives in the fall a 2006 School Test Item Analysis
Report Summary and a Test Item Analysis Roster for each content area at each grade level tested
(e.g., grade 10 Mathematics). These reports provide data generated from student responses. Each
report lists, for the school receiving the report, the names of all enrolled students in the grade covered
by the report and shows how each student answered each common item in that reports content area.
The report labels each item as multiple-choice, open-response, short-answer, or writing prompt and
identies the items MCAS reporting category. Item numbers in this document correlate directly to
the Item Numbers in the test item analysis reports.
Structure
Each subsequent chapter of this document contains information and materials for one MCAS test
(one grade level and one content area). For example, chapter II contains information for the Grade
3 Reading Test; chapter XV contains information for the Grade 10 Mathematics Test. Note that
chapters III, VI, and VIII contain information for both the ELA Composition (Part A) and the ELA
Language and Literature (Part B) tests for the relevant grade.
Beginning with chapter II, each chapter has three main sections. The rst section introduces the
chapter by listing the Massachusetts Curriculum Framework content strands assessed by MCAS in
that chapters content area. These content strands are identical to the MCAS reporting categories
under which test results are reported to schools and districts. The rst section also provides the
Internet address for the relevant Framework and the page numbers on which the learning standards
assessed by the test items in the chapter can be found. In addition, there is a brief overview of the
test (number of test sessions, types of items, reference materials allowed, and cross-referencing
information).
The second section contains the common test items used to generate spring 2006 MCAS student
results for that chapters grade level and content area. With the exception of the ELA Composition
writing prompt, the test questions in this document are shown in the same order and basic format
in which they were presented in the test booklets. The Mathematics reference tools used by students
during MCAS Mathematics test sessions (Mathematics Tool Kit for grade 3; Mathematics Reference
Sheets for grades 5, 6, 7, 8, and 10) are inserted immediately following the last question in the second
section of each Mathematics chapter. Students in all the tested grades were also provided with plastic
rulers. Images of these rulers are not presented in this document. The reference tools used by students
during the high school Science tests (Chemistry Formula and Constants Sheet/Periodic Table of the
Elements for the Chemistry test; Physics Formula Sheet for the Introductory Physics test) are inserted
immediately following the last question in the second section of the Chemistry and Introductory
Physics chapters.
Due to copyright restrictions, certain English Language Arts reading passages are not available on the
Departments Internet site. Copyright information for all common reading passages is provided in the
document. For further information, contact Student Assessment Services at 781-338-3625.
The nal section of each chapter is a table that cross-references each common item with its MCAS
reporting category and with the Framework standard it assesses. (For the high school Science
tests, only the standards are displayed.) Correct answers to multiple-choice questions and, for the
Mathematics tests, short-answer questions are also listed in the table.
Responses to open-response items and compositions written in response to writing prompts are
scored individually. An overview of procedures for scoring these responses and compositions is
presented in the MCAS fact sheet, Scoring Student Answers to Open-Response Questions and
Writing Prompts, which is available on the Departments Internet site at www.doe.mass.edu/mcas.
Scoring procedures will also be explained further in the MCAS document, Guide to Interpreting the
Spring 2006 MCAS Reports for Schools and Districts, due for release in fall 2006. Similar guides are
currently available on the Departments Internet site for previous years MCAS School Reports and
District Reports. Sample student responses and compositions from previous MCAS administrations
may also be viewed on the Departments Internet site.
Materials presented in this document are not formatted exactly as they appeared in student test
booklets. For example, in order to present items most efciently in this document, the following
modications have been made:
Some fonts and/or font sizes may have been changed and/or reduced.
Some graphics may have been reduced in size from their appearance in student test booklets;
however, they maintain the same proportions in each case.
For grades 7 and 10, the English Language Arts Composition writing prompt is presented on
the same page as the make-up writing prompt, and the four lined pages provided for students
initial drafts are omitted.
All references to page numbers in answer booklets have been deleted from the directions that
accompany test items.
Items from the History and Social Science question tryouts at grades 5, 7, and 10/11 and the high
school Technology/Engineering Test are not included in this publication.
II. Reading, Grade 3
Grade 3 Reading Test
The spring 2006 Grade 3 MCAS Reading Test was based on learning standards in the two content
strands of the Massachusetts English Language Arts Curriculum Framework (2001) listed below.
Specic learning standards for grade 3 are found in the Supplement to the Massachusetts English
Language Arts Curriculum Framework (2004). Page numbers for the learning standards appear in
parentheses.
Language (Framework, pages 1926; Supplement, pages 67)
Reading and Literature (Framework, pages 3564; Supplement, pages 79)
The English Language Arts Curriculum Framework is available on the Department Web site at
www.doe.mass.edu/frameworks/ela/0601.pdf. The Supplement to the Massachusetts English
Language Arts Curriculum Framework is available at www.doe.mass.edu/frameworks/ela/0504sup.pdf.
In Test Item Analysis Reports and on the Subject Area Subscore pages of the MCAS School
Reports and District Reports, Grade 3 Reading test results are reported under two MCAS reporting
categories: Language and Reading and Literature, which are identical to the two Framework content
strands listed above.
Test Sessions and Content Overview

The MCAS Grade 3 Reading Test included three separate test sessions. Each session included
selected readings, followed by multiple-choice and open-response questions. Common reading
passages and test items are shown on the following pages as they appeared in Grade 3 test &
answer booklets. Due to copyright restrictions, certain reading passages cannot be released to
the public on the Web site. For further information, contact Student Assessment Services at
781-338-3625.
Reference Materials and Tools

The use of bilingual word-to-word dictionaries was allowed for current and former limited English
procient students only, during all three Grade 3 Reading test sessions. No other reference materials
were allowed during any Grade 3 Reading test session.
Cross-Reference Information
The table at the conclusion of this chapter indicates each items reporting category and the
Framework general standard it assesses. The correct answers for multiple-choice questions are
also displayed in the table.
Reading
SESSION 1
DIRECTIONS
This session contains one reading selection with eight multiple-choice questions. Mark your answers by
filling in the circle next to the best answer.
How does advice from a soccer coach help a piano player? The sisters in this story will help you nd out.
Read the story and answer the questions that follow.
THE RECITAL
by Johanna Hurwitz
Students read a selection titled The Recital and then answered questions
1 through 8 that follow on the next pages of this document.
Due to copyright restrictions, the selection cannot be released to the public
over the Internet. For more information, see the copyright citation below.
From The Recital by Johanna Hurwitz. pp. 12, 1420 from LEAVING
FOOTPRINTS. Copyright 1993 by Silver, Burdett & Ginn Inc. Reprinted by
permission of Pearson Education, Inc.
Reading
Session 1
Mark your choices for multiple-choice questions 1 through 8 by filling in the circle next to the best
answer.
ID:214045 A Common
ID:214054 C Common
According to the story, why was

Sonia trying to be quiet as she
entered the house?
According to the story, what happens

because of Marias nervous feelings?
\
A
Maria has stomach pains.
\
A
She wanted to surprise
her sister.
\
B
Maria is rude to her mother.
\
C
Maria stays in bed hiding.
\
B
She was not supposed to be
home yet.
\
D
Maria runs away from the house.
\
C
Her sister was practicing music on
the piano.
\
D
Her sister was napping before a
performance.
ID:214056 C Common
\
A
that there are important visitors in
the audience
ID:214044 D Common
According to the story, what does Sonia

suggest Maria should imagine while
playing on stage?
Based on the story, why is Maria

afraid?
\
B
that Mrs. Howard knows that Maria
is her best student
\
A
She has to play in an important
soccer game.
\
C
that Maria is playing at home and
only Sonia is listening
\
B
She has been taking lessons
for only two weeks.
\
D
that Maria has been playing
much longer than she really has
been playing
\
C
She has to play in the
school orchestra.
\
D
She has to perform in
a recital.
Reading
Session 1
ID:214046 C Common
ID:214057 D Common
According to the story, what event in

Sonias life helps Maria overcome her
mistake at the recital?
In paragraph 17, what does Mrs. Torres

mean when she says, It cant hurt?
\
A
Sonia will keep Maria from
being hurt.
\
A
running slowly so Maria can
keep up
\
B
practicing soccer too long
\
B
Maria should not run when she
has pain.
\
C
kicking the ball into the other
teams goal
\
C
Running hurts more than
feeling nervous.
\
D
disturbing Marias piano practice
\
D
Running will not make Maria feel
any worse.
ID:238775 C Common
In paragraph 33, why does Sonia take a

deep breath?
ID:238777 B Common
\
A
She is worried about tomorrows
big soccer game.
In paragraph 38, what does Mrs.

Howard mean when she says, Maria is
my prize student?
\
A
Maria wins rst place in
the contest.
\
B
The room is warm, and many
people are there.
\
B
She thinks Maria is the best of
her students.
\
C
It is time for Maria to play, and
Sonia feels nervous for her.
\
C
She feels like a winner because
Maria is her student.
\
D
Sonia believes that Maria plays
better than the other students.
\
D
Maria will receive free music
lessons.
Reading
SESSION 2
DIRECTIONS
This session contains three reading selections with sixteen multiple-choice questions and one open
response question. For multiple-choice questions, mark your answers by filling in the circle next to the best
answer. For the open-response question, write your answer in the space provided below the question.
In the poem Waiting at the Window, a child is looking out a window on a rainy day. Read the poem to nd
out what the child sees and answer the questions that follow.
WAITING AT THE WINDOW

These are my two drops of rain
Waiting on the window-pane.
I am waiting here to see
Which the winning one will be.
Both of them have different names.

One is John and one is James.
All the best and all the worst
Comes from which of them is rst.
10
James has just begun to ooze.

Hes the one I want to lose.
John is waiting to begin.
Hes the one I want to win.
James is going slowly on.
Something sort of sticks to John.
15
John is moving off at last.

James is going pretty fast.
John is rushing down the pane.
James is going slow again.
20
Is he going fast enough?

(James has found a piece of uff.)
John has hurried quickly by.
(James was talking to a y.)
25
James has met a sort of smear.

John is getting very near.
John is there, and John has won!
Look! I told you! Heres the sun!
A. A. Milne
Waiting at the Window by A. A. Milne, from Now We Are Six by A. A. Milne, illustrated by E. H. Shepard, copyright 1927 by E. P. Dutton,
renewed 1955 by A. A. Milne. Used by permission of Dutton Childrens Books, a Division of Penguin Young Readers Group, a Member of
Penguin Group (USA), Inc. All rights reserved.
Reading
Session 2
answer.
ID:213888 C Common
ID:213906 B Common
11
In the poem, James and John are

\
A
other speakers.
How does the reader know that this

selection is a poem?
\
A
It tells a story about
someones imagination.
\
B
boys playing outdoors.
\
C
raindrops on the window.
\
B
It has stanzas instead
of paragraphs.
\
D
a smear and a piece of uff.
\
C
It teaches a lesson about using
time wisely.
\
D
It has a beginning, a middle, and
an end.
ID:242393 D Common
10
What is this poem mostly about?

\
A
A child asks two friends to play
a game.
ID:242394 B Common
12
\
B
A child watches two boys run a
race in the rain.
\
C
A child cheers for a best friend to
win a race.
Which pair of words from the poem

are antonyms?
\
A
one, won
\
B
fast, slow
\
D
A child makes up a game to play
on a rainy day.
\
C
moving, rushing
\
D
lose, begin
10
Reading
Session 2
Harriet Quimby was one of the rst woman pilots in the United States. What did she do that made her
famous? Read Wings and answer the questions that follow.
Wings
by Elaine Walling
1
In the early 1900s, most people

believed that no woman should become
a pilot. But Harriet Quimby loved
airplanes. She made up her mind to
learn to y. Achieving that goal would
not be easy.
First, who would teach her? Pilots
didnt want any women students.
Women arent
brave enough,
they said.
Women cant
keep cool when
things go wrong
in the air
and something
always goes
wrong.
Second,
what would she
wear? Women
wore long,
heavy skirts
in those days.
Skirts would get
tangled up in a
small plane.
Harriet
dreamed up
10
Harriet in her one-piece ying suit
11
something to wear a one-piece ying

suit. It was made of purple satin. The
pants t neatly into her boots. And she
found an instructor to give her lessons.
She worked hard, but not always with
success. On one of her early ights, she
wrecked her plane. Luckily, she escaped
without injuries. In time, she became a
pilot a good one.
In 1912, Harriet had another plan.

She got a new plane in Paris, France,
and had it shipped to England. She
would y the English Channel.
In those early days of aviation,
airplanes were small. They were made

of wood and bicycle wheels. Sometimes,
they fell apart in mid-air! But some
daring men had own across the English

Channel 22 miles. They had made
history, and Harriet Quimby wanted to
do the same.
Her friends tried to talk her out of it.

You cant y the Channel, one friend
warned Harriet.
Why not? Harriet inquired. I have

a ne new airplane.
But it still doesnt work very well,

said Harriets friend. Sometimes it wont
even turn. You could lose control. And
Reading
11
12
13
14
think of the weather! What if theres

fog? You might lose your direction.
Harriet frowned. Ill take a compass.
And luck will be on my side.
Youll need it! her friend said.
A man died trying to make this ight.
Harriets voice grew serious. But
other men have made it and lived. A
woman can y the Channel, too.
On April 16, 1912, Harriet was
ready to go. The day was cold. She put
a blanket around her shoulders. Then
she started her plane and took off. She
climbed to 1,500 feet and turned toward
France.
Session 2
15
16
Soon she neared the French coast. It

was covered with fog! Still, she ew on.
After a time, Harriet thought she might
be over land. She let the plane drop
lower. Then the fog cleared. A sandy
beach was below France! Harriet
landed right on the beach. The trip had
taken only 30 minutes.
The news ashed around the world:
A woman had own the Channel! Did
that make Harriet special? She didnt
think so. Any woman can y, Harriet
said. She needs just three things: the
desire, steady nerves, and a one-piece
ying suit.
From READING COMPREHENSION: CRITICAL READING D. Copyright 1979 by Scholastic Magazines. Reprinted by permission
of Scholastic Inc.
12
Reading
Session 2
answer.
ID:242397 B Common
ID:242396 B Common
13
15
According to the selection, which of the

following events happened rst?
\
A
Harriet landed on a beach
in France.
Based on the selection, what was the

most likely reason Harriets friends
tried to talk her out of ying across the
English Channel?
\
A
They wanted to be rst to y
across the English Channel.
\
B
Harriet created a one-piece
ying suit.
\
B
They knew that ying across the
English Channel was dangerous.
\
C
Harriet shipped an airplane
to England.
\
C
They thought ying across the
English Channel was a waste
of money.
\
D
Harriet crashed her airplane on
one ight.
\
D
They worried that her plane
was too old to y across the
English Channel.
ID:238783 A Common
14
According to the selection, why were

early airplanes unsafe?
\
A
They sometimes fell apart
in ight.
ID:242398 A Common
16
\
B
They sometimes got tangled up
in trees.
\
C
They were too heavy to y
long distances.
Based on the selection, what was the

greatest problem Harriet Quimby
faced on her ight across the
English Channel?
\
A
bad weather
\
B
poor directions
\
D
They were too large for people
to control.
\
C
airplane troubles
\
D
uncomfortable clothing
13
Reading
Session 2
ID:213928 B Common
17
ID:213920 C Common
19
According to the selection, how long

did the ight across the English
Channel take?
What kind of selection is Wings?

\
A
drama
\
A
fteen minutes
\
B
ction
\
B
thirty minutes
\
C
nonction
\
C
one hour
\
D
poetry
\
D
two hours
ID:213931 A Common
20
ID:242400 B Common
18
Based on the selection, which of the

following words best describes
Harriet Quimby?
Read the sentence from paragraph 9 in

the box below.
Why not? Harriet inquired.
Which of the following words means
the same as inquired ?
\
A
careful
\
B
adventurous
\
A
asked
\
C
helpful
\
B
cried
\
D
dependable
\
C
stated
\
D
thought
14
Reading
Session 2
Write your answer to open-response question 21 in the lined space provided below.
ID:242403 Common
21
Harriet Quimby worked hard to reach her goals. Name two of her goals. Explain how she
reached each of these goals. Use important information from the selection in your answer.
Harriets Goal
How Harriet Reached This Goal
1.
2.
15
Reading
Session 2
When you see a hippopotamus at the zoo, you know it is large. Just how large is it? What does it eat? Does it
have unusual habits? Read the article Hippopotamus to nd out. Answer the questions that follow.
Hippopotamus
from The World Book Encyclopedia
A river hippopotamus
1
Hippopotamus, HIHP uh PAHT uh muhs, is the third largest animal that lives on
land. Only the elephant and rhinoceros are larger. A large, wild river hippopotamus
may weigh as much as 5,800 pounds.
Hippopotamuses live in central, southern, and western Africa. They live close
to water and spend much time in it. The word hippopotamus comes from two
Greek words meaning river horse. However, the hippopotamus is more closely
related to the whale than to the horse. There are two kinds of hippopotamuses:
(1) the river hippopotamus, also called the common hippopotamus, and (2) the
pygmy hippopotamus. The pygmy hippopotamus is much smaller than the river
hippopotamus. It is also rarer.
The body of a river hippopotamus. The river hippopotamus has a large, barrel
shaped body; short legs; and a huge head. It generally weighs from 2,500 to 3,000
pounds and stands about 5 feet tall. It ranges from 12 to 15 feet long, not including
the tail, which measures about 22 inches long. Each foot has four webbed toes.
16
Reading
Session 2
The eyes of the river hippopotamus stick out from its head. The position of the
ears, eyes, and nostrils enables the animal to hear, see, and breathe with most of its
head underwater. The hippopotamus can also close its nostrils and ears when it swims
or dives. Hippopotamuses have a good sense of smell, but their vision is only fair.
River hippopotamuses have thick, brownish-gray skin. They have no hair except
for a few bristles on the head and tail. Special glands in the skin give off a clear,
oily uid that is either pink or red. This uid keeps the animals skin from getting
too dry.
A hippopotamus has long, curved front teeth. Its canines (side teeth) are even
longer. All the teeth grow throughout the animals life. But they seldom become too
long, because the teeth of the upper and lower jaws grind together and wear each
other away. The canines of a hippopotamus may grow more than 2 feet long, but only
about half of the tooth sticks out above the gum line.
A hippopotamus canines (side teeth) can be seen when the animal opens its mouth.
7
The life of a river hippopotamus. River hippopotamuses are good swimmers and
live in lakes, rivers, and streams near grasslands. They sometimes walk along the
bottom of a body of water and can stay underwater for as long as six minutes. On
land, they can run as fast as a human beingabout 20 miles per hour.
River hippopotamuses live in herds of from 5 to 30 animals. They spend the
day resting in the water, eating water plants, and sunning themselves on sandbanks.
At night, the herd goes on land to feed. The animals eat fruit, grass, leaves, and
17
Reading
10
Session 2
vegetables. They sometimes wander for miles near the riverbank, grazing as they go.
Each hippopotamus eats about 130 pounds of vegetable matter a day.
A female hippopotamus almost always has one baby at a time, but sometimes she
bears twins. A baby hippopotamus, called a calf, weighs about 100 pounds at birth.
It can swim almost immediately. It begins to eat grass at the age of 4 to 6 months. A
young hippopotamus often climbs on its mothers back and suns itself as she oats on
the water. On land, the mother hippopotamus keeps her calf close by.
A female hippopotamus gives birth to her rst baby when she is 5 or 6 years
old. Hippopotamuses live about 30 years in their natural surroundings and 50 years
in a zoo.
Adapted from THE WORLD BOOK ENCYCLOPEDIA. 2001 World Book, Inc. By permission of the publisher. www.worldbook.com.
Photos by Tom Meyers Photography and Mark Barlton Photo Researchers.
18
Reading
Session 2
answer.
ID:242405 D Common
22
ID:213904 A Common
24
According to paragraph 2, hippopotamus

means river horse in Greek. Why is
this not a good name for this animal?
According to the article, what is a baby

hippopotamus called?
\
A
calf
\
A
It lives in water.
\
B
herd
\
B
It runs slower than a horse.
\
C
pygmy
\
C
It moves poorly in the water.
\
D
twin
\
D
It is more like a whale than a horse.
ID:238793 B Common
25
ID:213895 D Common
23
According to the article, what do

hippopotamuses do at night?

the box below.
They have no hair except for a
few bristles on the head and tail.
\
A
They lie on the sandbanks near
the river.
Which word from the sentence helps the

reader know what bristles are?
\
B
They oat on the water to rest
and sleep.
\
A
few
\
C
They eat water plants along the
bottom of the river.
\
B
hair
\
D
They walk on land and eat the
plants that grow there.
\
C
head
\
D
tail
19
Reading
SESSION 3
DIRECTIONS
This session contains three reading selections with sixteen multiple-choice questions and one open
response question. For multiple-choice questions, mark your answers by filling in the circle next to the best
answer. For the open-response question, write your answer in the space provided below the question.
The story of Munchkin is about a dog that enjoys digging in a ower garden. Does this get him into
trouble? Read the story Munchkin and answer the questions that follow.
Munchkin
by Betsy Byars, Betsy Duffey, and Laurie Myers
Students read a selection titled Munchkin and then answered questions

Munchkin from MY DOG, MY HERO by Betsy Byars, Betsy Duffey and Laurie
Myers, illustrated by Loren Long. Text copyright 2000 by Betsy Byars, Betsy
Duffey, and Laurie Myers. Illustrations copyright 2000 by Loren Long. Reprinted by
permission of Henry Holt and Company, LLC.
20
Reading
Session 3
answer.
ID:213851 D Common
26
ID:213874 C Common
27
Who is the narrator in the story?

\
A
the dog
Early in the story, the narrator compares

little dogs like Munchkin to
\
A
spoiled ower beds.
\
B
the lady
\
B
treasured blue ribbons.
\
C
the judge
\
C
useless sofa pillows.
\
D
the gardener
\
D
brave mountain climbers.
21
Reading
Session 3
ID:213876 B Common
28
ID:213879 B Common
30
According to the story, what does

the neighbor do when the narrator
complains about her dog being in
his garden?

the box below.
That was why it was so, so pesky to
come out and see a round Punchkin
sized hole in the begonias.
\
A
She xes the garden.
\
B
She laughs aloud.
Why is the word so repeated?
\
C
She scolds Munchkin.
\
A
to show that the owers are
torn up
\
D
She takes Munchkin home.
\
B
to show that the narrator is
very upset
\
C
to show that something is in
the owers
ID:213857 B Common
29
According to the story, Lady Diana and

Lord George are the names of
\
D
to show that the narrator is
very surprised
\
A
dogs.
\
B
roses.
\
C
friends.
\
D
neighbors.
22
Reading
Session 3
ID:213864 B Common
ID:213859 D Common
31
33
Read paragraph 13 in the box below.

Now youve gone too far,
I said to the dog.
So thats what Punchkin did.

What kind of word is thats?
Based on the story, why does the

narrator say this?
\
A
adjective
\
A
Munchkin has moved into the
narrators way.
\
B
contraction
\
C
noun
\
B
Munchkin has dug a hole in the
ower bed.
\
D
synonym
\
C
Munchkin has broken a prize
rosebush.
\
D
Munchkin has grabbed the
narrators sleeve.
ID:213861 A Common
32

the box below.
Based on the story, why does the

narrator give his garden award to the
woman next door?
\
A
Her dog saved him from harm.
\
B
She is a good neighbor.
\
C
Her dog killed a snake.
\
D
She helped plant the roses.
23
Reading
Session 3
Write your answer to open-response question 34 in the lined space provided below.
ID:213885 Common
34
Describe how the gardeners feelings toward Munchkin change from the beginning to the end
of the story. Use important information from the story in your answer.
24
Reading
Session 3
Sea lizards are unusual animals that are found in only one place in the world. Read the many interesting
facts about sea lizards in the article below. Then answer the questions that follow.
Sea Lizards
by Cathy Fredrickson
1
2
Lizards that swim in the ocean?

Its true, but theyre only found in
the Galpagos Islands off the coast of
South America. This amazing group
of islands is home to many unusual
animals, including marine iguanas,
which live in huge colonies on lava
rocks along the shore.
In 1835, English biologist Charles
Darwin made a voyage to these
islands and called the marine iguana
a hideous-looking creature, of a dirty
black colour, stupid, and sluggish in
its movements. It may be ugly, but a
marine iguana is harmless and gentle.
With a row of spikes down
its back and tail, this iguana,
which can be more than
four feet long, resembles a
miniature dragon.
When the sun is hot
and the tide is out, marine
iguanas know its mealtime.
They wade into the surf, the
large male iguanas swimming
as far as a hundred yards
from shore and holding their
heads just above the water.
The lizards short legs are
25
useless for swimming, but their long,

at tails swish back and forth to help
them move gracefully through the
water. Then they dive, sometimes as
deep as sixty feet, until they reach the
ocean oor. There the iguanas cling to
undersea rocks with their sharp claws.
They push their at snouts close to the
rocks and graze on the delicious fuzz
of red and green algae.
Like other reptiles, marine iguanas
arent able to breathe underwater.
They hold their breath during dives,
which usually last for ve or ten
minutes. But during his voyage,
Reading
Session 3
Darwin was amazed when he

witnessed one marine iguana survive
after being trapped underwater for
an hour. How did it live that long
without breathing?
Actually, marine iguanas can slow
their heart rate from one hundred to
as few as thirty beats per minute. By
slowing their heart rate, they use less
oxygen and dont need to breathe as
often.
Even during the hottest part of the
day, the water around the Galpagos
Islands can be very cold, and the
cold-blooded iguanas need to warm
up after feeding time. They crawl
ashore onto warm, dark lava rocks
and spread themselves at on their
stomachs to absorb heat. Once theyve
warmed up, iguanas lift up on their
stubby front legs and cool off as sea

breezes blow underneath their bodies.
Because their favorite food is salty
algae, marine iguanas need a way to
get rid of extra salt. When enough
salt has collected in special glands
near their noses, marine iguanas jerk
their heads a few times and sneeze
a series of quick, wet, salty blasts.
Eventually, they build up a white crust
of salt around their noses.
When the sun sets on the islands,
the temperature drops. Iguanas need to
conserve body heat overnight, so they
sleep together in messy heaps on the
lava rocks. When the sun returns to
warm the rocks once more, the marine
iguanas wake up and get ready for
another day of swimming, grazing, and
sneezing.
Reprinted by permission of SPIDER magazine, 2001, February, copyright, 2001 by Cathy Fredrickson. Photographs: 2001 Ralph Reinhold/
Animals Animals; 2001 Richard Kolar/Animals Animals.
26
Reading
Session 3
answer.
ID:213945 D Common
35
ID:213936 C Common
37
According to the article, which of the

following helps the marine iguana swim
and dive?
According to the article, why does a

marine iguana sneeze?
\
A
to shake off cold air
\
A
its head
\
B
to get water out of its nose
\
B
its legs
\
C
to clear salt from special glands
\
C
its spikes
\
D
to get ready for a very deep dive
\
D
its tail
ID:213946 A Common
38
ID:213935 C Common
36
According to the article, how do marine

iguanas stay underwater for long periods
of time?

the box below.
They crawl ashore onto warm, dark
lava rocks and spread themselves at
on their stomachs to absorb heat.
\
A
They are able to breathe underwater.
\
B
They have special glands that help
them breathe.
What does the word absorb mean?

\
A
take in
\
C
Their hearts beat more slowly when
they dive.
\
B
hide from
\
D
Their snouts press against algae to
get air.
\
C
let go of
\
D
forget about
27
Reading
Session 3
The little boy in this play decides to visit the north wind. Why does he want to visit the wind? What will
happen because of the visit? Read The Little Boy Who Went to the North Wind and answer the questions
that follow.
THE LITTLE BOY WHO WENT TO THE NORTH WIND

by Suzanne I. Barchers
Characters
Narrator
Little Boy (or Girl)
Mother
10
15
20
North Wind
Innkeeper
Narrator: A mother wanted to make a loaf
of bread. She sent her son to the miller to
buy a bowl of our. Her son got the our
and started home. Just as he neared his
house, the north wind blew in. All the our
blew to the four corners of the world.
Little Boy: Mother, I have had bad luck. Just as I got near our home, the north
wind blew our our away.
Mother: Son, here is another coin. Return to the miller for our. Try to be more
careful this time.

Narrator: The boy went back for another bowl of our. He carried the bowl very
carefully. But again the north wind blew the our to the four corners of the world.
Little Boy: Mother, again I have had bad luck. The north wind blew our our away.
Mother: Son, here is my last coin. Return again. If you lose the our, we will go
hungry.
Narrator: The boy returned a third time to the miller. But in spite of his care, the
north wind blew all the our to the four corners of the world.
Little Boy: This is not fair! I cannot go home without the our. I will go to the
north wind and demand that he give me back my three bowls of our!
Narrator: The boy walked a long way. Finally, he came to a mountaintop where he
found the north wind.
Little Boy: How are you, North Wind?
North Wind: I am quite ne. What can I do for you?
28
Reading
25
30
35
40
45
50
55
Session 3
Little Boy: I ask only that you return the three bowls of our that you
blew away.
North Wind: I am afraid I cannot do that. Those bowls of our are scattered to the
four corners of the world. But I will give you something even better. You will never
be hungry again. Here is my magic tablecloth. All you must say is, Cloth, spread
yourself. Then you will have the best food and drink.
Little Boy: Thank you, North Wind. That is very kind of you.
Narrator: He took the magic tablecloth and walked toward his home. Because it
was a long way, he stopped at an inn for the night. He was also very hungry, so he
took out the cloth.
Little Boy: Cloth, spread yourself.
Narrator: Not a moment later the cloth was covered with a feast. The boy ate
hungrily. But he did not know that the innkeeper was watching through the keyhole.
Innkeeper: I must have that magic cloth for myself. Think of the money I will save!
I will take it when the boy is asleep.
Narrator: The next morning the little boy found his tablecloth missing. He returned
to the north wind for help.
Little Boy: North Wind, my tablecloth has been stolen. I dont know who took it.
Can you help me?
North Wind: I will give you my magic staff. When you say Staff, dance, it will
dance on the toes of the thief.
Little Boy: Thank you for your help. You have been most kind.
Narrator: The little boy returned to the inn. The innkeeper was feeding his guests a
feast provided by the magic tablecloth.
Little Boy: Staff, dance!
Narrator: The staff danced right over to the innkeeper and danced on his toes. The
innkeeper tried to get it off. But the staff would not stop dancing.
Innkeeper: Ow! Ouch! Stop this staff!
Little Boy: I will stop the staff when you return what I own.
Innkeeper: Gladly! Take your tablecloth and go.
Narrator: The little boy took his tablecloth and left the inn. The staff danced back
to the north wind. And the little boy went home. From that day forth he and his
mother were never hungry.
Reprinted by permission from Readers Theatre for Beginning Readers by Suzanne Barchers. Copyright 1993 by Suzanne I. Barchers.
Published by Teacher Ideas Press, a division of the Greenwood Publishing Group, Inc., Portsmouth NH. All rights reserved.
29
Reading
Session 3
answer.
ID:246600 B Common
39
ID:214013 C Common
41
Based on the play, what does the little

boy do differently after the north wind
blows away his third bowl of our?
According to the play, how does

the innkeeper learn about the magic
tablecloth?
\
A
The little boy feels sorry for himself.
\
A
The little boy shows it to him.
\
B
The little boy decides to get his
our back.
\
B
The little boy leaves it at the inn.
\
C
The innkeeper spies on the
little boy.
\
C
The little boy decides to buy
bread instead.
\
D
The innkeeper hears his
guests talking.
\
D
The little boy asks his mother
for help.
IID:242411 A Common
42
ID:242409 D Common
40
Based on the play, what is the most

likely reason the north wind gives
the boy a magic tablecloth?
Based on the play, what word best

describes the way the little boy acts
each time he visits the north wind?
\
A
polite
\
A
to take to the innkeeper
\
B
happy
\
B
to prove that he is powerful
\
C
sneaky
\
C
to keep the little boy from crying
\
D
greedy
\
D
to make up for the loss of the our
30
Grade 3 Reading
Spring 2006 Released Items:
Reporting Categories, Standards, and Correct Answers
Standard
Correct Answer
(MC)*
Reading and Literature
12
12
12
12
12
12
Language
Language
Item No.
Page No.
2
3
Reporting Category
10
14
10
10
14
11
10
10
12
10
Language
13
13
14
13
15
13
13
16
13
13
17
14
18
14
13
19
14
10
20
14
Language
21
15
13
22
19
23
19
24
19
25
19
Language
26
21
27
21
28
22
29
22
30
22
15
31
23
12
32
23
12
A
B
33
23
Language
34
24
12
35
27
36
27
37
27
38
27
Language
39
30
17
40
30
17
41
30
17
42
30
17
* Answers are provided here for multiple-choice items only. Sample responses and scoring guidelines for open-response items,
which are indicated by shaded cells, will be posted to the Departments Web site later this year.
31
III. English Language Arts, Grade 4

A. Composition
B. Language and Literature
Grade 4 English Language Arts Test

Test Structure
The Grade 4 MCAS English Language Arts Test was presented in the following two parts:
the ELA Composition Test, which used a writing prompt to assess learning standards from
the Massachusetts English Language Arts Curriculum Frameworks Composition strand
the ELA Language and Literature Test, which used multiple-choice and open-response
questions (items) to assess learning standards from the Curriculum Frameworks Language
and Reading and Literature strands
A. Composition
The spring 2006 Grade 4 MCAS English Language Arts Composition Test and Make-Up Test were
based on learning standards in the Composition strand of the Massachusetts English Language
Arts Curriculum Framework (2001). The learning standards for the Composition strand appear
on pages 7283 of the Framework, which is available on the Department Web site at
www.doe.mass.edu/frameworks/ela/0601.pdf.
Reports and District Reports, ELA Composition test results are reported under the Composition
reporting category.

The MCAS ELA Composition Test included two separate test sessions, administered on the same day
with a short break between sessions. During the rst session, each student wrote an initial draft of a
composition in response to the appropriate writing prompt on the next two pages. During the second
session, each student revised his/her draft and submitted a nal composition, which was scored in
the areas of Topic Development and Standard English Conventions. The MCAS Writing Score Guide
(Composition Grade 4) is available at www.doe.mass.edu/mcas/student/2004/scoring4.doc.

At least one English-language dictionary per classroom was provided for student use during
ELA Composition test sessions. The use of bilingual dictionaries was allowed for limited English
procient students only. No other reference materials or tools were allowed during either ELA
Composition test session.
Framework general standards 1922 are assessed by the ELA Composition.
33
English Language Arts Composition, Grade 4

Grade 4 Writing Prompt
WRITING PROMPT
Think about your favorite thing to do in your free time. Maybe you like to pretend,
play sports, read, play a musical instrument, dance, or do something totally
different.
Write a story about a fun time that you had doing your favorite thing. Give enough
details to show the reader what happened and why it was fun.
You may use the space below to plan what you are going to write (notes, outlines, other
pre-writing activities).
34

Grade 4 Make-Up Writing Prompt
WRITING PROMPT
Who is your favorite person to spend time with? Think of a special day or
important time you shared with this person.
Write a story about a special time that you spent with your favorite person. Give
enough details to show the reader what happened when you spent time with your
favorite person.
You may use the space below to plan what you are going to write (notes, outlines, other
pre-writing activities).
35

The spring 2006 Grade 4 MCAS English Language Arts Language and Literature Test was
based on learning standards in the two content strands of the Massachusetts English Language
Arts Curriculum Framework (2001) listed below. Page numbers for the learning standards appear
in parentheses.
Language (Framework, pages 1926)
Reading and Literature (Framework, pages 3564)
Reports and District Reports, ELA Language and Literature test results are reported under two
MCAS reporting categories: Language and Reading and Literature, which are identical to the two
Framework content strands listed above.

The MCAS Grade 4 ELA Language and Literature Test included three separate test sessions. Each
session included selected readings, followed by multiple-choice and open-response questions. Common
reading passages and test items are shown on the following pages as they appeared in test booklets.
Due to copyright restrictions, certain reading passages cannot be released to the public on the Web
site. For further information, contact Student Assessment Services at 781-338-3625.

The use of bilingual word-to-word dictionaries was allowed for limited English procient students
only, during all three ELA Language and Literature test sessions. No other reference materials were
allowed during any ELA Language and Literature test session.
The table at the conclusion of this chapter indicates each items reporting category and the Framework
general standard it assesses. The correct answers for multiple-choice questions are also displayed in
the table.
36
English Language Arts
LANGUAGE AND LITERATURE: SESSION 1

DIRECTIONS
This session contains three reading selections with sixteen multiple-choice questions and two
open-response questions. Mark your answers to these questions in the spaces provided in your
Student Answer Booklet.
What happens to animals when their homes are destroyed? Some of them are unable to survive. Thats what
happened to the Chinook salmon. Read this article to discover how a group of students helped to bring the
salmon back to Middle Creek after the sh had been gone for fty years. Answer the questions that follow.
PHOTOS AND STORY BY

1
This was a big day for my

students at Shasta Union Elementary
School in northern California. They
would be trying to bring Chinook
salmon (shih-NOOK SAM-un) back
to nearby Middle Creek.
This creek flows into a big river
called the Sacramento. And for 50
years, there had been no salmon at
all in the river or the creeks that
flow into it. Why? Because people
JEFFREY RICH
had changed the flow of the river

and had polluted the water. Fewer
and fewer salmon were able to
survive, and finally they all died out.
Since then, people have solved
some of the problems that were
killing the fish. So now my students
would release more than 100 tiny
salmon into the creek. They knew
that salmon are amazing travelers.
The tiny fish, they hoped, would
See my students? Theyre helping an endangered species!
37
Session 1
swim about three miles (5 km) down

the creek to the Sacramento River.
Then they would swim 200 more
miles (320 km) to the Pacific Ocean.
For two to five years, the salmon
would eat and grow. Finally, when
they were ready to have young of
their own, theyd turn around and
swim all the way back upstream to
Middle Creek.
Or at least, thats what was
supposed to happen. No one knew
for sure whether our little fish
would ever return to where wed
released them.
COOL EGGS, SMALL FRY
Scientists have always wanted to
bring salmon back to this area. So
when I had found out they needed
some help, I had asked my students
if they wanted to join in. The kids
said, Yes!
When the babies hatch, they still
have yolk sacs on their bellies.
a refrigerator. They checked the

eggs every day.
SNACK IN A SAC
The kids really enjoyed watching
what happened. When the young
were ready to hatch, they released an
enzyme
(EN-zime,
a
special
chemical) that weakened the egg
Scientists give us tiny salmon eggs to raise.

6
To begin our project, my students

visited a fish hatchery. There, they
got a bunch of salmon eggs to raise.
Salmon can live only in cold water.
So the kids kept the eggs in a tank in
As they get older, the sacs shrink,
and the babies look more like fish.
38
shells. Then the fish wiggled out of

their shells and lay on the bottom of
the tank.
Baby salmon have yolk sacs
attached to their bellies. The sacs
are like little bags of high-energy
food that the babies use to grow.
Finally, when the sacs are gone, the
fish are ready to eat tiny animals and
plants in the water. When that
happened to our fish, we knew it was
time to release them!
Session 1
10
WILL IT WORK?
At the creek, the students took
one last look at their baby fish. Then
they sent them on their way. We

watched them swim off and wished
them well. Then, on our way back to
school, we picked up litter we saw
along the creek and the pathway.
Each fall for three years, my
students went to the hatchery for
more eggs. They eagerly raised and
released the baby fish just as they did
the first time. Then one day,
something wonderful happened. Our
fish started coming back! For the
first time in 50 years, grown-up
salmon were swimming in Middle
Creek. The kids had done it! Theyd
helped to bring these fish back home.
Endangered salmon are now swimming upstream to Middle Creek.

Way to go, salmon! Way to go, KIDS!
Bringing Back Salmon text and photos by Jeffrey Rich. Reprinted with permission of the author. All rights reserved.
39
Session 1
ID:244071 D Common
ID:228328 A Common
Based on the article, what do the

students hope will happen after they
release baby salmon into the creek?
According to the article, what did the

salmon eggs need in order to survive?
A. They needed to be kept in
cold water.
A. Salmon will let out an enzyme to

weaken egg shells.
B. They needed to develop in

the creek.
B. Salmon will continue to be an

endangered species.
C. They needed to swim upstream.
C. Salmon will have yolk sacs attached

to their bellies.
D. They needed food to grow.
D. Salmon will return to the creek to

lay eggs.
ID:244133 A Common
ID:228324 A Common
A. classroom teacher.
According to the article, why are

salmon amazing travelers?
B. primary school student.
A. They can swim long distances.
C. scientist from the area.
B. They can swim downstream.
D. supervisor from the hatchery.
C. They can swim in the ocean.

D. They can swim in cold water.
ID:244120 C Common
Based on the article, the author of

Bringing Back Salmon is most likely a

following did the students do rst to
help bring salmon back to Middle Creek?
A. They released salmon into the creek.
B. They picked up litter along the creek.
C. They received eggs from a sh
hatchery.
D. They kept the eggs in a tank in the
refrigerator.
40
Session 1
ID:228317 A Common
ID:228369 D Common
What makes this article nonction?

A. It presents facts about salmon.
B. It uses rhyming verses about salmon.
Read the sentence from the article in the

box below.
They eagerly raised and released the
baby sh just as they did the rst time.
C. It gives an imaginary report about

salmon.
D. It entertains through a story about
salmon.
What part of speech is the word eagerly

as it is used in the sentence?
A. noun
B. verb
C. adjective
D. adverb
Write your answer to open-response question 8 in the space provided in your Student Answer
Booklet.
ID:228371 Common
In the article Bringing Back Salmon, the students raise salmon eggs.
a. Describe how the students cared for the eggs.
b. Describe how the eggs hatched.
c. Describe how the students knew when to release the eggs into the creek.
Support your answers with important details from the article.
41
Session 1
Juma0405L M
Juma and Simon are brothers, but they are very different from each other. Read the story below to nd out
what happens when one of them receives a magic shell as a gift. Answer the questions that follow.
Juma
and the
Mermaid
by Rina Singh
ong ago, in a seaside

village in Trinidad, there
lived a boy named Juma.
He had no mother or father and
had spent most of his life trying
to please his older brother,
Simon. But no matter how many
chores Juma did, there was no
pleasing Simon.
One day they went out to the

Caribbean Sea to sh. While
Simon steered the boat, Juma
threw the nets and waited.
I think I caught a big one!
cried Juma, pulling up his
catch. The sh was enormous
and it shimmered with all the
colours of the sea blue, green,
brown and silver.
Simon could hardly wait to
go to the market and fetch a
handsome price for the sh. But
when Juma saw tears in the
42
shs sad eyes, he heaved the

beautiful creature back into
the sea.
What did you do that for?
Simon screamed at Juma.
But before he could answer,
Juma lost his balance and fell
overboard. Suddenly, he felt
something grab his hand. To
Jumas surprise, it
was a beautiful
girl. But, from
the waist
down, her
body tapered
into a sh. It
was the same
sh he had
just caught!
Youre a
mermaid!
gasped Juma,
suddenly
10
11
12
realizing he could breathe and

talk underwater.
Yes, and you saved my life.
My name is Aba. Come and meet
my father, the King, said the
beautiful mermaid.
Together, they swam all the
way to the magnicent
underwater palace on the sea
oor. Sitting on the palace
throne was the King of the Sea,
wearing a turban of sea sponges
and pearls and a red robe. He
welcomed Juma and ordered a
celebration in his honour.
It was a spectacular party. All
the guests danced the turtles
swayed, the sea snakes twirled
and the ying sh awed
everybody with their ballet.
Juma spent several days
exploring the wonders of the
sea, chasing sea turtles and
playing with Aba. But after
seven days, Juma wanted to
go home.
Aba was sad but she took
Juma to the shore. As they
parted, she gave Juma a conch
shell.
Whisper any
wish in it and
it will come
true. But no
one else
except you
can make the
wishes come
Session 1
13
14
15
16
17
43
true. Then with a slap of her

tail, Aba disappeared beneath
the waves.
When Juma returned to his
hut, his brother Simon was still
angry about the sh. He told
Juma to leave him alone.
Juma walked away to a nearby
palm tree and made a wish into
the shell. An instant later, he
found himself standing in a
beautiful, brand new hut. From
that day on, he secretly used the
magic shell to bring good
fortune to himself and the other
villagers. No one else knew that
Juma had a magic shell.
But Simon thought something
was shy. He was so jealous of
Juma that he spied on him day
and night and soon discovered
the secret of the magic shell.
Then Simon demanded all sorts
of jewels and riches from Juma.
Enough is enough! Juma
nally said. He decided not to
use the magic anymore because
no riches in the world could
satisfy his brothers greed.
Take it all away, he whispered
into the shell.
In an instant, everything the
shell had created was gone. The
beautiful hut turned into sand
and the jewels turned into
pebbles. Simon snatched the
shell away from Juma and
started shouting wishes into the
18
Session 1
shell. But none of them came

true.
Juma walked to the waters
edge and wished to return to the
magical world under the sea.
Suddenly, his mermaid friend
19
Aba appeared before him.

Jumas legs began to tingle
and a sh tail grew where his
feet had been. He dove towards
Aba to live among the riches of
the sea forever.
Adapted from chickaDEE magazine, Juma and the Mermaid June 2003 by Rina Singh. Illustrations by Jose Masse. Used with permission
of Bayard Presse Canada Inc.
44
Session 1
ID:226003 B Common
ID:226005 B Common
11
Which of the following sentences

from the story shows that Juma is a
kind person?
How do the details in paragraph 10 help

the reader?
A. They help the reader picture how the
underwater animals dress.
A. While Simon steered the boat, Juma

threw the nets and waited.
B. They help the reader imagine being

at the underwater celebration.
B. From that day on, he secretly used

the magic shell to bring good fortune
to himself and the other villagers.
C. They help the reader feel what it is

like to live under the sea.
C. Juma spent several days exploring

the wonders of the sea, chasing sea
turtles and playing with Aba.
D. They help the reader understand how

the underwater animals learn to dance.
D. Jumas legs began to tingle and a sh

tail grew where his feet had been.
ID:226016 A Common
12
ID:244136 C Common
10
In paragraph 4, what does the

author mean by the phrase fetch a
handsome price?
According to the story, what happens

right after Juma meets the King of
the Sea?
A. receive a large payment
A. He throws the nets and waits

for sh.
C. pay a high fee
B. eat a large meal

D. display a beautiful item
B. He loses his balance and falls into

the water.
C. He attends a party and explores the
underwater world.
D. He walks to the water and grows a
sh tail.
45
Session 1
The poem The Photograph is about a boy who watches his mother study some photographs. Read to nd out
what happens to Mam as she looks at photographs of her family and events of the past. As you read the poem, be
sure to use the word bank to help you with the Spanish words and their meanings. Answer the questions that follow.
The Photograph
10
15
20
25
30
Mam takes down
the large frame
with all of my cousins
my tos and tas
and all of
the babies
the weddings
the birthdays
graduations
quinceaeras
bailables
bautismos:
Her little squares of Mxico.
Word Bank
Mam Mama
to uncle
ta aunt
quinceaera special party for 15-year-old girls
bailables dances with live music
bautismos baptisms
Mam squeezes little pink Mimi
between my to Ricardo
and the picture of her quinceaera.
Mam was so beautiful then:
small shoulders inside her white dress,
her serious mouth,
her dancing eyes.

Mam looks through
the glass
and the pictures
and the back of the frame
clear through the wall.
She stands as still as her photograph.
Her eyes dance
like they did in her photograph.

She does not know
I saw her become
fteen again.
Jane Medina
My Name Is Jorge: On Both Sides of the River, text copyright 1999 by Jane Medina. Published by Wordsong, Boyds Mills Press, Inc.
Reprinted by permission.
46
Session 1
ID:226096 D Common
13
ID:226099 B Common
16
What are the little squares of Mxico

referring to in line 13?
A. pages in an old photo album
A. rhyming words
B. pieces of pink material for clothes
B. stanzas
C. places where people get together
C. stage directions
D. photographs of family members
D. paragraphs
ID:226126 C Common
14
Which of the following makes The

Photograph a poem?
ID:226130 A Common
17
In line 27, what does Her eyes

dance mean?
Read lines 1718 in the box below.

Mam was so beautiful then:
small shoulders inside her white dress,
A. Her eyes move to music.

B. Her eyes appear gentle and wise.
C. Her eyes look excited and happy.
What part of speech are the words small

and white?
D. Her eyes ll with tears.
A. adjectives
B. adverbs
ID:244073 D Common
15
C. nouns
What is the main idea of lines 2631?
D. verbs
A. The speaker begins to dance

with Mam.
B. Mam nds an important photograph.
C. Mam has special people in her life.
D. The speaker watches as
Mam changes.
47
Session 1
Booklet.
ID:226132 Common
18
In the poem The Photograph, Mam and the speaker, who is her son, look at photographs
from the past.
a. Explain why the photographs are important to Mam.
b. Explain why the photographs are important to the speaker, her son.
Support your answer with important details from the poem.
48

DIRECTIONS
This session contains one reading selection with seven multiple-choice questions and one
open-response question. Mark your answers to these questions in the spaces provided in your Student
Answer Booklet.
Have you ever tried to talk your parents into letting you have something? Were you successful? Read this
story to see how Opal tries to talk her dad into letting her keep a dog named Winn-Dixie. Notice what
happens to Opals dad because of Winn-Dixie. Answer the questions that follow.
Because of Winn-Dixie
by Kate DiCamillo
1
That summer I found Winn-Dixie was also the

summer me and the preacher moved to Naomi,
Florida, so he could be the new preacher at the
Open Arms Baptist Church of Naomi. My daddy is
a good preacher and a nice man, but sometimes
its hard for me to think about him as my daddy,
because he spends so much time preaching or
thinking about preaching or getting ready to
preach. And so, in my mind, I think of him as the
preacher. Before I was born, he was a missionary
in India and that is how I got my first name. But
he calls me by my second name, Opal, because
that was his mothers name. And he loved her
a lot.
Anyway, while me and Winn-Dixie walked
home, I told him how I got my name and I told
him how I had just moved to Naomi. I also
told him about the preacher and how he was a
good man, even if he was too distracted with
sermons and prayers and suffering people to go
grocery shopping.
But you know what? I told Winn-Dixie,
you are a suffering dog, so maybe he will take to
you right away. Maybe hell let me keep you.
Winn-Dixie looked up at me and wagged his
tail. He was kind of limping like something was
wrong with one of his legs. And I have to admit,
he stunk. Bad. He was an ugly dog, but already, I
loved him with all my heart.
49
8
9
10
11
12
13
14
15
16
Session 2
When we got to the Friendly Corners Trailer

Park, I told Winn-Dixie that he had to behave
right and be quiet, because this was an all adult
trailer park and the only reason I got to live in it
was because the preacher was a preacher and I
was a good, quiet kid. I was what the Friendly
Corners Trailer Park manager, Mr. Alfred, called
an exception. And I told Winn-Dixie he had to
act like an exception, too; specifically, I told him
not to pick any fights with Mr. Alfreds cats or
Mrs. Detwellers little yappie Yorkie dog, Samuel.
Winn-Dixie looked up at me while I was telling
him everything, and I swear he understood.
Sit, I told him when we got to my trailer. He
sat right down. He had good manners. Stay
here, I told him. Ill be right back.
The preacher was sitting in the living room,
working at the little foldout table. He had papers
spread all around him and he was rubbing his
nose, which always means he is thinking. Hard.
Daddy? I said.
Hmmm, he said back.
Daddy, do you know how you always tell me

that we should help those less fortunate than
ourselves?
Mmmmmm-hmmm, he said. He rubbed his
nose and looked around at his papers.
Well, I said, I found a Less Fortunate at the
grocery store.
Is that right? he said.
Yes sir, I told him. I stared at the preacher
really hard. Sometimes he reminded me of a turtle
hiding inside its shell, in there thinking about
things and not ever sticking his head out into the
world. Daddy, I was wondering. Could this Less
Fortunate, could he stay with us for a while?
Finally the preacher looked up at me. Opal,
he said, what are you talking about?
I found a dog, I told him. And I want to
keep him.
50
17
18
19
20
21
22
23
24
25
26
Session 2
No dogs, the preacher said. Weve talked

about this before. You dont need a dog.
I know it, I said. I know I dont need a dog.
But this dog needs me. Look, I said. I went to the
trailer door and I hollered, Winn-Dixie!
Winn-Dixies ears shot up in the air and he
grinned and sneezed, and then he came limping
up the steps and into the trailer and put his head
right in the preachers lap, right on top of a pile of
papers.
The preacher looked at Winn-Dixie. He looked
at his ribs and his matted-up fur and the places
where he was bald. The preachers nose wrinkled
up. Like I said, the dog smelled pretty bad.
Winn-Dixie looked up at the preacher. He
pulled back his lips and showed the preacher all
of his crooked yellow teeth and wagged his tail
and knocked some of the preachers papers off the
table. Then he sneezed and some more papers
fluttered to the floor.
What did you call this dog? the preacher
asked.
Winn-Dixie, I whispered. I was afraid to say
anything too loud. I could see that Winn-Dixie
was having a good effect on the preacher. He was
making him poke his head out of his shell.
Well, said the preacher. Hes a stray if Ive
ever seen one. He put down his pencil and
scratched Winn-Dixie behind the ears. And a
Less Fortunate, too. Thats for sure. Are you
looking for a home? the preacher asked, real
soft, to Winn-Dixie.
Winn-Dixie wagged his tail.
Well, the preacher said. I guess youve
found one.
BECAUSE OF WINN-DIXIE. Copyright 2000 Kate DiCamillo. Reprinted by permission of the publisher Candlewick Press, Inc.
Cambridge, MA.
51
Session 2
ID:228134 C Common
19
ID:228135 A Common
21
Based on the story, why is it important

to Opal that Winn-Dixie be on his
best behavior?
A. so that he will be able to protect
Mr. Alfreds cats
A. He looks at her when she talks.
B. so that someone will gure out why

he is limping
C. He walks quietly all the way home.
B. He waits outside the store.

D. He scratches behind his ears.
C. so that the people at the trailer park

will let him stay
D. so that Mrs. Detweller will let him
play with her dog
ID:228136 C Common
22
Based on the story, why does Opal call

Winn-Dixie a Less Fortunate?
A. to cause Mr. Alfred to feel sorry for
the dog
ID:228151 C Common
20
According to the story, what makes

Opal think that Winn-Dixie really
understands her?
According to paragraph 5, why does

Mr. Alfred call Opal an exception?
B. to let her dad know the dog smells
A. She is good to his cats.
C. to get the preacher to accept the dog
B. She seems to be a kind girl.
D. to show Mrs. Detweller that the

dog behaves
C. She is a well-behaved child.

D. She wants to keep a stray dog.
52
Session 2
ID:244138 C Common
23
ID:228140 C Common
25
Read the sentence from paragraph 23 of

the story in the box below.
He was making him poke his head
out of his shell.
Well, said the preacher. Hes a

stray if Ive ever seen one.
Which of the following best explains

what happens in this part of the story?
What part of speech is the word stray as

it is used in the sentence?
A. Winn-Dixie causes the papers to fall

on the oor.
A. adjective
B. Opal becomes speechless when a

mess is made.
C. noun
B. adverb
D. verb
C. The preacher forgets about work for

a minute.
D. A less fortunate person is asking
for help.
ID:244139 D Common
24
Read the sentences from the story in the

box below.
Which of the following words most

likely describes how Opal feels at the
end of the story?
A. brave
B. impatient
C. jealous
D. pleased
53
Session 2
Booklet.
ID:228165 Common
26
In the story, the preacher rst tells Opal, No dogs. Explain why the preacher changes his
mind. Support your answer with important details from the story.
54

DIRECTIONS
This session contains two reading selections with thirteen multiple-choice questions and one
Answer Booklet.
Not only are teeth very important to each of us, they are also very interesting! Did you know that teeth
contain the hardest substance in your whole body? Read on to discover more interesting facts about teeth.
Answer the questions that follow.
TEETH
E VERY TIME WE EAT we use our teethto bite, chew,

crunch, and grind food. Teeth enable us to break up food
properly so that our bodies can digest it and turn it into
energy. A tooth has three main partsthe crown of the
tooth, which shows above the gum; the neck, which
shows at gum level;
Enamel
Pulp cavity
and the root, which
is hidden in the
Dentine
jawbone. The root
of the tooth is fixed
Gum
securely in the jaw
HEALTHY TEETH
by a substance
It is important to take
care of your teeth to keep
called cementum.
Blood
Root
them healthy. Teeth
vessels
A tooth has three
should be cleaned with a
layerscreamy
toothbrush, toothpaste,
white enamel on
Jawbone
and dental floss after
Cementum
the outside (the
every meal. Sugary foods
are damaging to teeth
hardest substance
Nerve
Cross section
and cause tooth decay.
in the body); a
of a molar
layer of dentine
beneath; and the
pulp cavity in the center. The pulp contains
STRUCTURE OF A TOOTH
many nerves, which connect to the jawbone.
Teeth have one, two (like this molar),
three, or occasionally four roots,
There are four main kinds of teeth; each kind
which anchor them securely in the
is shaped for a different job. Chisel-like
jawbone and withstand the pressure
incisors at the front of the mouth cut and slice
of biting and chewing. Blood vessels
food; longer, pointed canines tear and rip
which carry nutrients and oxygen,
food; and flat, broad premolars and molars

and nerves which transmit sensation,
pass out through tiny holes in the
crush and grind it. During our lives, we have

base of each root.
two sets of teethmilk teeth as children, and

a second set of teeth as adults.
55
Session 3
Temporalis
muscle pulls
jaw up.
JAWS
The upper jaw is xed to the skull and does not
move. Powerful muscles in the cheeks and the
side of the head pull the lower jaw up toward
the upper jaw, so that the teeth come together
with great pressure for biting. Other muscles
pull the lower jaw sideways, so that we can
chew with both up-down and side-to-side
movements. Teeth are an important rst step
in the process of digesting food.
Lateral
pterygoid
muscles move
jaw from side
to side.
[
MILK TEETH AND

ADULT TEETH
Children have 20 milk teeth
which gradually fall out and
are replaced by a second set
of permanent adult teeth.
Adults have 32 teeth in total.
Each jaw has 4 incisors,
2 canines, 4 premolars, and
6 molars (2 of which are
wisdom teeth). Wisdom teeth
grow when a person is about
20, although some never push
through the gum.
TUSKS
Premolar
Molar
Wisdom
tooth
Incisor
A set of
adult teeth
Canine
Animals use their teeth for

more than just eating food.
Large teeth help defend an
animal against its
enemies, or when ghting
rivals during the mating
season. The tusks of the
warthog shown here are
huge canine teethlike the
tusks of an elephant. Tusks
are used to frighten off
predators and, sometimes,
to dig up food.
DENTISTS
Part of tooth
shows below
the gum line.
Dentists use x-rays (left) to

see the roots of teeth and to
identify any cavities. In the
past, dentists extracted
decaying teeth, but now only
P a rt o f to o th
the affected parts are
s h o w s b e lo w
th e g u m lin e
removed and the hole is
lled with hard articial
materials. The white areas
on this x-ray are llings.
From BROWN PAPER SCHOOL BOOK: BLOOD AND GUTS by The Yolla Bolly Press. Copyright 1976 by The Yolla Bolly Press. By permission
of Little, Brown and Co., Inc. "Teeth: Girl Brushing Her Teeth Jose Luis Pelaez, Inc./CORBIS, Warthog Drinking Gallo Images/CORBIS,
Dental X ray PictureArts/CORBIS.
56
Session 3
ID:244653 A Common
ID:244645 A Common
27
30
What is the purpose of the rst sentence

of this article?
According to the article, what is a

persons rst set of teeth called?
A. to introduce the topic of teeth
A. milk teeth
B. to identify types of teeth
B. baby teeth
C. to describe different parts

of teeth
C. wisdom teeth
D. permanent teeth
D. to sum up the information

about teeth
ID:226089 C Common
31
ID:244650 C Common
28
According to the article, at what age

will a person usually get wisdom teeth?
According to the article, why are teeth

most important?
A. 4
A. because they send signals to

the brain
C. 20
B. 6
D. 32
B. because they have the strongest

substance in the body
C. because they are part of the process
that changes food to energy
ID:226088 A Common
32
D. because they have blood vessels that

carry energy to the body
According to the article, what is a

reason dentists use x-rays?
A. to nd cavities in teeth
B. to nd the llings in teeth
C. to see the shape of the gums
ID:226108 C Common
29
According to the article, which part of

the tooth has nerves in it?
D. to see the muscles of the jaw
A. the crown
B. the enamel
C. the pulp cavity
D. the dentine layer
57
Session 3
ID:226091 A Common
33
ID:226092 C Common
34
Read the sentence from the article in

the box below.
Teeth enable us to break up food
properly so that our bodies can
digest it and turn it into energy.
Read the sentence from the article in the

box below.
In the past, dentists extracted
decaying teeth, but now only the
affected parts are removed and the
hole is lled with hard articial
materials.
What is the meaning of enable as it is

used in the sentence?
Which word in the sentence helps the

reader understand the word extracted ?
A. help
B. teach
A. past
C. persuade
B. parts
D. encourage
C. removed
D. lled
Booklet.
ID:226094 Common
35
Based on the article, describe the different ways humans and animals use teeth. Support your
answer with important details from the article.
58
Session 3
Matilda0404L M
In this story from the book Matilda, a young girl discovers the joy of reading. Matilda is a smart, sensitive
child who has captured the attention of the town librarian, Mrs. Phelps. Notice Matildas actions and the
way that Mrs. Phelps responds to her. Pay special attention to the descriptions of Matilda as she reads.
Answer the questions that follow.
MATILDA
by Roald Dahl
The Reader of Books
Students read a selection titled Matilda and then answered questions 36

through 40 that follow on the next page of this document.
From MATILDA by Roald Dahl, copyright 1988 by Roald Dahl. Used by
permission of Pufn Books, A Division of Penguin Young Readers Group, A Member
of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights
reserved.
59
Session 3
ID:225984 A Common
ID:225981 C Common
36
39

the box below.
In the story, how does Matilda meet Pip

and old Miss Havisham?
A. She reads about them in a story.
Would you like me to help you

nd a nice one with lots of pictures
in it?
B. She runs into them at the library.

C. She nds them in her secret garden.
D. She hears them reading a story.
What does this show about Mrs. Phelps?

A. She does not think that Matilda
is artistic.
ID:225985 D Common
40
B. She is proud of the books in her

library.
C. She does not expect Matilda to be
able to read.
And a strange sight it was, this

tiny dark-haired person sitting there
with her feet nowhere near touching
the oor, totally absorbed in the
wonderful adventures of Pip and old
Miss Havisham and her cobwebbed
house and by the spell of magic that
Dickens the great story-teller had
woven with his words.
D. She recommends only books that

she likes.
ID:244385 D Common
37
Which of the following phrases from the

story best shows how strongly Matilda
is concentrating on her reading?
A. It was necessary to rest it on
the lap . . .
What is the meaning of the word

absorbed as it is used in the sentence?
B. . . . she had to sit leaning forward in

order to read.
A. completely soaked
C. . . . because it was too heavy for her

to hold up.
C. emptied
B. confused
D. very interested
D. The only movement from the reader

was the lifting of the hand . . .
ID:227543 C Common
38
Read the sentence from the story in the

box below.
In the story, Matilda describes The

Secret Garden as
A. scientic.
B. historical.
C. mysterious.
D. factual.
60
Grade 4 English Language Arts

Language and Literature
Standard
Correct Answer
(MC)*
13
40
40
40
13
40
13
41
10
41
Language
41
13
Item No.
Page No.
40
2
3
Reporting Category
45
16
10
45
16
11
45
15
12
45
Language
13
47
15
14
47
15
15
47
14
16
47
10
17
47
Language
18
48
14
19
52
12
20
52
12
21
52
22
52
12
23
53
12
24
53
12
25
53
Language
26
54
12
27
57
13
28
57
13
29
57
30
57
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Language
34
58
Language
35
58
13
36
60
12
37
60
12
38
60
12
39
60
12
40
60
Language
61
IV. English Language Arts,

Language and Literature, Grade 5

Language and Literature Test
Arts Curriculum Framework (2001) listed below. Specic learning standards for grade 5 are found
in the Supplement to the Massachusetts English Language Arts Curriculum Framework (2004). Page
numbers for the learning standards appear in parentheses.
Language (Framework, pages 1926; Supplement, page 10)
The English Language Arts Curriculum Framework is available on the Department Web site
at www.doe.mass.edu/frameworks/ela/0601.pdf. The Supplement to the Massachusetts English


the table.
63

DIRECTIONS
Nature photography can be a fun and interesting hobby. In this article, nature photographer John Fielder
describes his experiences and provides tips for beginning photographers. Read the article and answer the
questions that follow.
Taking His Best Shots
by Claudia Cangilla McAdam

1
John Fielder could have drowned on his
During the past 30 years, Fielder has

recorded half a million images with his
camera. He calculates that between the
driving, hiking, skiing, and rafting hes
done, hes logged more than a million miles
in Colorado.
And Fielder does not travel lightly. I
want to make nature look as good as I can
on lm, he says. To get great shots, he lugs
65 pounds of equipment on his back as he
hikes or skis. It takes him as much as half
an hour to set up his camera for each shot.
way to work. His raft bumped over rocks

and pitched through rapids on the Dolores
River in southwestern Colorado. The spring
runoff of melting snow from the mountains
sent chilly water crashing down the river.
6
2
Fielders rubber raft rushed toward
Snaggletooth, the largest rapid on this
stretch of the Dolores. The raft smacked
into a big rock in the middle of the
100-foot-wide river. Thousands of pounds
of water poured over the edge of the boat,
securing it against the rock and drenching
Fielder. He was in big trouble.
3
Luckily, another group of rafters came
by. They set up a Z-rig, a system of pulleys
secured by a tree at the side of the river. It
took seven people two hours to free Fielder
so that he could continue on to work.
4
Who goes to work in a rubber raft? As
a nature photographer, Fielder often travels
to work in unusual ways. In spring, he
rafts the rivers to reach hidden canyons. In
summer, three llamas carry his equipment,
and helpers trek the rugged land with
him. In winter, he skis the back country,
traveling ve to nine miles a day to get
Lead-in linea fence along the Dallas Divide.
from one remote hut or cabin to another.
64
10
Session 1
Fielder photographs with a large-format

camera like those used a hundred years
ago. He has to tuck his head under a black
cloth to look through the viewnder, which
presents the image to him upside down.
Nature photography is an art form,
Fielder says. The camera is a great tool
because it does the painting for us.
Fielders adventures in the wilderness

have been funny (chasing down a pack of
runaway llamas). Theyve been uncomfortable
(getting soaked by summer monsoons and
pelted by golf-ball-sized hailstones). Theyve
been annoying (marmotsanimals in the
groundhog familychewing through his cars
spark-plug wires, stranding him three hours
from anywhere). And theyve been dangerous
(in addition to the rafting incident, he has
faced a potential avalanche, which caused
him to hightail it out of the area). Mother
Nature is powerful, Fielder says simply.
Because the natural world has given
Fielder so much, he works to preserve
the wild and open spaces. He treats the
land with respect. In return he is able to
experience the sights, sounds, and smells of
different places, and share those encounters
with others through his photos.
Fielder plans each trip with great care
and love, and scouts out each location so
that he can always take his best shots.
1. Scout the area before you begin.

Figure out what will make a good
picture and when the light will be right.
2. Shoot photos as the sun comes up
and as it goes down, when shadows are
broad and colors intense.
3. Look for complementary colors.
Photograph trees with orange leaves
against a blue sky or red owers in a
eld of green.
4. Search for patterns and shapes, such
as a row of tree trunks or rocks in a
riverbed, to make photos more dramatic.
5. Try shots with your main subject
off to one side or near the top or bottom
of your photo to create an off-center
balance.
6. Make sure the land and sky dont
always meet in the center of your
pictures. Make the picture one-third land
and two-thirds sky, or one-third sky and
two-thirds land.
7. Use lead-in lines. Compose your
photo with a road, trail, or fence line that
starts somewhere out of the frame and
runs right into the picture.
8. Shoot, shoot, shoot. Take lots of
photos. As with any other skill you
learn, the more you practice, the better
youll get.
Taking His Best Shots by Claudia Cangilla McAdam. Illustrations by John Fielder. Copyright 2004 by Highlights for Children, Inc.,
Columbus, Ohio.
65
Session 1
ID:213327 C Common
ID:238791 C Common
Which statement best summarizes the

information about John Fielders job
given in paragraphs 4 and 5?
According to the article, why does John

Fielder believe that Nature photography
is an art form?
B. His job always puts him in danger.
A. Both art and photography are

difcult to do.
C. His job takes a lot of time

and travel.
B. Both art and photography work to

protect nature.
D. His job is like being an artist

or painter.
C. Both art and photography record

beauty in nature.
A. His job pays him well.
D. Both art and photography are

appealing to people.
ID:238794 D Common
Based on the information in the article,

what is the most likely reason John
Fielder goes to such great lengths in
his work?
ID:238796 D Common
A. He wants to get away from crowds

of people.
Based on the article, which of the

following best shows that John Fielder
treats the land with respect?
A. He travels through Colorado.
B. He wants to be the rst to explore

new places.
B. He writes funny stories about

his adventure.
C. He wants to set a record for

traveling around the world.
C. He volunteers in national parks.

D. He tries to protect
natural areas.
D. He wants to photograph places that

most people rarely visit.
66
Session 1
ID:208905 D Common
ID:208889 A Common
In Eight Tips for Taking Your Best

Shot, what do tips 4, 5, and 6
suggest about John Fielders views
on photographs?

the box below.
Fielder plans each trip with great care
and love, and scouts out each location
so that he can always take his
best shots.
A. Unusual arrangements of the

subject create interest.
B. It is easier to take photos of
landscapes than of people.
In the sentence, which part of speech is

the word scouts?
C. Always place the subject at the

center of a photograph.
A. adjective
D. Landscape photography should

always show more land than sky.
B. adverb
C. noun
D. verb
ID:208894 A Common
Why does the author repeat the word

shoot three times in step 8?
A. to highlight the importance of lots
of practice
B. to show how professional
photographers work
C. to suggest that the third picture will
be the best
D. to encourage photographing a scene
from three angles
67
Session 1
Booklet.
ID:242322 Common
The purposes of this article are to entertain and inform readers.

Explain one way the author entertains readers.
Explain one way the author informs readers.
Support your answers with important details from the article.
68
Session 1
The Stone Dog is a story from Puerto Rico that describes a strong and lasting friendship. Read the story
and answer the questions that follow.
The Stone Dog

by Pura Belpr
Students read a selection titled The Stone Dog and then answered
questions 9 through 12 that follow on the next page of this document.
The Stone Dog from Once in Puerto Rico by Pura Belpr. Copyright 1983 by Pura
Belpr. Used by permission of Frederick Warne Books, A Division of Penguin Young
Readers Group, A Member of Penguin Group (USA) Inc., 345 Hudson Street, New
York, NY 10014. All rights reserved.
69
Session 1
ID:204515 C Common
ID:241306 B Common
11
z
According to the story, what do the

sherman and his dog do after shing
each day?
What is the main theme of the story?

A. facing natures challenges
B. the lasting power of loyalty
A. clean the boat
C. the high cost of foolishness
B. go out for a sail
D. learning the value of hard work
C. go to town to sell sh
D. watch other boats return
ID:238801 A Common
12
z
ID:238799 B Common
10
z
In the story, what is the rst clue that

the sherman might face trouble ahead?
Which of the following best describes

the story?
A. legend
B. mystery
A. The sh are not biting.
C. fairy tale
B. The dog behaves strangely.
D. realistic ction
C. The other boats sail for shore.

D. The dog runs to the high ridge.
70
Session 1
These selections are from Karen Hesses book Out of the Dust. The speaker is a young girl who lives with
her family in the Midwest during the 1930s. At that time, serious drought destroyed the farmers crops and
caused great dust storms. People were very poor and some farmers lost their farms. Read the selections
Out of the Dust

by Karen Hesse
Debts1
1
2
Daddy is thinking
of taking a loan from Mr. Roosevelt and his men,
to get some new wheat planted
where the winter crop has spindled out and died.2
Mr. Roosevelt promises
Daddy wont have to pay a dime
till the crop comes in.
Daddy says,
I can turn the elds over,
start again.
Its sure to rain soon.
Wheats sure to grow.
Ma says, What if it doesnt?
Daddy takes off his hat,

roughs up his hair,
puts the hat back on.
Course itll rain, he says.
Ma says, Bay,
it hasnt rained enough to grow wheat in
three years.
Debts money owed to another

where the winter crop has spindled out and died the wheat plants have grown thin and died
71
Session 1
Daddy looks like a ght brewing.

He takes that red face of his out to the barn,
to keep from feuding with my pregnant ma.
I ask Ma
how,
after all this time,
Daddy still believes in rain.
Well, it rains enough, Ma says,

now and again,
to keep a person hoping.
But even if it didnt
your daddy would have to believe.
Its coming on spring,
and hes a farmer.
March 1934
...
First Rain
1
Sunday night,
I stretch my legs in my iron bed
under the roof.
I place a wet cloth over my nose to keep
from breathing dust
and wipe the grime tracings from around my mouth,
and shiver, thinking of Ma.
I am kept company by the sound of my heart
drumming.
Restless,
I tangle in the dusty sheets,
sending the sand ying,
cursing the grit against my skin,
between my teeth,
under my lids,
swearing Ill leave this forsaken place.
I hear the rst drops.

Like the tapping of a stranger
at the door of a dream,
the rain changes everything.
72
Session 1
It strokes the roof,
streaking the dusty tin,
ponging,
a concert of rain notes,
spilling from gutters,
gushing through gullies,
soaking into the thirsty earth outside.
Monday morning dawns,

cloaked in mist.
I button into my dress, slip on my sweater,
and push my way off the porch,
sticking my face into the fog,
into the moist skin of the fog.
The sound of dripping surrounds me as I
walk to town.
Soaked to my underwear,
I cant bear to go
through the schoolhouse door,
I want only to stand in the rain.
Monday afternoon,
Joe De La Flor brushes mud from his horse,
Mr. Kincannon hires my father
to pull his Olds out of the muck on Route 64.
And later,
when the clouds lift,
the farmers, surveying their elds,
nod their heads as

the frail stalks revive,3
everyone, everything, grateful for this moment,
free of the
weight of dust.
January 1935
the frail stalks revive the weakened plants come back to life
From Out of the Dust by Karen Hesse. Copyright 1997 by Karen Hesse. Reprinted by permission of Scholastic Inc.
73
Session 1
ID:208633 B Common
ID:208625 A Common
13
z
16
z
What do stanzas 1 through 5 of Debts

show about the farm?
A. It has not been successful.
In stanza 3 of First Rain, why does

the speaker compare the sound of the
rain to a concert of rain notes?
B. It is different from other farms in

the area.
A. She thinks it is the radio.
C. It is not large enough for Daddy.
C. She thinks she is dreaming.
D. It has been taken over by

Mr. Roosevelt.
D. It reminds her of a song she knows.
B. It sounds like music to her.
ID:208645 D Common
17
z
ID:238802 D Common
14
z
In stanza 4 of Debts, what is the

most likely reason that Daddy roughs
up his hair?
A. talking
B. leaving
A. He is getting ready to go to work.
C. working
B. He is drying his hair after the rain.
D. quarreling
C. He is uncomfortable without
his hat.
D. He is worried about borrowing
the money.
ID:208631 A Common
15
z
In stanza 6 of Debts, what does the

word feuding mean?
Read the lines from First Rain in the

box below.
Like the tapping of a stranger at
the door of a dream,
What is the effect of comparing the rain
to a stranger at the door?
A. It shows that the rain is a surprise.
B. It shows that the rain is a problem.
C. It shows that the speaker
is dreaming.
D. It shows that the speaker
is frightened.
74
Session 1
Booklet.
ID:238804 Common
18
z
Based on the selections, describe the mood of the speaker before and after the rain. Support
your answer with important details from Debts and First Rain.
75

DIRECTIONS
This session contains one reading selection with eight multiple-choice questions and one
Answer Booklet.
This chapter is from Time Cat, a novel about time travel written by Lloyd Alexander. In the novel, Jason
owns a most unusual cat named Gareth. Read the chapter and answer the questions that follow.
from Time Cat

by Lloyd Alexander
1
3
4
Gareth was a black cat with orange eyes. Sometimes, when he

hunched his shoulders and put down his ears, he looked like an owl.
When he stretched, he looked like a trickle of oil or a pair of black
silk pajamas. When he sat on a window ledge, his eyes half-shut and
his tail curled around him, he looked like a secret.
He belonged to a boy named Jason, who loved him and believed
Gareth could do anything in the world. As things turned out, Jason was
rightnot entirely, but almost.
It happened this way.
In the middle of a sunny afternoon, Jason sat in his room on the
end of his bed, with his chin in his hands, and wished the past ve
minutes had never happened.
Downstairs, in that space of time, he had accomplished the
following:
1. Spilled paint on the dining-room table.
2. Dropped his model airplane and stepped on it.
3. Coated the inside of one pocket of his jacket with glue,
when the tube he had been saving for emergencies had come
uncapped.
4. Torn his shirt.
5. Punched his younger brother in the ribs for laughing at him.
6. Talked back to his mother, who had not agreed his brother
needed punching.
7. Begun to cry, a thing Jason despised because he considered
himself too old for it.
There had been other details he preferred to forget. In any case, he

had been told to go to his room, which he did, feeling put down and
miserably sorry for himself.
76
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Session 2
Gareth, who had been drowsing on top of Jasons pillow, uncurled

and climbed onto the boys lap. Jason stroked the cat and ran his nger
over Gareths only white spoton his chest, a T-shaped mark with a loop
over the crossbar.
Lucky Gareth, Jason sighed, lying back and closing his eyes, I
wish I had nine lives.
The cat stopped purring. I wish I did, too, he said.
Jason started up in surprise. Not because Gareth had spoken. Jason
had always been sure he could if he wanted to. It was what Gareth had
said.
You mean you really dont have nine lives? Jason asked,
disappointed.
Im afraid not, said the cat, in a very matter-of-fact way. But,
since you mention it, Ill tell you a secret. I only have one life. With a
difference: I can visit.
Visit? Jason said.
Yes, Gareth went on, I can visit nine different lives. Anywhere,
any time, any country, any century.

Oh, Gareth! Jason clapped his hands. Can all cats do that?
Where do you think cats go when youre looking all over and
cant nd them? Gareth replied. And have you ever noticed a cat
suddenly appear in a room when you were sure the room was empty?
Or disappear, and you cant imagine where he went?
And youve actually gone to a lot of different countries? Jason
asked.
No, not yet, Gareth said. Ive been waiting foroh, I dont
know, a special occasion, you might say. I never saw much sense in
just going as a tourist. Its better to wait until theres some important
reason.
I guess youre right, Jason nodded. He looked over at Gareth.
I was wondering if you thought there might be a special occasion
coming up soon?
There might be, said Gareth.
Gareth, listen, Jason said eagerly, if it were a special occasion
and somebody else, somebody you liked, wanted very much to go,
could you take him with you?
Gareth did not answer immediately. He began looking like an owl
and stayed that way for a while. Finally, he said, Yes, I suppose I
could.
Would you take me?
Gareth was silent again. I could take you with me, he said, after
a moment, but I have to warn you of this. Youd be on your own, you
wouldnt have any kind of protection. Neither of us would. Naturally,
77
25
26
27
28
29
Session 2
Id help you every way I could; wed be able to talk to each other, but
only when no one else was around. Aside from that, what happens,
happens. And you couldnt change your mind in the middle.
Oh, theres something else. Whatever you did, you wouldnt dare
be separated from me for any length of time. Otherwise, youd never
see home again. Now, if you accept the conditions . . .
Oh, Gareth, I accept!
Are you sure? the cat asked. Think carefully.
Jason nodded.
Very well, said the cat. Look into my eyes. And he gave Jason
a long, slow wink.
The Visitors from TIME CAT by Lloyd Alexander, 1963, 1991 by Lloyd Alexander. Reprinted by permission of Henry Holt and
Company, LLC.
ID:208518 C Common
19
z
ID:238809 B Common
21
z
In the last line of paragraph 1, Gareth

is described as looking like a secret.
What is the effect of this description?
According to the chapter, what surprises

Jason most about Gareth?
A. He is able to talk.
A. It shows that Gareth
is intelligent.
B. He has only one life.
B. It shows that Gareth is full

of curiosity.
D. He travels a great deal.
C. He likes to disappear.
C. It creates a sense of mystery.

D. It creates a sense of danger.
ID:208529 C Common
22
z
ID:250593 D Common
20
z
Based on paragraphs 1416, what is the

secret that all cats share?
In the chapter, what is the main reason

Jason wishes he had nine lives?
A. They can talk.
A. because he wants to surprise Gareth
C. They can travel in time.
B. because he wants to talk with Gareth
D. They can change into owls.
B. They can hide easily.
C. because he wants to live

much longer
D. because he wants to forget his
bad day
78
Session 2
ID:238812 C Common
ID:238810 B Common
23
z
25
z
In paragraph 21, what is the most likely

reason that Jason asks Gareth a question
about time travel?
A. Jason is trying to nd out where
Gareth has traveled.
Based on the last paragraph of the

chapter, what most likely happens
immediately after Gareth gives Jason
a wink?
A. They fall asleep and make plans for
the next day.
B. Jason is hinting that he would like to

be a time traveler.
B. They continue talking about traveling

through time.
C. Jason is telling Gareth that he should

use his time travel ability.
C. They nd themselves in a different

country and a different time.
D. Jason is hoping to tell his friends

more about cats and time travel.
D. They discuss the dangers they may

face if they travel through time.
ID:208536 D Common
24
z
At the end of the chapter, what does

Gareth explain to Jason about their trip
into the past?
ID:208541 B Common
26
z
A. that they need to make detailed

travel plans
B. that they will have fun wherever
they travel
The end of paragraph 5 states that Jason

despised crying because he considered
himself too old for it. Which word
could best be used in place of the
word despised?
A. forgot
C. that they need to keep their travel

plans secret
B. disliked
D. that they might face danger wherever

they travel
D. continued
C. delayed
79
Session 2
Booklet.
ID:208547 Common
27
z
In the chapter, Gareth helps Jason in an unusual way.

a. Describe what Gareth does to help Jason.
b. Explain how Gareths actions make Jason feel better.
Support your answer with important details from the chapter.
80

DIRECTIONS
This session contains two reading selections with twelve multiple-choice questions and one
Answer Booklet.
This article gives advice and instructions for bird watching. Read the article and study the diagram. Answer
the questions that follow.
H O W T O W AT C H B I R D S
earning how to watch birds can lead to a lifetime of fun.

You can do it just about anywherewhen hiking with your
family or friends, riding your bike, or just hanging out in your
backyard.
...
What Kind of Bird Is That?

Figuring out what kind of bird youve seen is like solving
a mystery. You gather clues, and eventually you can nd the
answer. Sometimes you need only one or two clues. Other times
you need more. Solving the mystery is a challenge, but it is
also a lot of fun. Try not to get frustrated. Youll get better with
practice. Here are some questions you can ask when trying to
identify an unknown bird.
What Color Is the Bird?

Color is one of the rst things you notice when you see a
bird. . . . But color alone is not always enough. While there are
only a few birds that are blue or red, there are many that are
brown or black or white. And there are some, such as pigeons,
that can be many different colors.
Does It Have Any Field Marks?

Birds have marks, such as spots or stripes, that will help you
identify them. For example, a cowbird has brown feathers on
its head. A robin has red feathers on its chest. These are called
eld marks. Field marks can be found on a birds head, wings,
body, or tail. They can help you tell similar birds apart.
81
Session 3
How Big Is the Bird?

Size is another quick clue to identifying a bird. Is it larger than
a sparrow? Is it smaller than a pigeon? The size of the bird will
help you rule out some choices and concentrate on others.
What Is the Birds Shape?

The shape of a bird can also help you identify it, even when
you cant see its color. Is the bird slender or plump? Does it
have a long neck or long legs? What shape is its bill or tail?
Where Did You See the Bird?

It is easy to understand that you
are more likely to nd some birds
in certain places. Ducks and geese
are commonly found near lakes
or rivers, and seagulls are usually
found at the seashore. But birds
can y anywhere. You may nd
ducks or geese a long way from
water. Or you may see seagulls far
inland. So keep your eyes open.
An unexpected bird can turn up
wherever you are.
...
Migration
In the spring many birds
migrate north to their
nesting sites. In the fall
they move south to
warmer areas where
there is more food.
Even tiny hummingbirds
migrate hundreds of
miles. This means that
unusual birds may pass
through your area during
these seasons.
What Is the Bird Doing?

As you watch birds you may notice that they behave in certain
ways. Some of these behaviors are good clues to the birds
identity. If you see a small bird climbing down a tree trunk, it is
probably a nuthatch. If you hear a bird drumming on a hollow
branch, it is probably a woodpecker. As you become more
familiar with birds, you will be able to identify some of them
by their behavior alone.
What Does It Sound Like?

Some birds have calls or songs that can be recognized
immediately. The coo, coo, coo of a pigeon or the cheep, cheep
of a sparrow are familiar sounds. Some birds even say their own
names. Listen for the toe-WHEE! of a towhee or the jay, jay! of
a jay. But dont be fooleda mockingbird can imitate the calls
of dozens of birds!
...
82
Session 3
BLACK-CAPPED CHICKADEE
10
11
12
hese little acrobats are a lot of fun to watch. Chickadees

spend almost as much time hanging upside down on branches
and bird feeders as they do right-side up. Quick-moving and
curious, chickadees are among the rst birds to appear at a new
feeder. Watch them dart in, take a seed, and y away. They often
store seeds in the nooks and crannies of tree bark to eat later.
Chickadees usually stay around all year. A male and female
make their nest in a hole in rotten wood or in an old woodpecker
hole. The pair digs the hole together. Then the female lines the
hole with soft material such as threads, feathers, moss, or hair.
With patience you may be able to teach chickadees to eat
seeds out of your hand. Stand very still near a bird feeder
where chickadees feed. Hold sunower seeds in the open palm
of your hand so the chickadees can see them as they y by. It
may take a while, but if you are successful, it is worth the effort.
83
Session 3
BLACK-CAPPED CHICKADEE
Black cap
White
cheeks
Black bib
Chickadees act
like acrobats
when feeding.
Males and
females look alike.
13
14
15
Habitat
Look for chickadees in wooded areas or in trees and shrubs
near houses.
Did You Know?
Voice
If disturbed on its
Chickadees get their name
nest, a female Blackfrom the call they make. Listen
capped Chickadee will
for their cheery-sounding
hiss like a snake.
chick-a-dee-dee-dee throughout
The Black-capped
the year.
Chickadee is the state
bird of Maine and
Food
Massachusetts.
Chickadees eat mostly insects,
seeds, and berries. At bird
feeders they especially like sunower seeds and suet.
How to Watch Birds from Backyard Birds by Jonathan P. Latimer and Karen Stray Nolting. Text copyright 1999 by Houghton Mifin.
Illustrations from A Field Guide to the Birds copyright 1980 by Roger Tory Peterson and A Field Guide to Western Birds copyright 1990
by Roger Tory Peterson. Published by Houghton Mifin Company.
84
Session 3
ID:242328 A Common
ID:241303 B Common
z
28
31
z
A. by writing about state birds
According to the box titled Migration,

why is it remarkable that hummingbirds
migrate hundreds of miles?
B. by comparing it to detective work
A. because they are so small
C. by writing about friends and family
B. because they cannot y fast
D. by comparing it to a science project
C. because they nest in southern states
In the article, how does the author try

to interest the reader in bird watching?
D. because they do not like

warm weather
ID:205111 C Common
29
z
According to the article, why is it

difcult to identify birds only by
their color?
ID:238815 A Common
32
z
A. Birds often change their

appearance.
According to the article, how are male

and female chickadees different from
each other?
B. Birds often lose their feathers

in winter.
A. The female pads the nest.
C. Many birds are the same color as

other birds.
C. The male digs the nest hole.
B. The male is more colorful.

D. The female has a longer tail.
D. Many birds are the color of

their surroundings.
ID:238817 A Common
33
z
ID:205115 B Common
30
z
What information is covered in

paragraphs 36 of the article?
Based on the information in the article,

what would the black bib and the white
cheeks of a chickadee be called?
A. eld marks
A. a birds behavior
B. gender marks
B. a birds appearance
C. habitat marks
C. a birds environment
D. voice marks
D. a birds migration patterns
85
Session 3
ID:238818 A Common
z
34
ID:205110 C Common
35
z
What is the main purpose of the article?

A. to inform beginning bird watchers
B. to encourage people to feed birds
Read the sentences from paragraph 2 in

the box below.
Solving the mystery is a challenge,
but it is also a lot of fun. Try not to
get frustrated.
C. to entertain with funny stories

about birds
D. to raise concerns about
endangered birds
What does the word frustrated mean?

A. excited
B. entertained
C. discouraged
D. bored
Booklet.
ID:238820 Common
36
z
Based on the article, describe three different behaviors of chickadees that make them
interesting to humans. Support your answer with important details from the article.
86
Session 3
In this poem, Gary Soto describes what happens when Fernie sees a quarter stuck in the pavement. Read
the poem to discover what choice Fernie makes and what happens because of his choice. Answer the
What Fernie Learned
Students read a selection titled What Fernie Learned and then answered
questions 37 through 40 that follow on the next page of this document.
What Fernie Learned, Copyright 2002 by Gary Soto, text from Fearless Fernie:
Hanging Out With Fernie and Me by Gary Soto, illustrated by Regan Dunnick. Used
by permission of G. P. Putnams Sons, A Division of Penguin Young Readers Group, A
Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All
rights reserved.
87
Session 3
ID:204530 C Common
z
37
ID:204535 B Common
39
z
In line 5, what causes Fernies hair to

jump on his head?
A. He is proud.
A. that he is worried
B. He is scared.
B. that he is determined
C. He is excited.
C. that he is getting sick
D. He is confused.
D. that he is very fortunate
ID:204536 C Common
38
z
What do the details in the third and

fourth stanzas show about Fernie?
ID:204538 A Common
40
z
In line 17, what does the description a

whole nation of black ants mean?
What do the last two lines of the poem

tell the reader?
A. a country of ants
A. the lesson of the poem
B. a certain kind of ant
B. the feelings Fernie had
C. a large group of ants
C. the nal event of the poem
D. a strange form of ant
D. the reason for Fernies actions
88

Standard
Correct Answer
(MC)*
13
66
13
66
66
67
13
67
15
67
Language
68
13
Item No.
Page No.
66
2
3
Reporting Category
70
16
10
70
16
11
70
11
12
70
10
13
74
12
14
74
12
15
74
15
16
74
15
17
74
Language
18
75
12
19
78
15
20
78
21
78
12
22
78
23
79
12
24
79
25
79
12
26
79
Language
27
80
28
85
29
85
30
85
13
31
85
13
32
85
13
33
85
13
34
86
10
35
86
Language
36
86
13
37
88
14
38
88
15
39
88
14
40
88
14
89
V. English Language Arts,


Arts Curriculum Framework (2001) listed below. Page numbers for the learning standards appear in
parentheses.


the table.
91

DIRECTIONS
Rich Wallace, the author of this article, is the editor of the magazine Highlights for Children. In the article,
he offers advice for students who hope to publish their writing. Read the article and then answer the
Editors Are Real People Too

by Rich Wallace
Senior Editor, Highlights for Children
1
2
When I was a kid, my favorite part of any magazine I read was always the
jokes and riddles. Thats the rst section Id turn to in Highlights for Children or
Humpty Dumpty in my annual visits to the dentists ofce. And, as a subscriber to
Boys Life, its also the section I often submitted work to, hoping to nd myself
published.
It never happened. Even when I was sure Id discovered the funniest joke,
told it with perfect timing and sent it off in the mail, Id invariably1 see that same
joke published (and told better than I had done) a month or two later, attributed
to 2 some other kid.
Many years later, after Id become an editor at Highlights, I realized just
how enormous was the competition for space on the pages of those magazines.
At Highlights, we receive more than a thousand pieces of mail from our readers
each week, and nearly all of those envelopes include work being submitted for
publication: stories, poems, drawings, jokes, riddles, tongue twisters and other
items. And even though we devote a fair amount of space to kids work each
monthabout ve or six pages, on averageit is still only a tiny fraction of that
volume that ever gets into print.
Ask any editor at Highlights and theyll tell you that the single hardest job we
have is choosing which pieces of kids work to publish. With stacks and stacks of
creative writing and drawings to look through each month, how do we determine
which pieces should get in? Its not an easy job.
Let me tell you about the process. First I should say that we dont expect
jokes, riddles or tongue twisters to be original. Of course, as editors, weve read
most of the more common jokes and such a thousand times, so we probably wont
invariably without fail

attributed to credited to
92
7
8
10
Session 1
be as tickled by Why did the chicken cross the road? as by a joke weve never
heard before. But items like these feel somehow like community property,3 so
were happy to share a joke that a kid has heard in school or elsewhere.
But when it comes to stories and poems, we seek originality without fail.
Some kids do submit poems that theyve read or heard elsewhere. Published
work is protected by copyright laws, of course, and we wouldnt want to give
someone credit for work that is not their own. We are very careful to have all
poems we are considering checked by an expert, but occasionally a poem thats
been copied will slip by us all and get into print. Its not only embarrassing, but
its aggravating to know that the poem took space that could have been devoted
to another childs original work.
So be original. And be creative.
I love poems and stories that only could have been written by one specic kid.
That is, if youve had a funny experience with your cat or a deep thought while
watching the moon come up, nd a way to tell about it that makes it yours alone.
The poems or stories that seem to jump out at us as we work our way through
a stack are the ones that convey a childs very own senses and emotions. The
writers words help us share that experience. And that makes us want to publish
the work.
Editors select things for publication that move them in some way. This is
true of the stories, poems and articles we purchase from adult writers as well
as the work we select from our readers. Any piece that causes me to reactto
smile or be entertained or even to feel sadwill denitely get a second look.
If it has made me feel some emotion, then it will do the same for other readers
as well.
Here are my top tips for any kid hoping to submit stories or poems to
Highlights. (Ive already given two of them, but Ill repeat them because theyre
so important.)
1. Be original. We can nearly always detect copied work.
2. Be creative. We read lots of poems about falling leaves. Either nd another
subject or nd a new way to tell us.
3. Be careful. It does make a difference if words are misspelled or writing
is not neat. Always check your work and recopy it if necessary. Carefully
prepared pages let us know that the writer takes pride in his or her work.
4. Be patient. You will receive a letter or postcard letting you know that
weve received your work, but it will be at least six months before your
work might be published. And the chances are great that it wont be. We
always encourage kids to keep writing and drawing and to be proud of
their creative work, whether it is published or not.
community property something shared by many people
93
Session 1
5. Be aware. It will be obvious from looking through a few issues of

Highlights that we dont publish lengthy poems and stories by children.
Pay attention to the type of work that your magazine is publishing. Most
kids magazines list some sort of guidelines in their pages. . . .
6. Keep trying. The more you write or draw, the better you will become at
it. Successful writers and artists keep at it for a long time, and that is
true of children as well as adults.
From Editors Are Real People Too by Rich Wallace, which appeared in The Young Writers Guide to Getting Published copyright 2002 by
Kathy Henderson. Used with permission of Writers Digest Books, a division of F+W Publications, Inc., Cincinnati, Ohio. All rights reserved.
94
Session 1
ID:201812 B Common
ID:244934 D Common
According to the article, which kind of

work did Mr. Wallace rst send in to
a magazine?
A. tongue twisters
A. Most childrens work is of

poor quality.
B. jokes and riddles
B. Highlights is written for an

adult audience.
C. stories and poems

D. original drawings
C. Most magazine articles are written

by professional writers.
D. Highlights receives more childrens
work than it can publish.
ID:201829 B Common
According to the article, why is it

difcult for children to get their work
published in Highlights?
According to the article, which of

the following is the hardest job for a
Highlights editor?
ID:201846 C Common
A. writing an original story for

each issue
B. selecting the best kids work

to print
According to the article, which

kinds of articles most appeal to
Highlights editors?
A. articles that tell about
interesting people
C. reading all of the mail the

magazine receives
B. articles that explain how to

do something
D. correcting the errors in kids stories

and poems
C. articles that capture interesting

personal experiences
D. articles that give advice about
personal problems
95
Session 1
ID:201813 B Common
ID:201875 A Common
What does Mr. Wallace mean when he

says in the tips to Be aware?
A. Notice what kinds of work the
magazine uses.
In paragraph 1, why are the words

Humpty Dumpty printed in italics
(slanted type)?
A. to show how to pronounce
the words
B. Be careful about submitting

copyrighted work.
B. to show that this is a title of

a magazine
C. Send lots of work so at least one

item will be published.
C. to show that the words are

nonsense words
D. Ask a teacher to review your work

before submitting it.
D. to show that these words are from

another language
ID:201881 D Common

the tone of the article?
ID:201823 A Common
A. strict and serious

B. childish and joking
Which of the following is the best

denition of the word volume as it is
used in paragraph 3?
A. quantity; amount
C. confused and upset
B. force or intensity of a sound; loudness
D. friendly and informal
C. the space occupied by a

three-dimensional object
D. a collection of printed sheets bound
together; a book
96
Session 1
Booklet.
ID:201894 Common
Imagine that you are an editor and someone has submitted a short story or poem to your
magazine. Based on the article, what are two things you would look for when deciding
whether or not to publish it? Support your answer with important details from the article.
97
Session 1
The actual date of the founding of the Greek city of Athens has been lost to history. Myth and tradition,
however, explain how the city was named. Athenes City tells that story; it describes how the goddess
Athene came to be the protector and patron of Athens. Read the myth and answer the questions that follow.
by Olivia Coolidge
1
n the days when Greece was rst being settled, Cecrops1 was king in
Attica,2 a rugged, triangular little country, good mainly for goat farming
and the culture of honey bees, and surrounded on two sides by the sea.
Here Cecrops planned a city around a steep rock that jutted from the plain
a few miles inland. Down on the shore were two ne harbors, while around
spread fertile country watered by two streams. The gods, who were always
interested in the affairs of men, approved the idea of Cecrops and gave the
new city their blessing, foreseeing that it would become in time one of the
famous cities of the world. For this reason there was great dispute among
the gods as to which of them should be its special patron.3 Many claims were
put forward by this god or by that, but at last, after much arguing, it became
clear that the award should lie between Athene, goddess of wisdom, and the
sea god, Poseidon. Between these two the gods decided to have a contest.
Each should produce some marvel in the Attic land, and each should promise
some gift to the city that was to come. The greater gift should win the city.
When the appointed day came, the judges ranged themselves on the rock,
and the two gods came before them. Some say that the twelve judges chosen
were the spirits of the Attic hills and rivers, and some maintain that they
were twelve Olympian gods. Be that as it may, on one side stood Poseidon
with owing dark-blue beard and majestic stature, carrying in his hand the
three-pronged trident with which he rules the waves. On the other side stood
Athene, grey-eyed and serene, helmet on her golden head and spear in hand.
At the word Poseidon raised his trident and struck the ground. Beneath the
feet of the judges the whole earth was terribly shaken, and with a mighty
rumbling sound it split apart before them. Then appeared the marvel, a salt
spring four miles inland where no water had appeared before. To this Poseidon
added his gift of sea power, promising the city a great empire, a mighty navy,
famed shipwrights, and trading vessels which should make her name known
in every corner of the sea.
The judges looked at one another as Poseidon spoke and nodded their
heads in approval, thinking the gift indeed a great one and the salt spring
and the earthquake ne symbols of Poseidons power. Grey-eyed Athene said
nothing, but smiled gently to herself as she laid aside her spear and quietly
kneeling down appeared to plant something in the earth. Between her hands
as she worked, there gradually unfolded a little tree, a bush rather, small and
Cecrops a half-man, half-dragon Greek mythological king

Attica a part of ancient Greece
3
special patron a supporter or protector of the city
2
98
Session 1
unimpressive, with grey-green leaves and grey-green berries about an inch

in length. When it had grown to full size, Athene stood up and looked at the
judges. That was all.
Poseidon glanced at the dusty looking bush that had grown so quietly.
He looked at the hole that had gaped in the earth with the thunder of
earthquake, and he threw back his head and laughed. Round the bay rumbled
and re-echoed the laughter of the god like distant waves thundering on the
rocks, while far out to sea in their deep, green caverns, the old sea gods, his
subjects, sent a mufed answering roar. Presently as silence fell, the quiet
voice of Athene spoke to the assembled gods.
This little shrub is the olive, at the same time my marvel and my gift to the
city, she said. With these berries the poor man will avor his coarse bread
and goats-milk cheese. With scented oil the rich man will deck himself for
the feast. Oil poured to the gods shall be among their favorite offerings. With
it the housewife will light her lamp and do her cooking, and the athlete will
cleanse himself from dust and sweat. This is the ware merchants will carry
in the ships Poseidon speaks of, to gain riches and renown for the city which
sells what all men use. Moreover, I will make its people skilled in pottery, so
that the jars in which the oil is carried shall themselves be a marvel, and the
city shall ourish and be famous, not only in trade but in the arts.
She nished, and the judges cried out in surprise at the richness of her
dull-looking gift. They awarded the prize to Athene, who called the city
Athens. Long afterwards when Athens became famous, celebrated for its
beauty and wisdom, the Athenians built a great temple in honor of their
patron goddess. This temple was called the Parthenon, or temple of the
maiden goddess. Though in ruins, it is still standing and is one of the most
famous buildings of the world.
...
The Parthenon as it appears today.
A drawing of the interior of the Parthenon with its statue of Athene,

as it is thought to have looked in ancient times.
Athenes City from Greek Myths by Olivia Coolidge. Copyright 1949, renewed 1977 by Olivia E. Coolidge. Reprinted by permission of
Houghton Mifin Company. All rights reserved.
99
Session 1
ID:207109 A Common
ID:244940 C Common
10
12
At the beginning of the myth, why do

the gods argue about who should be
patron of Athens?
In paragraph 6, what do the gods realize

about Athenes gift?
A. It is more valuable than
it seems.
A. The gods want to live in a

beautiful city.
B. It is unworthy to be entered in
the contest.
B. The gods want to share in the wealth

of the city.
C. It has changed into a beautiful,

ourishing tree.
C. The gods want to be connected to a

famous city.
D. It has created doubts about the

fairness of the contest.
D. The gods want to replace the king

of the city.
ID:207123 C Common
13
ID:207098 D Common
11
According to paragraph 2, what

advantage does Poseidons gift offer to
the people of Athens?

the box below.
Round the bay rumbled and
re-echoed the laughter of the god
like distant waves thundering on the
rocks, while far out to sea in their
deep, green caverns, the old sea
gods, his subjects, sent a mufed
answering roar.
A. beauty
B. courage
C. peace
D. success
Which meaning of the word subjects is

A. courses of study in school
B. persons or things that are studied
C. persons under the rule of another
D. things thought about or discussed
100
Session 1
The poem Throwing a Tree shows how poetry can use language to make people think about common
experiences in a different way. Read the poem and then answer the questions that follow.
Throwing a Tree
New Forest
THE two executioners stalk along over the knolls,1
Bearing two axes with heavy heads shining and wide,
And a long limp two-handled saw toothed for cutting great boles,2
And so they approach the proud tree that bears the death-mark on its
side.
10
Jackets doffed3 they swing axes and chop away just above ground,
And the chips y about and lie white on the moss and fallen
leaves;
Till a broad deep gash in the bark is hewn all the way round,
And one of them tries to hook upwards a rope, which at last he achieves.
15
The saw then begins, till the top of the tall giant shivers:
The shivers are seen to grow greater each cut than before:
They edge out the saw, tug the rope; but the tree only quivers,
And kneeling and sawing again, they step back to try pulling once
more.
20
Then, lastly, the living mast sways, further sways: with a shout
Job and Ike rush aside. Reached the end of its long staying powers
The tree crashes downward: it shakes all its neighbours through
out,
And two hundred years steady growth has been ended in less than two
hours.
Thomas Hardy
knolls small, rounded hills

boles tree trunks
3
doffed taken off; removed
2
Reprinted with the permission of Scribner, an imprint of Simon & Schuster Adult Publishing Group, from THE COMPLETE POEMS OF
THOMAS HARDY, edited by James Gibson. Copyright 1978 by Macmillan London Ltd.
101
Session 1
ID:201717 B Common
14
ID:201744 B Common
16
Reread stanzas 2 and 3. Why do the

men try to hook upwards a rope?
A. to carry away the tree
A. branches of the tree
B. to pull down the tree
B. other trees in the forest
C. to measure the tree
C. people living in the forest
D. to climb the tree
D. men working with Job and Ike
ID:201742 D Common
15
Who or what are the neighbours

mentioned in line 18?
ID:201756 B Common
17
In line 17, what does it most likely

mean that the tree Reached the end of
its long staying powers?
Which word best describes the overall

tone of this poem?
A. comforting
A. The tree was old.
B. sorrowful
B. The tree was saved.
C. admiring
C. The tree lost its leaves.
D. fearful
D. The tree nally fell down.
102
Session 1
Booklet.
ID:250376 Common
18
In Throwing a Tree, the poet uses personication, a literary device that uses human qualities
to describe an object. Give at least two examples of personication used in the poem. Explain
why each is an example of personication. Support your answer with important details from
the poem.
103

DIRECTIONS
Answer Booklet.
The following selections were both written by Roald Dahl, a British author. Chocolates comes from Boy,
a book of essays about Dahls childhood memories. The Inventing RoomEverlasting Gobstoppers and
Hair Toffee is taken from the novel Charlie and the Chocolate Factory. In The Inventing Room, Willy
Wonka, the owner of the chocolate factory, is giving a tour of the factory to a group of children and their
parents. Read the selections and then answer the questions that follow.
Boy
by Roald Dahl
Chocolates
1
very now and again, a plain grey cardboard box was dished out to each
boy in our House, and this, believe it or not, was a present from the
great chocolate manufacturers, Cadbury. Inside the box there were twelve
bars of chocolate, all of different shapes, all with different llings and all with
numbers from one to twelve stamped on the chocolate underneath. Eleven of
these bars were new inventions from the factory. The twelfth was the control
bar,1 one that we all knew well, usually a Cadburys Coffee Cream bar. Also in
the box was a sheet of paper with the numbers one to twelve on it as well as
two blank columns, one for giving marks to each chocolate from nought2 to ten,
and the other for comments.
All we were required to do in return for this splendid gift was to taste very
carefully each bar of chocolate, give it marks and make an intelligent comment
on why we liked it or disliked it.
It was a clever stunt. Cadburys were using some of the greatest chocolate
bar experts in the world to test out their new inventions. We were of a sensible
age, between thirteen and eighteen, and we knew intimately3 every chocolate bar
in existence, from the Milk Flake to the Lemon Marshmallow. Quite obviously
our opinions on anything new would be valuable. All of us entered into this
game with great gusto, sitting in our studies and nibbling each bar with the air
control bar a familiar candy bar that could be used as a comparison to the new candy bars
nought a British word meaning zero
3
intimately closely or personally
104
Session 2
of connoisseurs, giving our marks and making our comments. Too subtle4 for
the common palate, was one note that I remember writing down.
For me, the importance of all this was that I began to realise that the large
chocolate companies actually did possess inventing rooms and they took their
inventing very seriously. I used to picture a long white room like a laboratory
with pots of chocolate and fudge and all sorts of other delicious llings bubbling
away on the stoves, while men and women in white coats moved between the
bubbling pots, tasting and mixing and concocting their wonderful new inventions.
I used to imagine myself working in one of these labs and suddenly I would
come up with something so absolutely unbearably delicious that I would grab it
in my hand and go rushing out of the lab and along the corridor and right into
the ofce of the great Mr Cadbury himself. Ive got it, sir! I would shout,
putting the chocolate in front of him. Its fantastic! Its fabulous! Its marvelous!
Its irresistible!
Slowly, the great man would pick up my newly invented chocolate and he
would take a small bite. He would roll it round his mouth. Then all at once,
he would leap up from his chair, crying, Youve got it! Youve done it! Its a
miracle! He would slap me on the back and shout, Well sell it by the million!
Well sweep the world with this one! How on earth did you do it? Your salary
is doubled!
It was lovely dreaming those dreams, and I have no doubt at all that, thirty
ve years later, when I was looking for a plot for my second book for children, I
remembered those little cardboard boxes and the newly-invented chocolates inside
them, and I began to write a book called Charlie and the Chocolate Factory.
subtle having a faint or delicate quality
Chocolates from Boy by Roald Dahl. USA. Copyright 1984 by Roald Dahl. Published by Penguin Group.
Charlie and the Chocolate Factory

by Roald Dahl
The Inventing RoomEverlasting Gobstoppers and Hair Toffee

1
2
5
6
When Mr. Wonka shouted Stop the boat!, the Oompa-Loompas5 jammed their
oars into the river and backed water6 furiously. The boat stopped.
The Oompa-Loompas guided the boat alongside the red door. On the door it
said, INVENTING ROOMPRIVATEKEEP OUT. Mr. Wonka took a key from
his pocket, leaned over the side of the boat, and put the key in the keyhole.
Oompa-Loompas characters in the book who work in the chocolate factory

backed water stopped a boat by rowing in reverse
105
4
5
6
7
10
11
Session 2
This is the most important room in the entire factory! he said. All my
most secret new inventions are cooking and simmering in here! Old Fickelgruber
would give his front teeth to be allowed inside just for three minutes! So would
Prodnose and Slugworth and all the other rotten chocolate makers! But now,
listen to me! I want no messing about when you go in! No touching, no meddling,
and no tasting! Is that agreed?
Yes, yes! the children cried. We wont touch a thing!
Up to now, Mr. Wonka said, nobody else, not even an Oompa-Loompa,
has ever been allowed in here! He opened the door and stepped out of the boat
into the room. The four children and their parents all scrambled after him.
Dont touch! shouted Mr. Wonka. And dont knock anything over!
Charlie Bucket stared around the gigantic room in which he now found
himself. The place was like a witchs kitchen! All about him black metal pots
were boiling and bubbling on huge stoves, and kettles were hissing and pans
were sizzling, and strange iron machines were clanking and spluttering, and there
were pipes running all over the ceiling and walls, and the whole place was lled
with smoke and steam and delicious rich smells.
Mr. Wonka himself had suddenly become even more excited than usual, and
anyone could see that this was the room he loved best of all. He was hopping about
among the saucepans and the machines like a child among his Christmas presents,
not knowing which thing to look at rst. He lifted the lid from a huge pot and
took a sniff; then he rushed over and dipped a nger into a barrel of sticky yellow
stuff and had a taste; then he skipped across to one of the machines and turned
half a dozen knobs this way and that; then he peered anxiously through the glass
door of a gigantic oven, rubbing his hands and cackling with delight at what he
saw inside. Then he ran over to another machine, a small shiny affair that kept
going phut-phut-phut-phut-phut, and every time it went phut, a large green marble
dropped out of it into a basket on the oor. At least it looked like a marble.
Everlasting Gobstoppers! cried Mr. Wonka proudly. Theyre completely
new! I am inventing them for children who are given very little pocket money.
You can put an Everlasting Gobstopper in your mouth and you can suck it and
suck it and suck it and suck it and suck it and it will never get any smaller!
Its like gum! cried Violet Beauregarde.
Its not like gum, Mr. Wonka said. Gum is for chewing, and if you tried
chewing one of these Gobstoppers here youd break your teeth off. But they taste
terric! And they change color once a week! And they never get any smaller!
They never disappear! NEVER! At least I dont think they do. Theres one of
them being tested this very moment in the Testing Room next door. An OompaLoompa is sucking it. Hes been sucking it for very nearly a year now without
stopping, and its still just as good as ever!
From CHARLIE AND THE CHOCOLATE FACTORY by Roald Dahl, text and illustrations copyright 1964, renewed 1992 by Roald Dahl
Nominee Limited. Used by permission of Alfred A. Knopf, an imprint of Random House Childrens Books, a division of Random House, Inc.
106
Session 2
ID:203319 B Common
ID:203308 A Common
19
22
In paragraph 3 of Chocolates, why

does the narrator call the boys some of
the greatest chocolate-bar experts in
the world?
What is the main effect of the

authors use of character names like
Fickelgruber, Prodnose, and Slugworth
in The Inventing Room?
A. because the boys ate a lot

of chocolate
A. It makes the story more realistic.
B. because the boys were learning to

be cooks
C. It makes the characters

seem foreign.
C. because the boys families were

chocolate makers
D. It makes the characters

seem intelligent.
B. It makes the story more humorous.
D. because the boys had been on a tour

of the factory
ID:203320 C Common
23
Who is the narrator of Chocolates?
In The Inventing Room, how

does Mr. Wonka feel about other
chocolate makers?
A. Mr. Wonka
A. He thinks they are too serious.
B. Mr. Cadbury
B. He likes trading recipes with them.
C. an employee in a
chocolate factory
C. He thinks they want to steal

his ideas.
D. the author of Charlie and the

Chocolate Factory
D. He likes to share his candy

with them.
ID:203316 D Common
20
ID:250379 A Common
ID:203321 C Common
21
24
In The Inventing Room, Mr. Wonkas

sentences often end in exclamation
points. What does this indicate
about him?
In The Inventing Room, how does the

author most help the reader imagine
what the room is like?
A. He uses vivid descriptions.
A. He is very angry.
B. He focuses on the childrens feelings.
B. He talks quietly.
C. He explains how the machines work.
C. He gets very excited.
D. He compares it to a common object.
D. He is hard of hearing.
107

ID:203324 A Common
25
Session 2
ID:203313 A Common
26
In The Inventing Room, which word

best describes Charlie Buckets reaction
when he enters the inventing room?
Read the sentence from paragraph 3 of

Chocolates in the box below.
All of us entered into this game with
great gusto, sitting in our studies
and nibbling each bar with the air of
connoisseurs, giving our marks and
making our comments.
A. amazed
B. clumsy
C. scared
D. thankful
Which of the following best describes a

connoisseur?
A. someone who is knowledgeable
B. someone who is humorous
C. someone who is uncertain
D. someone who is selsh
Booklet.
ID:203333 Common
27
Based on the two selections, explain how Roald Dahl used his experience as a chocolate taster
to turn a real event into an imaginative story. Support your answer with important details from
the selections.
108

DIRECTIONS
open-response question. Mark your answers to these questions in the spaces provided in your
The island of Surtsey is located near Iceland. Surtsey is unusual because it has only been in existence for
about 40 years. Read this article about how the island of Surtsey was formed and then answer the questions
that follow.
An Island Is Born
by Patricia Lauber
1
In mid-November of 1963 an island was born in the North Atlantic, some 20

miles off the southwestern coast of Iceland. It had given only one sign of its
coming. For three days farmers on the neighboring Vestmann Islands had noticed
a bad smell in the air. It was a sulfurous smell, like the odor of rotten eggs, and
the farmers could not discover where it was coming from.
Early in the morning of November 14, the crew of an Icelandic shing vessel
noticed the same smell. The engineer thought that it might have something to
do with the ship, but he could nd nothing wrong. About 7:15 the cook, who
N
Greenland
E
S
Iceland
North
Atlantic
Ocean
100km
0
50 100mi.
Europe
Iceland
Reykjavik
Surtsey
North Atlantic Ocean
These maps show the location of

Iceland and the location of Surtsey
in relation to Iceland.
109
Session 3
was on watch, saw something rise out of the sea to the southeast. At rst, in the
dim light of dawn, he could not make out what it was. Then he realized it was
smoke. Thinking that a ship was on re, he went below and woke the captain.
Through his binoculars the captain saw black columns erupting from the sea. He
suspected that he was seeing not a burning ship but a volcano rising from the
ocean. The hours that followed proved him right. He was watching the volcanic
eruption1 that built the island later named Surtsey.
Some days earlier a volcano had started to erupt 425 feet below the surface
of the sea. It poured out gases and volcanic ash and cinder. The gases, bubbling
to the surface, accounted for the sulfurous smell in the air. The ash and cinder
began to build a mountain. By the morning of November 15 the top of the
volcano was 33 feet above the water and still growing rapidly. Columns of smoke
and gases rose two miles into the air. Explosions blew out tremendous quantities
of ash, cinder, and pumice.2 These materials rained down and built a cone that
within six weeks rose 500 feet above sea level.
Violent eruptions continued through the winter. The sea steamed. Lightning
ashed and crackled in the rising column of electrically charged ash, while the
claps of thunder could be heard for miles. Whirlwinds formed in the hot, rising
gases. Winter storms and heavy seas attacked the new island, sweeping away parts
of it and changing its shape. At times it seemed as if the sea must win and the
island disappear. But eruptions continued and material piled up faster than the
sea could wash it away.
In April 1964, the violent eruptions stopped and lava began to ow. Red-hot
lava ows covered the ash and cinder and cooled into a tough, hard surface. Lava
reaching the sea hardened into a collar that surrounded the island and protected
the beach and cliffs. Surtsey, it seemed, had come to stay. By summer the island
covered nearly a square mile of area and its peak was more than 500 feet tall.
These rst lava ows stopped in May 1965, but new ows have since added to
the island.
Surtsey had risen from the sea barren of life. Yet life of one kind or another
soon appeared on the island. First to arrive were the seagulls. Surtsey was only
two weeks old when observers saw seagulls lighting on it between explosive
eruptions. In May 1964, a biologist began to look for life on the island. He found
large numbers of microbes3 in the air above it. By summer, although the lava
ows were continuing, there were butteries and ies on Surtsey. Migratory birds
had started to rest on the island in spring. Seals came ashore on the beaches.
By the summer of 1965 kittiwakes4 were nesting on lava cliffs built only six
months earlier.
eruption a violent bursting forth of lava from a volcano

pumice a form of volcanic rock
3
microbes microscopic living things
4
kittiwakes a species of gull
2
110
10
Session 3
Seeds of coastal plants such as sea rocket, lyme grass, and angelica5 drifted
to the island shores, as did some living plants. By early June of 1965 sea rockets
were growing on Surtsey. They had struck root in a place where they were
sheltered by seaweed that had washed ashore. These rst settlers were soon
buried under volcanic ash and dust. But later new plants took their place, giving
promise of the day when the bare black and gray rock of the island would wear
the green colors of plant life.
To earth scientists and to biologists Surtsey was endlessly fascinating. It
offered a chance to study a new volcano, to see new land take shape, to watch
life win a foothold on barren rock. Earth scientists hoped that by studying what
was happening to Surtsey they would gain a better understanding of the forces
behind its growth, for in one sense Surtsey was not a surprise.
Surtsey rose from a huge underwater mountain range that runs down the
middle of the Atlantic Ocean and is called the Mid-Atlantic Ridge. The ridge
is the center of many earthquakes, and it is highly volcanic. Here and there its
volcanic action has built mountains that thrust through the surface of the ocean,
creating small islands such as Surtsey. Long ago vast outpourings of lava from
the ridge built the big island of Iceland.
The ridge, however, is much more than a builder of islands. It is a sign of
mighty forces at work within the earth. Many earth scientists are certain that
these same forces are builders of continents and mountains and are the cause of
earthquakes and volcanic eruptions. They see the ridge as a key to understanding
the most basic secrets of the earth. Powered by the great heat energy within the
earth, these forces helped to shape our planet when it was young, to give it land
and sea and air, and so to make it the kind of planet where life could develop.
The same forces have helped to keep the earth both a planet of life and a planet
that is hospitable to many forms of life. They have made the earth the one very
special planet among the nine that orbit our sun.
sea rocket, lyme grass, and angelica names of different kinds of plants
An Island Is Born from This Restless Earth by Patricia Lauber. Copyright 1970 by Patricia Lauber. Published by Random House.
111

ID:201926 D Common
28
Session 3
ID:201949 A Common
30
According to the article, what was the

very rst sign of Surtsey?
A. smoke
According to the article, what do the

islands of Surtsey and Iceland have in
common?
A. Both were formed by
volcanic activity.
B. explosions
C. a violent storm
B. Both are considered to be

new islands.
D. an unusual smell
C. Both were observed as they

were formed.
D. Both are inhabited by only a few
life forms.
ID:201938 C Common
29
According to the article, what was the

rst life form to appear on Surtsey?
A. butteries
B. microbes
ID:202000 B Common
31
C. seagulls
D. seals
According to the article, why is studying

the Mid-Atlantic Ridge important to
scientists?
A. It can aid in the discovery of new
energy sources.
B. It can teach more about the
formation of the earth.
C. It can warn people of dangerous
volcanic eruptions.
D. It can help predict when new islands
will be formed.
112

ID:202003 A Common
32
Session 3
ID:201941 A Common
34
According to the article, what is the

main form of energy inside the earth?

the box below.
A. heat
To earth scientists and to biologists
Surtsey was endlessly fascinating.
B. lightning
C. volcanoes
D. water
Which part of the word biologists means

living or life?
A. bio
B. log
ID:244950 D Common
33
What is the main purpose of this

article?
C. logis
D. gists
A. to compare Surtsey with

other islands
B. to tell an imaginative story
about volcanoes
C. to suggest ways to conduct
scientic investigations
D. to provide information about the
origins of Surtsey
113
Session 3
Booklet.
ID:202011 Common
35
Based on the article, list and describe ve important events that happened in the creation of
Surtsey. List the events in chronological order. Support your answer with important details
from the article.
114
Session 3
This selection comes from Jerry Spinellis novel Stargirl. The selection describes how the students at Mica
Area High School in Arizona react to Stargirl, a new student who is very different from them. The narrator is
Leo, a student at the school. Hillari Kimble is a popular girl at the high school. Read the selection and then
answer the questions that follow.
Stargirl
by Jerry Spinelli
1
3
4
5
6
7
8
9
10
1
2
Mica Area High SchoolMAHSwas not exactly a hotbed of nonconformity.1

There were individual variants2 here and there, of course, but within pretty narrow
limits we all wore the same clothes, talked the same way, ate the same food,
listened to the same music. Even our dorks and nerds had a MAHS stamp on
them. If we happened to somehow distinguish ourselves, we quickly snapped
back into place, like rubber bands.
Kevin was right. It was unthinkable that Stargirl could surviveor at least
survive unchangedamong us. But it was also clear that Hillari Kimble was at
least half right: this person calling herself Stargirl may or may not have been a
faculty plant for school spirit, but whatever she was, she was not real.
She couldnt be.
Several times in those early weeks of September, she showed up in something
outrageous. A 1920s apper dress. An Indian buckskin. A kimono. One day she
wore a denim miniskirt with green stockings, and crawling up one leg was a
parade of enamel ladybug and buttery pins. Normal for her were long, oor
brushing pioneer dresses and skirts.
Every few days in the lunchroom she serenaded someone new with Happy
Birthday. I was glad my birthday was in the summer.
In the hallways, she said hello to perfect strangers. The seniors couldnt
believe it. They had never seen a tenth-grader so bold.
In class she was always apping her hand in the air, asking questions, though
the question often had nothing to do with the subject. One day she asked a
question about trollsin U.S. History class.
She made up a song about isosceles triangles. She sang it to her Plane
Geometry class. It was called Three Sides Have I, But Only Two Are Equal.
She joined the cross-country team. Our home meets were held on the Mica
Country Club golf course. Red flags showed the runners the way to go. In her
rst meet, out in the middle of the course, she turned left when everyone else
turned right. They waited for her at the nish line. She never showed up. She
was dismissed from the team.
One day a girl screamed in the hallway. She had seen a tiny brown face pop
up from Stargirls sunower canvas bag. It was her pet rat. It rode to school in
the bag every day.
nonconformity refusal to follow accepted thought or action

variants those slightly different from others
115
11
12
Session 3
One morning we had a rare rainfall. It came during her gym class. The
teacher told everyone to come in. On the way to the next class they looked out
the windows. Stargirl was still outside. In the rain. Dancing.
We wanted to dene her, to wrap her up as we did each other, but we could
not seem to get past weird and strange and goofy. Her ways knocked us off
balance. A single word seemed to hover in the cloudless sky over the school:
HUH?
13
14
Everything she did seemed to echo Hillari Kimble: Shes not real . . . Shes not
real . . .
And each night in bed I thought of her as the moon came through my window.
I could have lowered my shade to make it darker and easier to sleep, but I never
did. In that moonlit hour, I acquired a sense of the otherness of things. I liked
the feeling the moonlight gave me, as if it wasnt the opposite of day, but its
underside, its private side, when the fabulous purred on my snow-white sheet like
some dark cat come in from the desert.
It was during one of these nightmoon times that it came to me that Hillari
Kimble was wrong. Stargirl was real.
From STARGIRL by Jerry Spinelli, copyright 2000 by Jerry Spinelli. Used by permission of Alfred A. Knopf, an imprint of Random House
Childrens Books, a division of Random House, Inc.
116

ID:203110 D Common
36
Session 3
ID:203124 C Common
38
In paragraph 1 of the selection, why

are the students at MAHS compared to
rubber bands?
We wanted to dene her, to wrap

her up as we did each other . . .
A. They snap at each other in

the hallways.
B. They like to see things change at
their school.
In the selection, what does the narrator

most likely mean by the comment?
C. When they realize they are

different, they often change groups
of friends.
A. Students were trying to

ignore Stargirl.
B. Students were trying to be more
like Stargirl.
D. When they realize they are

different, they return to acting
like everyone else.
C. Students were trying to

understand Stargirl.
D. Students were trying to make
friends with Stargirl.
ID:250381 C Common
37
In the selection, why does Hillari

Kimble most likely think that Stargirl is
a faculty plant for school spirit?
Read the text from paragraph 12 in the

box below.
ID:203131 C Common
39
A. because of Stargirls popularity

B. because Stargirl earns good grades
According to paragraph 13, why does

the narrator enjoy the night?
C. because of Stargirls
enthusiastic attitude
A. He can be by himself.
D. because Stargirl is from a

different country
C. He can think about

things differently.
B. He has time off from school.
D. He likes the shadows created

by moonlight.
ID:203132 B Common
40
What happens at the end of the

selection?
A. The narrator decides to speak
to Stargirl.
B. The narrator changes his opinion
of Stargirl.
C. The narrator has a nightmare
about Stargirl.
D. The narrator compares Stargirl
to a cat.
117

Standard
Correct Answer
(MC)*
13
95
13
95
13
95
13
96
13
96
13
96
Language
96
Language
Item No.
Page No.
95
2
3
Reporting Category
97
13
10
100
16
11
100
16
12
100
16
13
100
Language
14
102
15
102
14
16
102
17
102
15
18
103
14
19
107
20
107
13
21
107
12
22
107
15
23
107
12
24
107
15
25
108
12
26
108
Language
27
108
28
112
29
112
30
112
13
31
112
13
32
113
13
33
113
10
34
113
Language
35
114
13
36
117
15
37
117
12
38
117
12
39
117
40
117
118
VI. English Language Arts, Grade 7

A. Composition

Test Structure
A. Composition
based on learning standards in the Composition strand of the Massachusetts English Language
Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on
pages 7283 of the Framework, which is available on the Department Web site at www.doe.mass.
edu/frameworks/ela/0601.pdf.
In Test Item Analysis Reports and on the Subject Area Subscore pages of the MCAS School Reports
and District Reports, ELA Composition test results are reported under the Composition reporting
category.

The MCAS ELA Composition Test included two separate test sessions, administered on the same
day with a short break between sessions. During the rst session, each student wrote an initial draft
of a composition in response to the appropriate writing prompt on the next page. During the second

120

WRITING PROMPT
After-school activities give students an opportunity to do something they enjoy

outside the classroom. Some students play sports, while others might enjoy acting
or other activities.
Your school wants to add some new after-school activities and is taking
suggestions from students. In a well-developed composition, suggest a new after
school activity and explain why students might enjoy it.
WRITING PROMPT
Most schools have a mascotan animal, object, or person that represents the
school. Your school is changing its mascot and your principal has asked the
students to suggest a new one.
Think of a mascot for your school. In a well-developed composition, describe
the mascot you have chosen and explain why it would be a good choice for
your school.
121

The spring 2006 Grade 7 MCAS English Language Arts Language and Literature Test was based
on learning standards in the two content strands of the Massachusetts English Language Arts
Curriculum Framework (2001) listed below. Specic learning standards for grade 7 are found in
the Supplement to the Massachusetts English Language Arts Curriculum Framework (2004). Page
numbers for the learning standards appear in parentheses.
Language (Framework, pages 1926; Supplement, page 14)
The English Language Arts Curriculum Framework is available on the Department Web site
at www.doe.mass.edu/frameworks/ela/0601.pdf. The Supplement to the Massachusetts English


Framework general standard it assesses. The correct answers for multiple-choice questions are also
displayed in the table.
122

DIRECTIONS
Author Lynn Cuny operates a wildlife shelter, which she calls the Sanctuary, for abandoned and injured
animals. One day a large vulture with an injured wing was brought to her refuge. To learn how the bird
adjusted to life at the sanctuary, read The Vultures Flight and answer the questions that follow.
The
Vultures
Flight
y
y Animals Eyes by Lynn Marie Cuny

from Through
everal years ago, when WRR1 was located at the four-acre site near Leon
Springs, we received a call from a man who had found a large injured black
bird in his eld. I asked him if the bird was a grackle. He wasnt sure what a
grackle was, but he said it seemed likely that this was one. I asked him to
cover the bird gently with a towel or pillowcase, place her in a box and bring
her to the Sanctuary. The man replied that all he had was a minnow net and
he would do what he could with that.
Within the hour, an old blue pickup truck arrived in our driveway. The
man stepped out of the truck and said, Lady, Ive got your grackle. I
immediately went to the back of the truck and opened the camper door.
There, sitting with a minnow net draped like a mantilla over her head and
down to her very large feet, was one very disgruntled2 black vulture. She
cocked her head and looked up at me as if to say: Please tell this gentleman
that I am not a grackle!
Once I removed the tangled headdress from the vultures body, it was easy
to see that someone had used her for target practice. Whoever had shot off
most of her right wing had also left her for dead. The wound was infected,
and the bird was quite emaciated3 and dehydrated.4
l
dh
d
d
d
dh f
h
f
WRR Wildlife Rescue & Rehabilitation, Inc., Bulverde, Texas

disgruntled upset, discontent
3
emaciated extremely thin
4
dehydrated a state in which the body has excessive loss of water
2
123
Session 1
y
q
Once we cleaned her wounds and medicated her for the infection, it was
time to nd our new patient something to eat. Contrary to what most people
think, vultures can be picky about their diet, especially in captivity. But this
vulture was not interested in being picky. She was interested only in eating.
After consuming a huge platter of fresh meat, she was ready to sit back
and rest.
For the next several weeks, we kept her in a large ight cage. Even
though she could no longer y, she did enjoy climbing about the tree in her
new home. It wasnt long before she adapted to life without ight. She had
developed a remarkable way of getting into the very top of the tree. She
would use her beak and feet the way a parrot does and climb to the heights
of the tall oak.
One day, I decided to let her out of her enclosure to walk around the
Sanctuary grounds. Since the property was completely fenced, she would be
safe. After about an hour, the vulture was nowhere to be found. We looked
everywhere . . . except up. This amazing bird had climbed to the top of the
tallest oak tree, which grew just outside the back door of the Sanctuary
house. At the foot of the tree was a large pool for the ducks. There was no
doubt about it. The black vulture had chosen her new home.
Every morning, shed climb down from her tree, wade in the pool, often
right alongside the ducks, then have her breakfast of fresh meat before
returning to her lofty perch. She would often come down in the middle of
the day to play her game of pick-up sticks: running around and gathering up
small twigs, carrying them over to the side of the pool, dropping them in
one by one, then dancing around them with her wings spread. She would
entertain herself for about an hour before jumping into the pool and
splashing about.
It was a joy to watch this beautiful black bird come alive again and make
the best of her less-than-perfect situation. Little did we know that she had
not seen the end of her days in the air. On April 1st of the following year, our
black vulture was to have one more grand ight.
The day started out as most do. There were babies to feed, dishes to wash,
phones to answer, animals to rescue and treat. Everything was normal . . .
except that at approximately 2:00 in the afternoon, a severe storm warning
was issued for our area. High winds and heavy rains were predicted.
Preparing for the worst, we had all the animals in sheltered areas by noon.
All the ones living in enclosures were secured. The free-roaming ducks and
one large black vulture were nding their own shelter and werent
interested in any man-made protection. As it turned out, the weather
forecasters were half right. There wasnt any rain, but there were very high
winds of seventy miles per hour. I do not remember actually watching the
wind sweeping anyone into the sky, but the trees bent down to the ground
and a blinding dust lled the air.
124
10
11
12
13
14
15
Session 1
g
When everything nally quieted down and it was time to survey the
damage, there was only one real noticeable difference. We were missing one
black vulture. She was not in her tree. She was not on the ground. She
wasnt anywhere to be found on our four acres.
I called volunteers to form a search party. We put up signs as far as ve
miles away and notied store owners, residents, newspapers and anyone else
we could think of.
Day one passed with no word. Days two, three and four passed and still no
sign of our precious vulture. By day ve, I had decided that, after being
blown away in the storm, she must have landed so hard she had been killed
on impact. The only consolation was that perhaps in the moment of
becoming airborne, she felt once again united with the sky, the very place
that used to be her home.
One week after she disappeared, I was at the Sanctuary, standing at the
back door, talking on the phone. Out of the corner of my eye, I saw
something dark by the gate, which seemed to be moving toward me. I
thought it was a garbage bag blowing in the wind. When I nally looked up,
I was thrilled to see that the garbage bag was actually one extremely
exhausted black vulture!
This remarkable bird barely noticed me. She trotted by, intent on her
pool. As she hopped in and cooled her feet, she had the most relieved look
on her face that I have ever seen on a bird. After being blown away, she
managed to nd her way home once again, tired and hungry.
For years after her nal ight, the black vulture, now living at the
Sanctuary, has spent her days with other ightless vultures, sitting in the
tops of trees. One thing still makes her unique. Every time the wind picks
up, she comes down from the tree, sits quietly on the ground, and waits for
the danger to pass. I feel certain that neither of us will ever forget her
exciting adventure.
Lynn Marie Cuny, Through Animals Eyes (University Of North Texas Press, 1998). 1998 Lynn Marie Cuny.
125

ID:244063 C Common
Session 1
ID:225873 D Common
Based on the excerpt, which of the

following best describes the author?
Based on paragraph 5, how did being

placed in a ight cage help the vulture?
A. She is frustrated by her job.
A. It kept her away from other birds.
B. She likes having many pets.
B. It ensured she would be safe.
C. She has a great deal of compassion.
C. It helped her to learn to

y again.
D. She wants a larger sanctuary.
D. It gave her time to adjust to life

without ight.
ID:225827 B Common
According to the excerpt, which of the

following best explains why the vulture
was taken to the Sanctuary?
ID:225828 A Common
A. The vulture needed shelter from

a storm.
In paragraph 6, why did the Sanctuary

workers not look for the vulture at the
top of a tree?
B. The vulture required immediate

medical care.
A. The workers did not think she could

climb that high.
C. The vulture liked the taller trees at

the Sanctuary.
B. The workers thought she would be in

her cage.
D. The vulture needed protection

from hunters.
C. The workers thought that she

preferred the ground.
D. The workers had never seen a bird
climb a tree before.
126
Session 1
ID:225829 A Common
ID:225836 B Common
In paragraph 8, what does the phrase

make the best of her less-than-perfect
situation suggest about the vulture?
Based on the excerpt, what is unusual

about the vultures last ight?
A. She would y only from tall
oak trees.
A. The vulture was adapting well to

her limitations.
B. She needed high winds to y again.
B. The vulture was preparing to

y again.
C. She needed the author to help

her y.
C. The vulture was happy living with

other vultures.
D. She would only y with other birds.
D. The vulture was hunting for her

own food.
ID:246617 B Common
Read the lines from paragraph 8 in the

box below.
ID:225876 D Common
What is the purpose of the last sentence

in paragraph 8?
It was a joy to watch this beautiful

black bird come alive again . . .
A. It makes the vultures activities

more exciting.

the meaning of the phrase come
alive again?
B. It helps the reader to visualize

the vulture.
C. It prepares the reader for an
upsetting end.
A. return to her cage
D. It introduces the story of the

vultures last adventure.
C. awaken from a long sleep
B. behave with more energy

D. return to ight
127
Session 1
Booklet.
ID:244062 Common
Based on the excerpt, explain the authors attitude toward the vulture. Use relevant and
specic information from the excerpt to support your answer.
128
Session 1
In Langston Hughess poem Aunt Sues Stories, Aunt Sue tells a child about his ancestors. Read the poem
Aunt Sues Stories
10
15
20
25
Aunt Sue has a head full of stories.
Aunt Sue has a whole heart full of stories.
Summer nights on the front porch
Aunt Sue cuddles a brown-faced child to her bosom
And tells him stories.

Black slaves
Working in the hot sun,
And black slaves
Walking in the dewy night,
And black slaves
Singing sorrow songs on the banks of a mighty river
Mingle themselves softly
In the ow of old Aunt Sues voice,
Mingle themselves softly
In the dark shadows that cross and recross
Aunt Sues stories.
And the dark-faced child, listening,
Knows that Aunt Sues stories are real stories.
He knows that Aunt Sue never got her stories
Out of any book at all,
But that they came
Right out of her own life.
The dark-faced child is quiet

Of a summer night
Listening to Aunt Sues stories.
Langston Hughes
From THE COLLECTED POEMS OF LANGSTON HUGHES by Langston Hughes, copyright 1994 by The Estate of Langston Hughes.
Used by permission of Alfred A. Knopf, a division of Random House, Inc.
129
Session 1
ID:244065 A Common
ID:225936 D Common
10
12
In the poem, what is the setting for

Aunt Sues storytelling?
A. along the river in the damp night
A. She may have been a slave.
B. in the room where she keeps books
B. She never learned to read.
C. outside the house in the hot sun
C. She had a happy childhood.
D. on her front porch in the evening
D. She has always made up stories.
ID:226080 D Common
ID:225928 A Common
11
What do lines 21 and 22 suggest about

Aunt Sues past?
13
What can the reader learn about

Aunt Sue from lines 1 and 2?
Which word from the poem best shows

Aunt Sues affection for the child?
A. She is emotionally connected to

her stories.
A. Listening
B. She remembers what she reads.
C. Singing
C. She has a great imagination.
D. cuddles
B. softly
D. She tells stories to make people

feel good.
130
Session 1
Robin Hood is a legendary English hero who lived in a forest with his band of fellow outlaws. In most
stories, Robin Hood defeats his opponents with his clever wit and superior skills in archery and sword
ghting. However, one meeting between Robin and a disguised Marian has a surprising and humorous
outcome. Read the excerpt below. Use information from the excerpt to answer the questions that follow.
from
Robin Hood
His Life and Legend
by Bernard Miles
...
3
4
5
6
1
2
Robin often went for long walks in the forest, all by himself.
He loved his outlaw army and enjoyed all the business of the
camp, but he had to be ever on the alert, watching and listening,
visiting look-out posts and hiding places, sometimes slipping
into Nottingham to learn the latest news; and this he could best
do on his own.
The day after Marian came to the forest he was out on one of
these patrols when he suddenly heard twigs being broken
underfoot a little way ahead. He stepped aside from the path
and waited, listening. Soon, from his hiding place, he saw a
young man approaching down the glade.1. He was tall and strong
and carried only a dagger and broadsword. For a moment it
crossed Robins mind that he had seen this young fellow before,
but he dismissed the thought as he stepped out to challenge him.
What is your business here in the forest? he asked.
Marians heart gave a great leap as she recognised 2 him,
standing there so slim and brave and handsome . . . But then she
had another thought . . . She had travelled ninety-odd miles
pretending to be a man and no-one had found her out. Why
give herself away so soon? So she stood her ground.
What is my business here, you ask. I ask you what is yours?
You are now in outlaw country, said Robin. We do not
suffer strangers in the greenwood. You were best go back the
way you came.
No outlaw shall make me go back, said Marian, and she
drew her sword. Come, let us ght it out and may the best man
win.
glade an open space in a forest

recognised recognized
131
10
11
12
13
14
15
16
17
18
19
Session 1
She stood there so erce and challenging and her voice rang
out so manly that Robin had no alternative but to draw his
sword and face the matter out. And so the ght began.
Robin was a ne swordsman but Marian surprised him with
her skill and toughness. She could catch him off-balance and
make him miss his stroke, and when he made a dangerous cut
could turn his blade aside with hers. Best trick of all, she twice
changed hands and fought him left-to-right as boxers
sometimes do. They call them Southpaws. But at last Robin
began to wear her down. Now he must surely win. But then she
saw her chance. Behind him was a chestnut tree with a root
sticking out of the ground in a sort of loop. Most swordsmen
were careful to see that all was clear behind them. But this time
Robin had forgotten.
With a last great effort Marian attacked and drove him
backwards into the trap. His foot caught in the root, his sword
ew out of his hand and down he went, head over heels in the
bracken.3 In a moment Marians sword was at his throat. Robin
tried to reach for his horn but she planted her foot on it and held
it fast, then slashed its cord and bending down, picked up the
horn herself.
Now fellow, she said. Get up and tramp! I want to see your
outlaw band and the place they bide in. I also want to meet their
leader and tell him how I met you sword to sword and beat you
to your knees.
There was no way Robin could get out of it. He had to obey.
Scrambling to his feet he stood there helpless, and feeling rather
foolish.
Now put your hands up, about face and march, said Marian.
Try any tricks with me and you will get this blade between
your shoulders.
What of my sword? said Robin.
I will take care of that, said Marian, picking it up.
It was comical to see Robin returning to camp as a prisoner.
But what followed was more comical still. As the outlaws
clustered round, Marian spoke out in a ringing voice.
Fetch me your leader. I come to marry him.
At this the outlaws laughed. Our leader is no woman, but
the man who stands at your swords point.
This fellow lead? said Marian. Why he cannot even hold
his own against a woman.
Th
h l
l f l h
d d
d h
bracken a type of plant (fern)
132
20
21
Session 1
g
Then she let out a peal of laughter and dropped her
sword. I am no man as I appear, but Robins pupil Marian.
Three years ago I vowed to wed him when the time was ripe,
and with that she snatched off her cap and her hair fell tumbling
over her shoulders and she rushed into Robins arms hugging
him, and laughing and crying by turns. . . .
A few days later Robin and Marian became husband and wife.
...
22
So Marian came to the greenwood, and the outlaws never

wearied of hearing how she fought the Prince of Outlaws
sword to sword and how she made him yield.
From Robin Hood: His Life and Legend, Bernard Miles 1979. Published by Egmont Books Limited, London and used with permission.
133

ID:225493 D Common
14
ID:225495 D Common
16
Based on the excerpt, why does Marian

go to the forest?
Based on the excerpt, what ultimately

causes Robin to lose the sword ght?
A. to locate and spy on Robin Hood
A. his lack of strength
B. to seek help from Robin Hood
B. his anxiousness
C. to beat Robin Hood at his own game
C. his weak sword skills
D. to nd and marry Robin Hood
D. his carelessness
ID:225479 A Common
15
Session 1
ID:225481 B Common
17
In paragraph 6, what does Robin

mean when he says, We do not suffer
strangers in the greenwood?

following is the best denition of the
word bide as it is used in paragraph 11?
A. Robin does not like outsiders

snooping around the forest.
A. to maintain a condition
B. Robin punishes people who destroy

the forest.
C. to be left behind
B. to live in a specic location

D. to wait for something to happen
C. Robin does not talk to those he does

not know.
D. Robin considers everyone he meets
an outsider.
Booklet.
ID:225496 Common
18
In the excerpt, Marian outsmarts and outghts Robin. Describe the character traits of Marian
that enable her to trick Robin and win the ght. Use relevant and specic information from the
excerpt to support your answer.
134

DIRECTIONS
Answer Booklet.
It is the eve of the American Revolution. Adam Cooper lives in colonial Lexington. As the British army
approaches, the men of Lexington gather to form a militia to ght them. Adam wants to join but is not sure
if his father will allow him. To learn what happens, read the excerpt from the novel April Morning and
answer the questions that follow.
from
April Morning
by Howard Fast
2
3
4
5
6
7
8
9
10
1
2
I found myself in the entrance to the guest room, or hostel room, as we sometimes
called it, of Buckmans. All around me were friends and neighbors, some of the men
grinning when they caught my eye, but everyone warm and nervous and bound
together by a thousand invisible threads, the way people become facing a great danger
or excitement in common. It sometimes seems to me that we live inside of invisible
shells, but just as much shells as the fat Maine lobsters inhabit; and only at a time like
this do the shells melt away and the real people emerge.
Cousin Simmons saw me, pushed over, squeezed my elbow, and said softly, A boy
went to bed and a man awakened, hey, Adam?
I do hope so.
Do me a favor, Adam?
Anything you say, Cousin Simmons.
Your Cousin Ruth is out in all this commotion, and I dont blame the girl with
everything stood topsy-turvy. Do nd her and bring her home after you sign the
muster book.1
Ill be pleased to, Cousin Simmons, but sure as the sunrise, I dont know whether
Ill be signing that muster book. I just have my hopes and prayers.
Hes all bark and no bite. You should have learned that, Adam.
Its slow learning about your own father, I thought, and I said a prayer like this: Oh,
dont let him do it to me in front of everyone standing here! Dont let him look at me
the way he does, like I was nothing but a chicken thief caught in the act, and tell me
that Im no account and not t to stand in with the men! I couldnt bear it now! I
simply couldnt!
I was in the room now. There were at least six candles on the table where Father
sat, with Jonas Parker on one side of him and Samuel Hodley on the other. Jonas
Parker had the muster book out in front of him, and when someone came to sign it,
he would push it toward him and make a serious and almost ceremonial thing of the
entry. Father had the minutes book of the Committee, and when someone signed the
muster book, Father entered the name and the salient2 facts in the records of the
muster book an ofcial roll of persons in a militia

salient important
135
11
12
13
14
15
16
17
18
19
3
4
Session 2
Committee. It appeared pointless to me for two separate sets of records to be kept like
that, yet I knew that most of the men agreed that the civil and military aspects of the
matter should be cleanly separated. Samuel Hodley was the emergency storekeeper,
and it was up to him to determine whether the militiaman had enough powder and
shot;3 and if not, to see that it was issued. When a man had signed in, Jonas Parker
would tell him:
You are now on call and assignment until you are ofcially released from duty with
a release signed by one of us three. In other words, you are now a member in good
standing, under orders and in discipline in this Committee of Defense and
Correspondence. Go home and get your gun and powder and shot, a pound of bread
and a water bottle. Muster on the common at four oclock in the morning.
I dont mean that he said that over and over, but enough times so that no one
would fail to hear it. Even though I myself held to Samuel Hodleys opinion, that this
was all a great bother and disturbance over nothing at all, his words made me feel
cold and desolate for a moment.
I was in front of the table almost before I realized. Name? my father said briskly,
in the ofcial tone he used for Committee businessand then he looked up and saw
me as I replied:
Adam Cooper.
His eyes xed on me, and I felt that they were boring inside of me and reading every
thought. For myself, I had the feeling that I was looking at my father for the very rst
time, not seeing him as I had always seen him in the vague wholeness of age and
distance, but looking at the face of a surprisingly young man, his wide, brown face
serious and intent upon me, his dark eyes shadowed in their inquiry, his broad fulllipped mouth tight and thoughtful. How was it, I wondered, that I had never noticed
before what a strikingly handsome man he was? How was it that I had seen in him
only the strength of his overbearance and not the thewed4 strength of those massive
brown arms spread on the desk with the white shirt sleeves rolled high and carelessly?
It was no wonder that men listened to him and heeded his words.
The room was full of silence, and it stretched and stretched, and all the while my
father never turned his eyes away from mine. What went through his mind I will
never know, but I do know that time there became an eternity. At last, Father looked
at Jonas Parker and nodded silently, and Parker pushed the muster book toward me. I
bent over the table and signed my name, my hand trembling, the letters all blurred
and wiggly.
Powder and shot? Hodley was asking me.
Yes, sir.
Then I pushed my way out of the room, having no other desire than to be away
from everyone else and for a while alone.
. . .
powder and shot gunpowder and lead ball

thewed muscular
From APRIL MORNING by Howard Fast, copyright 1961 and renewed 1989 by Howard Fast. Used by permission of Crown Publishers, a
division of Random House, Inc.
136
Session 2
ID:225803 A Common
ID:244066 B Common
19
21
Based on the excerpt, what does Adam

hope will happen at Buckmans?
A. He will not be too afraid to sign the
muster book.
A. that his father will embarrass

him publicly
B. His father will allow him to sign the

muster book.
B. that his father will arrest him for

stealing chickens
C. His father will not notice him at

the meeting.
C. that his father will punish him for

his disobedience
D. He will get respect from

the committee.
D. that his father will give him a lesser

job to perform
ID:225807 D Common
ID:225798 A Common
20
In paragraph 9, what does Adam fear

the most about his father?
22

the box below.
Cousin Simmons saw me, pushed over,
squeezed my elbow, and said softly, A
boy went to bed and a man awakened,
hey, Adam?
Based on the excerpt, how can the

reader tell that Adams father is an
important man in the community?
A. by his treatment of his son
B. by his serious facial expression
C. by his tone of voice
D. by his position on the committee
What does the sentence suggest about

Cousin Simmons?
A. that he supports Adams wish to join
the militia
B. that he wants Adam to return to
his home
C. that he likes joking with Adam about
Adams father
D. that he thinks Adam is young
and immature
137
Session 2
ID:246618 B Common
ID:225831 A Common
23
25

what occurs between Adam and
his father at the sign-in table in
paragraph 15?
In paragraph 19, Adam says he wants to

be alone. What is the most likely reason
he says this?
A. He is disturbed by his fathers lack
of emotion.
A. Adam sees his father in a

different way.
B. He is overwhelmed by what has

just happened.
B. Adam becomes more fearful of

his father.
C. He is embarrassed at being the

center of attention.
C. Adam attempts to impress

his father.
D. He is lled with fear about signing

the book.
D. Adam tries to read signs of emotion

in his fathers face.
ID:225849 A Common
26
ID:225808 C Common
24
In paragraph 16, Adams father allows

him to enlist. What does this most
likely indicate about Adams father?

meaning of the word boring as it is used
in paragraph 15?
A. penetrating
A. He realizes the militia needs men.
B. glancing
B. He understands the seriousness of

the colonies situation.
C. pestering
D. shaking
C. He recognizes Adam as an adult.

D. He knows that Adam will look
cowardly if he does not sign.
138
Session 2
Booklet.
ID:225851 Common
27
Based on the excerpt, explain what signing the muster book means to Adam. Use relevant and
specic examples from the excerpt to support your answer.
139

DIRECTIONS
Answer Booklet.
The Arctic has some of the most dangerous weather conditions in the world. In this interview with National
Geographic News, explorer Benedict Allen describes his attempt to cross the Bering Strait with only a
dogsled team. Read the interview Ice Dogs Explorer on Siberia-to-U.S. Dogsled Attempt, and answer the
Ice Dogs Explorer on
Siberia-to-U.S. Dogsled Attempt
by Brian Handwerk
for National Geographic Ultimate Explorer
November 7, 2003
National Geographic News recently spoke with Allen about his Arctic odyssey as he
warmed up in Washington, D.C.
Excerpts:
1
National Geographic News (NGN):

You have a long background in exploration, but this was something
new. What drew you to the Arctic?
Benedict Allen:
My technique is to live with local people and learn their skills, because
the places others see as exotic or scary they see as home. In the Gobi, I
learned to travel with camels and had an extraordinary amount of freedom
in a place which should have perhaps killed me. I thought, Can I carry it
further? Can I go to perhaps the most extreme place, the Arctic, and
survive there with the help of dogs?
NGN: You spent months living and traveling with local Chukchi people in
Siberia who taught you about handling a dog team and surviving the
Arctic. What was life like among people who herd reindeer and hunt
walrus and seals?
Allen: I was trying to hone in immediately on their ability with dogs, but I was
also struck with how they seemed to read the landscape so easily. It can be
terribly disorienting in a blizzard thats come from nowhere. Yet the local
people had grown up in this place where the line between life and death is
so ne. They knew when bad winds were coming and so on. Thats what
struck me rst.
140
But perhaps above all I was struck by their ability to deal mentally with
harsh conditions. They were always making jokes. There is a danger when
youre stuck in a blizzard, when you dont know where you are and its
minus 40 Fahrenheit, . . . that you can sort of turn in on yourself. You can
begin feeling sorry for yourself, and you just want to go to sleep and
forget the numbing cold. The Chukchi were always getting me to jump
about and have a good laugh. They made me keep moving, keep thinking
and be positive. For example, they once started lighting distress ares
during a blizzard, and I was thinking, My God, Im trusting them as
guides and they are ring ares where we have no hope of being rescued.
But it was all about having fun, just a bit of reworks to keep things light.
Session 3
NGN: Did they think you were a bit crazy?
Allen: They did, especially because I was such a total beginner. They couldnt
understand why I was aiming to be out there in the Bering Strait alone. They
dont go on expeditions alone, and they couldnt see the point of it. They
were also doubtful that Id gain enough skills over two or three months to
cope alone for even a day. Maybe theyre right [that the trip was crazy.] Lots
of people in our culture cant see the why either. In the end, only certain
sorts of people feel that they want to push themselves to the limit.
NGN: What did you rst think of the dogs?
Allen: I knew Id have to prove myself to the Chukchis, but I found that the dogs
were not going to obey me until Id earned their respect. I hadnt expected
that, and it was quite startling. You dont have to prove yourself to a pet
dog, but these dogs are tough creaturesthey knew the rules of the Arctic.
It was humbling to see how adept they were out there. Top Dog, the lead
dog, really ignored me for six weeks. He ran, but didnt heed my
commands to turn right or left.
10
NGN: The dogs owner was delayed in a blizzard. So you never learned the
dogs names or the teams unique commands. How did you get them
to work with you?
11
Allen: Yasha and Tolia, the Chukchis who were with me, helped enormously. I
knew little except that the front dogs were probably the top dogs and that
the key was probably nding the alpha1 male and getting his respect. That
meant going out to the tundra, getting to know the dogs, and getting them
to see me as important in their lives. For example, when I fed them I was
talking to them all the time, reminding them I was the provider. Id walk
up and down the lines of the dogs making them get out of my way to show
that I was the boss. Its simply to do with a sense of whos in charge.
alpha the lead dog
141
Session 3
12
The Arctic is a terribly tough and dangerous environment. Their respect is

all to do with whether they feel safe in your hands. They knew the
landscape. They could smell things that I couldnt like bears and open
water. Gradually, I did get them on my side, and they would override their
fears and trust me.
13
The greatest feeling was the dogs allowing me to have the kind of
freedom, in that environment, that Id had in the desert with camels. My
biggest fear was that one day I was going to be alone, and they might
desert me out there when the chance came. It sounds a bit
anthropomorphic,2 but youre aware of these dogs assessing you all the
timeespecially the lead dog who wanted to know what I was doing with
his pack.
14
NGN: During your expedition, those fears were nearly realized. While
scouting a route forward through the jumbled ice pack, you lost the
team and spent a dangerous night out alone on the ice not knowing if
youd ever nd them again. How did that experience change your
journey?
15
Allen: I remember turning on the camera and giving sort of an update, but
thinking to myself: This could be a death sentence. I needed my dogs.
16
No one in the world knew where I was, and it was reinforced to me how
dependent we were upon each other. When I found them [still] waiting for
me the next morning, I knew that they would go to the end of the world
for meand that feeling was the most important achievement. More
important than any specic feat was the trust of these individuals who
allowed me to see this place as a sort of home.
17
I thought that these dogs deserved to get back to their home. In the end, I
was responsible for their lives, and I was absolutely determined that I
would come back with these ten characters. More or less right then I
decided to turn around with them and go back.
18
NGN: Your experience might have been quite different if youd crossed
successfully with no such incident.
19
Allen: I wondered about that afterwards. I thought, What would I have come
away with if Id crossed without that happening? A personal satisfaction,
but it might have been a rather empty reward for a long journey.
20
One way or another, each dog in his own way played a part, and I just
thought, This is such a treasure, this team. You got to know their
strengths and weaknesses and you had the feeling that they knew yours as
well. Saying goodbye to those ten characters was absolutely devastating.
anthropomorphic regarding animals, inanimate objects, or natural phenomena as having humanlike qualities
Brian Handwerk/National Geographic Society Image Collection.
142

ID:225508 D Common
28 In paragraph 4, which of the following

z
best explains what the phrase to read
Session 3
ID:225502 D Common
31 What does Allens calling the dogs

z
characters in paragraph 17 show about
the landscape means?
his relationship with them?
A. to recognize different seasons
A. Allen liked that the dogs were

always playful.
B. to ask about the wilderness
B. Allen believed that the dogs were

ill-trained.
C. to wonder about the terrain

D. to understand the environment
C. Allen thought he was superior to

the dogs.
D. Allen viewed the dogs as
distinct personalities.
ID:225509 A Common
29 Based on the interview, how did

z
Allen prepare himself for his Arctic
exploration?
A. by experiencing how natives survive
ID:225514 A Common
32 Based on the interview, why does Allen

z
feel he succeeded even though he
B. by talking with other explorers
failed?
C. by visiting areas with
similar climates
A. Allen felt rewarded through his

relationship with the dogs.
D. by gathering information
from books
B. Allen made better progress than any

other explorer.
C. Allen learned how to read the terrain
while crossing the Arctic.
ID:244070 B Common
30 Based on the interview, which of the

z
following best explains why the sled
D. Allen learned how to overcome the

danger of extremely cold weather.
dogs were essential to Allens survival?

A. The dogs would protect Allen
from predators.
B. The dogs were knowledgeable and
swift in the Arctic.
C. Allen knew the dogs would keep
him warm on cold nights.
D. Allen knew they would provide
comfort for his loneliness.
143
Session 3
ID:225515 A Common
33
z
ID:225505 C Common
35 The word devastating is derived from the

z
Latin devastare, meaning to lay waste.
Based on the interview, which of the

following best explains why Allen
explored remote areas of the world?
Which of the following most nearly

means the same as the word devastating
as it is used in paragraph 20?
A. to experience new challenges

B. to get his name in the paper
A. unemotional
C. to study native animals
B. awesome
D. to sell his stories and make money
C. overwhelming
D. awkward
ID:225517 B Common
34 How does the question-and-answer style

z
of the interview benet the reader?
A. The writer can interpret how
Allen feels.
B. The reader gets information in
Allens own words.
C. The reader anticipates how Allen
will answer.
D. The writer can explain Allens ideas
to the reader.
144
Session 3
Booklet.
ID:225521 Common
36 Based on the interview, explain how the relationship between Allen and the dogsled team
z
changes from his rst meeting with the dogs to the end of their journey. Use relevant and
specic information from the interview to support your answer.
145
Session 3
Mapuri the hunter has decided that he must be wise in addition to his other qualities. To learn what Mapuri
discovers in his quest for wisdom, read the myth, The Hunter Who Wanted Air. Answer the questions that
follow.
THE HUNTER WHO
WANTED AIR
A Legend from Guyana,
Surinam, French Guiana
and Brazil
by Alex Whitney
1
2
3
5
6
7
8
9
10
The rst time Mapuri the hunter noticed Tafeela, she was weaving a basket under a
shelter of thatched grass. So enchanted was he by her grace and beauty that he
immediately strode into the nearby hut of her father, Okono, and asked for permission to
marry Tafeela.
I shall let Tafeela decide for herself whether or not she will marry you, said Okono,
as he went to the doorway and summoned his daughter.
When Tafeela entered the hut, Okono explained the reason for Mapuris presence.
Tafeela peered intently at her suitor. Then she stood on tiptoe and whispered in her
fathers ear.
Tafeela thinks you are handsome, Okono told Mapuri, but she says she will only
marry someone who possesses a quality such as wisdom. You are known to be an expert
hunter and a skilled sherman, but Okono hesitated, somewhat embarrassed, I
seriously doubt if anyone would call you wise.
Then I shall become wise at once! Mapuri said airily.*
And just how do you plan to accomplish that? Okono wanted to know.
Very simply, declared Mapuri. I have heard that Mankato, chieftain of the tribe that
lives upriver by the waterfall, is great in wisdom. I shall go to him, and when he has
taught me all that he knows, I shall return and marry Tafeela!
Mapuri went off merrily whistling an imitation of the honeybirds song.
Early the following morning Mapuri ran to the river and leaped into his corial, the
dugout canoe he had carved from a tree trunk. Then he paddled strenuously upstream
until he heard the thunderous torrent of the waterfall.
When he had pulled his dugout onto a sandy cove, he hastened toward a cluster
of beehive-shaped huts set back from the riverbank. Amid the excited barking of dogs,
he exchanged greetings with a group of villagers and told them he had come to
see Mankato.
* airily happily
146
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Session 3
Mapuri was led to a large thatched hut, roofed with pale-yellow palm straws that swept
gracefully to the ground. Seated cross-legged in the entrance was an ancient man with a
magnicent head of graying hair.
Mapuri stood before him and came to the point at once: Mankato, I wish to learn
how to be wise.
The old chieftains eyes twinkled from behind half-closed lids. Before one can acquire
wisdom, one must truly desire it, he said.
I desire it more than anything else at the moment! cried Mapuri.
Then you shall have your rst lesson, said Mankato, rising slowly to his feet. Come,
let us walk to the river.
When the pair arrived at the riverbank, Mankato told Mapuri to kneel in the shallow
water. But as soon as Mapuri had done so, Mankato rmly pushed the young mans head
underwater and held it there for a moment or two.
Choking and spluttering, Mapuri raised his head out of the river. Then he drew in
great gulps of air.
What did you think about while your head was underwater? asked Mankato,
seemingly unaware of his would-be pupils distress.
Air! wheezed Mapuri.
What! exclaimed Mankato. Did you not think of your prowess in the hunt?
No! gasped Mapuri. All I could think of was air!
Did you not think of your nets brimming with sh? persisted Mankato.
No, said Mapuri, I thought only of air!
When you want wisdom as much as you wanted air, then shall you become wise,
said Mankato. And without a backward glance at Mapuri, the old man walked away.
The long shadows of early evening lay on the river when Mapuri returned to his
village. As he trod wearily past Okonos hut, Tafeela emerged from the doorway.
Did you learn how to be wise, Mapuri? she asked.
Mapuri hung his head and looked forlornly at his toes. Alas, Tafeela, I have learned
only one thing, he said. Air is more important to me than wisdom.
Tafeelas eyes sparkled beneath her fringe of glossy black hair. In that case, she said,
I shall accept your offer of marriage.
Mapuri could scarcely believe his ears. Kiriwani! Impossible! he cried. Surely you
must realize that many, many moons and many, many suns will come and go before I
will be able to claim wisdom!
Tafeela laughed softly. That may be true, but you possess another quality more
valuable than all the game in our forest, more priceless than all the sh in our river:
honesty. And honesty, Mapuri, is the rst step on the path to wisdom. said Tafeela.
From VOICES IN THE WIND by Alex Whitney, copyright 1976 by Alexandra Whitney. Used by permission of David McKay
Company, a division of Random House, Inc.
147
Session 3
ID:225510 D Common
ID:225528 D Common
37 Based on the myth, what does Mapuris

z
leaving to search for wisdom tell the
39 According to the myth, which of the

z
following best explains why Tafeela
reader about him?
agrees to marry Mapuri?
A. He wants Tafeela to recognize

his authority.
A. She discovers he is insincere.
B. He wants to show Tafeela that he is

smarter than she thinks.
C. She discovers he is unworthy.
B. She discovers he is wealthy.

D. She discovers he is truthful.
C. He is ashamed by Tafeelas
comments.
D. He is willing to change
for Tafeela.
ID:225530 C Common
40 Which of the following is the best

z
synonym for the word enchanted in
paragraph 1?
ID:225523 B Common
z
38
A. bored
Based on the myth, which of the

following words best describes Mapuris
attitude when he rst sets off to nd
wisdom?
B. puzzled
C. charmed
D. fooled
A. humble
B. condent
C. angry
D. hesitant
148

Standard
Correct Answer
(MC)*
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149
VII. English Language Arts,


Arts Curriculum Framework (2001) listed below. Page numbers for the learning standards appear in
parentheses.


the table.
151

DIRECTIONS
The making of a movie takes a lot of work. Read this article about the making of the rst Lord of the Rings
movie and answer the questions that follow.
Before the Cameras Rolled

by Brian Sibley
1
The Lord of the Rings Trilogy began with a

storyboard, an aid to lmmaking borrowed
from the animation industry. In the earliest
days of the movies, animators made rough
drawings with which to plot and time their
pictures. As those lms grew longer and more
elaborate, the number of drawings increased,
until there were hundreds of sketches lying
around on studio oors, propped up on desks
and chairs or pinned to the walls. It was one
of Walt Disneys animators, in the 1930s, who
came up with the idea of pinning the story
drawings onto a board. The storyboard proved
a great innovation: it was now easier to read
the story of the lm and to make editorial
changesmoving sequence, changing shots,
altering angles, deleting individual sketches
and redrawing others.
Eventually, live-action lmmakers began
adopting the storyboard, initially in order to
work out the logistics of complex scenes,
such as the burning of Atlanta in Gone With
the Wind. Some directors, Alfred Hitchcock
among them, used storyboards to plot whole
lms, and today every epic and action movie
will start as a series of detailed drawings on a
storyboard. Peter Jackson had full storyboards
drawn up for all three lms of The Lord of
the Rings Trilogy, and then, before shooting
a single frame of The Fellowship of the Ring,
he made the entire picture as an animatic,
which is essentially a lmed version of all
152
the still pictures on the storyboard. One

or two sequences were added in primitive
computer animation, a reading of the script
was recorded, borrowed music and makeshift
sound effects were added and the nished
lm was screened. The animatic, says
Jackson, is a wonderful tool and a real help
in planning the shooting of the actual movie:
you immediately get an idea whether the
structure and pacing is right and whether the
characters are working.
At the same time, Weta Workshop was
gearing itself into action, the lms impressive
cast began to be assembled and the actors
started preparing for their roles.
We came to New Zealand, recalls Elijah
Wood, about six weeks prior to lming. We
had daily exercises with a personal trainer,
learned how to paddle canoes and ght with
swords. There were sessions on accents with the
voice coach, a lot of meetings where we talked
about our characters and the script and became
comfortable with the people we were playing.
But what was important was that we all
experienced these things alongside one
another, which brought us close together
and prepared us for the relationships that we
would be portraying in the lm.
Preparation for Orlando Bloom began
with movement: That was my way into the
character of Legolas. It started with my just
walking around a room, nding a walk, a
Session 1
focus, a posture. How does Legolas walk? Or

run? How does he sit or stand? I wanted to
nd a way of moving that combined elements
of martial arts with something almost
balletic. Legolas, as I eventually discovered
him, is very quiet; he never says anything
unless he has to, but hes always there: alert,
poised, ready for action, capable of picking
up any weapon and using it with the greatest
of ease.
For other actors it was back to the book,
or, in Sir Ian McKellens case, coming to it
for the rst time: I hadnt previously read
The Lord of the Rings, and when I did,
then I was looking at it as source material
for the lm, so it wasnt really reading. I
wasnt sitting down by the re and getting
lost in the world; I was underlining passages,
making notes, thinking What does this or
that mean for Gandalf s character? That is
how I prepared for the part, and when we
were lming I was constantly referring back
to the book. It became my bible and I would

have it with me at all times.
Another rst-time reader of Tolkiens
epic, Viggo Mortensen, also made extensive
annotations. Its such a big book to plough
through, he says. I needed to make notes
in order to keep track of things, to be able
to compare the script and the book and make
sense of what we were doing. Although there
was no way in which we could put everything
that is in the books onto the screen, I knew
that there were things in the text that were
said by, or about, my character that would be
valuable to keep in mindwhether or not they
were ever in the script.
Finally, all the preparations that could be
made had been made, andalthough many
challenges were still to be met and many
hurdles had yet to be overcomeon October
11, 1999, the rst take of the rst shots of
The Lord of the Rings Trilogy was committed
to lm . . .
Before the Cameras Rolled from The Lord of the Rings Ofcial Movie Guide by Brian Sibley. Copyright 2001 by Brian Sibley. Published
by Houghton Mifin.
ID:204436 B Common
According to the article, how did the

storyboard improve lmmaking?
ID:204441 D Common
What is the main purpose of paragraph 3?
A. It helped actors learn their lines.
A. to summarize the main idea of

the article
B. It helped directors plot their lms.
B. to introduce the director of the lm
C. It made special effects

more realistic.
C. to conclude the section

on storyboards
D. It made lms less expensive

to produce.
D. to serve as a transition to the

next topic
153
Session 1
ID:244267 A Common
ID:204445 D Common
According to Elijah Wood, what was

the most important result of arriving
before lming began?
A. He learned his lines.
Read the excerpt from paragraph 2 in the

box below.
. . . the nished lm was screened.
B. He developed an accent.
C. He got into good
physical shape.
In the excerpt, why is the word lm in

quotation marks?
D. He built a relationship with

the actors.
A. to emphasize that it is not the

typical meaning of the word
B. to indicate that the word is not
important
C. to show that the word is spoken
ID:204456 A Common
D. to highlight a technical word
According to the article, who wrote

The Lord of the Rings books?
A. Tolkien
B. Jackson
ID:204470 C Common
C. Gandalf
D. McKellen
Which of the following context clues

helps the reader understand the meaning
of annotations in paragraph 7?
A. rst-time reader
B. such a big book
ID:204463 C Common
C. make notes
Who is the main source of information

for this article?
D. keep in mind
A. lm critics
B. animation experts
C. people involved in making the lm
D. people who saw the lm in theaters
154
Session 1
Booklet.
ID:242793 Common
Choose two actors mentioned in the article. Compare the ways they prepared for the lm.
Support your answer with relevant and specic information from the article.
155
Session 1
In this poem, the poet recalls a childhood memory of the day his grandfather asked him to clean the well
where they got their drinking water. Read the poem and answer the questions that follow.
Cleaning the Well
10
15
20
Each spring there was the well to be cleaned.
On a day my grandfather would say,
Its got to be done. Lets go. This time
I dropped bat and glove, submitted to the rope,
and he lowered me into the dark and cold
water of the well. The sun
slid off at a crazy cant* and I
was there, thirty feet down, waist deep
in icy water, grappling for whatever
was not pure and wet and cold.
The sky hovered like some pale moon
above, eclipsed by his heavy red face
bellowing down to me not to dally,
to feel deep and load the bucket.
My feet rasped against cold stone,
toes selecting unnatural shapes, curling
and gripping, raising them to my ngers,
then into the bucket and up to him:
a rubber ball, pine cones, leather glove,
beer can, fruit jars, an indenable bone.
It was a time of fears: suppose he
should die or forget me, the rope break,
the water rise, a snake strike, the
bottom give way, the slick sides crumble?
25
30
35
The last bucket lled, my grandfather

assured, the rope loop dropped to me
and I was delivered by him who
sent me down, drawn slowly to sun
and sky and his ercely grinning face.
There was something else down there:
a cat or possum skeleton, but it
broke up, I couldnt pick it up.
He dropped his yellow hand on my head.
Theres always something down there
you cant quite get in your hands.
Youd know that if it wasnt your rst
trip down. Youll know from now on.
But what about the water?
Can we keep on drinking it?
40
Youve drunk all that cat

youre likely to drink. Forget it
and dont tell the others. Its just
one more secret you got to live with.
Paul Rufn
* cant angle, tilt

Cleaning the Well from Lighting the Furnace Pilot by Paul Rufn. Copyright Paul Rufn. Published by Spoon River Poetry Press.
156
Session 1
ID:204104 C Common
ID:204070 B Common
12
In lines 910, what does the speaker

mean by whatever was not pure and
wet and cold?
What do lines 3343 best suggest about

the grandfather?
A. He is protective.
A. whatever was not alive
B. He is unrealistic.
B. whatever was not water
C. He is experienced.
C. whatever was not visible
D. He is unaffectionate.
D. whatever was not moving

ID:204096 B Common
13
ID:204084 B Common
10
What is the speaker doing in lines

1518?
A. tricked
A. trying to climb out of the well
B. rescued
B. trying to pick up objects in the well
C. lowered
C. trying to lower the water level in

the well
D. addressed
D. trying to determine what objects are

in the well
ID:204101 B Common
11
What is the meaning of the word

delivered in line 27?
What do lines 3437 reveal about the

job of cleaning the well?
A. It is scary but satisfying.
B. It cannot be done perfectly.
C. It is exhausting to complete.
D. It cannot be done by children.
157
Session 1
This article explains how to use Internet search engines as a research tool. Read the article and answer
the questions that follow.
On a fact-nding mission
Search engines make it easy; just follow these basic rules

by Moira Allen
1
THE KEY TO A successful search is to dene an

effective search word or phrase. Your goal is to
choose terms that will bring up the most relevant
sites, while excluding those that are irrelevant.
To accomplish this, your terms should be
as specic as possible. Often, a good way to
accomplish this is to specify two or more precise
words you want to nd in the same document.
For example, if you want to research cat care,
typing cats into a search engine will bring up
a host of inappropriate resultsincluding sites
related to the musical Cats, the movie Cats and
Dogs and a baseball team called the Tiger-Cats.
By entering the words cats and care, however,
youll get more focused results. An even better
approach is to ask yourself what phrase would
likely appear in an article on cat care, and then
enter it in quotation marks: grooming your cat.
This will bring up several useful-looking sites.
Another approach is to determine what terms
an expert in the subject area would use. If youre
researching cancer in cats, using a combination
of wordscats cancercertainly will produce
good results. Searching for a phrase like feline
oncologyterminology used by veterinarians
might be even more productive.
...
4
Keep in mind that search engines are specic.

They cant guess or provide information that is
close to what you are looking for; they can only
nd exactly what you enter. What most engines
will do, however, is rank the results based on
how many times your search term appears in
a document, or how close to the beginning of
the document it appears (along with a number
of other variables). That doesnt mean you only
should look at the rst few results provided. You
may nd that the perfect Web site is 30th on the
list. (But if you scan two or three pages of results
without nding a likely site, you probably need
to redene your search.)
Another point to keep in mind is that different
countries use different spellings. If youre using
American spellings, your search may ignore non
U.S. sites that could offer valuable information.
If a word has both an American and British
spelling (catalog versus catalogue), try both.
Similarly, if youre searching for information
on a specic date, remember that there are
two widely accepted formats: June 1, 2002 and
1 June 2002.
On a fact-nding mission by Moira Allen from The Writer, June 2002. Copyright 2002 by Moira Allen. Published by Kalmbach
Publishing.
158

ID:204397 D Common
14
According to the article, which

of the following is a limitation
of search engines?
Session 1
ID:204405 C Common
16
A. They will not list illustrations.

following is a true statement about
search results?
B. They are not as accurate as books.
A. The rst few results are the

best ones.
C. They will not produce

foreign sources.
B. The results are ranked

alphabetically.
D. They cannot make guesses

about a search.
C. The best results may be later in

the list.
D. The results are ranked
by country.
ID:244269 A Common
15
According to the article, why is typing

only the word cats an ineffective
search strategy for cat care?
ID:204411 C Common
17
A. Many of the search results will

be unhelpful.
In the article, how does the author

support her statements about using
search engines?
B. Many of the search results will be

about baseball.
A. She lists industry statistics.
C. Search engines require

multiple words.
C. She provides specic examples.
B. She quotes technical experts.

D. She recalls personal experiences.
D. Search engines require

technical terms.
Booklet.
ID:242797 Common
18
Imagine you are looking for a new dog. Based on the article, describe the steps that could be
involved in an Internet search for information about getting a dog. Support your answer with
relevant and specic information from the article.
159

DIRECTIONS
Answer Booklet.
Based on fact, Letting Swift River Go is about a girls experiences before and after a dam was built on the
Swift River in Massachusetts. The dam created the Quabbin Reservoir, one of the largest bodies of water in
New England. Read the story and answer the questions that follow.
Letting Swift River Go

by Jane Yolen
Students read a selection titled Letting Swift River Go and then answered
questions 19 through 27 that follow on the next pages of this document.
From LETTING SWIFT RIVER GO by JANE YOLEN. Copyright 1992 by Jane
Yolen. By permission of Little, Brown and Co., Inc.
160
Session 2
ID:244270 D Common
ID:207488 C Common
19
21
What do Sally Janes memories in the

rst three paragraphs represent for her?
A. They represent a boring time.
B. They represent a daring time.
A. But then everything began

to change.
C. They represent an innocent time.

D. They represent an unhappy time.
B. The men went to the

Grange Hall time after time
after time.
C. Only nobody asked us kids.
ID:207504 B Common
20
Which of the following details from

paragraph 6 shows that the townspeople
had little say in what happened to
their towns?
What is the turning point of the story?
D. So it was voted in Boston to drown

our towns that the people in the city
might drink.
A. when the water begins to cover

the town
B. when the men from Boston
rst arrive
C. when Sally Jane captures
the reies
ID:207543 C Common
22
D. when the houses are knocked down
In paragraph 9, the windows of the Old

Stone Mill that stared out like empty
eyes symbolize
A. the renewal of the town.
B. the strength of the people.
C. the desolation of the town.
D. the indifference of the people.
161
Session 2
ID:207530 C Common
ID:207549 D Common
23
25
According to the story, which of

the following resulted from the
towns destruction?
What do paragraphs 1315 suggest

about Sally Jane?
A. She does not understand why her
father ever liked the Swift River.
A. Sally Janes family broke apart.
B. She is still angry about the fate of

the Swift River towns.
B. The towns were rebuilt elsewhere.

C. Water was scarce in the
rural areas.
C. She has come to accept the fate of

the Swift River towns.
D. Townspeople were forced

to separate.
D. She wishes she had never grown up

near the Swift River.
ID:207556 A Common
24
In paragraph 14, Sally Jane holds water

in her hands. What other part of the
story does this image echo?
ID:207522 B Common
26
Read the sentence from the story in the

box below.
A. catching the reies

Boston had what Papa called a
mighty long thirst, and no water
to quench it.
B. moving the graves

C. building the dams
D. shing for trout

replacement for quench?
A. shorten
B. satisfy
C. destroy
D. alter
162
Session 2
Booklet.
ID:242798 Common
27
In paragraphs 4 and 15, Sally Jane hears her mother tell her, You have to let them go,
Sally Jane. Explain how these words are important to the story. Support your answer with
relevant and specic information from the story.
163

DIRECTIONS
Answer Booklet.
This excerpt is from the opening scene of Brighton Beach Memoirs, a play by Neil Simon. It takes place in
the Brighton Beach section of Brooklyn, New York, in 1937. Blanche and her daughters live with her sister
Kates family. Most of the baseball players Eugene names are among the most famous of the time. Read the
excerpt and answer the questions that follow.
Brighton Beach Memoirs

by Neil Simon
ACT ONE
Its around six-thirty and the late-September sun
is sinking fast. KATE JEROME, about forty years old,
is setting the table. Her sister, BLANCHE MORTON,
thirty-eight, is working at a sewing machine. LAURIE
MORTON, aged thirteen, is lying on the sofa reading
a book.
Outside on the grass stands EUGENE JEROME,
almost but not quite fteen. He is wearing knickers,*
a shirt and tie, a faded and torn sweater, Keds
sneakers and a blue baseball cap. He has a beaten
and worn baseball glove on his left hand, and in
his right hand he holds a softball that is so old and
battered that it is ready to fall apart.
On an imaginary pitchers mound, facing left, he
looks back over his shoulder to an imaginary runner
on second, then back over to the batter. Then he
winds up and pitches, hitting an offstage wall.
10
15
20
25
EUGENE. One out, a man on second, bottom of

the seventh, two balls, no strikes . . . Rufng
checks the runner on second, gets the sign
from Dickey, Rufng stretches, Rufng
pitches (He throws the ball.) Caught
the inside corner, steerike one! Atta baby!
No hitter up there. (He retrieves the ball.)
30
* knickers pants that end just below the knee
164
One out, a man on second, bottom of the

seventh, two balls, one strike . . . Rufng
checks the runner on second, gets the sign
from Dickey, Rufng stretches, Rufng
pitches (He throws the ball.) Low and
outside, ball three. Come on, Red! Make
him a hitter! No batter up there. In there all
the time, Red.
BLANCHE. (Stops sewing.) Kate, please. My
head is splitting.
KATE. I told that boy a hundred and nine times.
(She yells out.) Eugene! Stop banging the
wall!
EUGENE. (Calls out.) In a minute, Ma! This is
for the World Series! (Back to his game.)
One out, a man on second, bottom of the
seventh, three balls, one strike . . . Rufng
stretches, Rufng pitches (He throws the
ball.) Oh, no! High and outside, JoJo Moore
walks! First and second and Mel Ott lopes
up to the plate . . .
BLANCHE. (Stops again.) Cant he do that
someplace else?
KATE. Ill break his arm, thats where hell do it.
(She calls out.) Eugene, Im not going to
35
40
45
50
55
60
65
70
75
tell you again. Do you hear me?

EUGENE. Its the last batter, Mom. Mel Ott is
up. Its a crucial moment in World Series
history.
KATE. Your Aunt Blanche has a splitting
headache.
BLANCHE. I dont want him to stop playing. Its
just the banging.
LAURIE. (Looks up from her book.) He always
does it when Im studying. I have a big test
in history tomorrow.
EUGENE. One pitch, Mom? I think I can get him
to pop up. I have my stuff today.
KATE. Your father will give you plenty of stuff
when he comes home! You hear?
EUGENE. All right! All right!
KATE. I want you inside now! Put out the water
glasses.
BLANCHE. I can do that.
KATE. Why? Is his arm broken? (She yells out
again.) And I dont want any back talk, you
hear? . . . (She goes back to the kitchen.)
EUGENE. (Slams the ball into his glove angrily.
Then he cups his hand, making a megaphone
out of it and announces to the grandstands.)
Attention, ladeees and gentlemen! Todays
game will be delayed because of my Aunt
Blanches headache . . .
KATE. Blanche, thats enough sewing today.
Thats all I need is for you to go blind.
BLANCHE. I just have this one edge to nish . . .
Laurie, darling, help your Aunt Kate with
the dishes.
LAURIE. Two more pages, all right, Ma? I have
to nish the Macedonian Wars.
KATE. Always studying, that one. Shes gonna
have some head on her shoulders. (She calls
out from the kitchen.) Eugene!!
EUGENE. Im coming.
KATE. And wash your hands.
EUGENE. Theyre clean. Im wearing a glove.
(He throws the ball into his glove again . . .
then he looks out front and addresses the
audience.) I hate my name! Eugene Morris
Jerome . . . It is the second worst name ever
Session 3
80
85
90
95
100
105
110
115
120
165
given to a male child. The rst worst is Haskell

Fleischmann . . . How am I ever going to play
for the Yankees with a name like Eugene
Morris Jerome? You have to be a Joe . . . or a
Tony . . . or Frankie . . . If only I was born
Italian . . . All the best Yankees are Italian . . .
My mother makes spaghetti with ketchup,
what chance do I have? (He slams the ball
into his glove again.)
LAURIE. Im almost through, Ma.
BLANCHE. All right, darling. Dont get up too
quickly.
KATE. (To LAURIE) You have better color today,
sweetheart. Did you get a little sun this
morning?
LAURIE. I walked down to the beach.
BLANCHE. Very slowly, I hope?
LAURIE. Yes, Ma.
BLANCHE. Thats good.
EUGENE. (Turns to the audience again.) She gets
all this special treatment because the doctors
say she has kind of a utter in her heart . . .
I got hit with a baseball right in the back
of the skull, I saw two of everything for a
week and I still had to carry a block of ice
home every afternoon . . . Girls are treated
like queens. Maybe thats what I should have
been bornan Italian girl. . . .
KATE. (Picks up a sweat sock from the oor.)
EUGENE!!
EUGENE. What??
KATE. How many times have I told you not to
leave your things around the house?
EUGENE. A hundred and nine.
KATE. What?
EUGENE. You said yesterday, I told you a
hundred and nine times not to leave your
things around the house.
BLANCHE. Dont be fresh to your mother,
Gene!
EUGENE. (To the audience) Was I fresh? I swear
to God, thats what she said to me yesterday . . .
One day Im going to put all this in a book
or a play. Im going to be a writer like Ring
Lardner or somebodythats if things dont
125
130
135
140
145
Session 3
work out rst with the Yankees, or the Cubs,

or the Red Sox, or maybe possibly the Tigers
. . . If I get down to the St. Louis Browns,
then Ill denitely be a writer.
LAURIE. Mom, can I have a glass of lemonade?
BLANCHE. Itll spoil your dinner, darling.
KATE. A small glass, it couldnt hurt her.
BLANCHE. All right. In a minute, angel.
KATE. Ill get it. Im in the kitchen anyway.
EUGENE. (To the audience) Can you believe
that? Shed better have a bad heart or Im
going to kill her one day . . . (He gets up
to walk into the house, then stops on the
porch steps and turns to the audience
again . . . condentially.) Listen, I hope
you dont repeat this to anybody . . .
What Im telling you are my secret
memoirs. Its called, The Unbelievable,
Fantastic and Completely Private Thoughts
of I, Eugene Morris Jerome, in this, the
fteenth year of his life, in the year nineteen
hundred and thirty-seven, in the community
of Brighton Beach, Borough of Brooklyn,
Kings County, City of New York, Empire
State of the American Nation
150
155
160
165
170
KATE. (Comes out of the kitchen with a glass

of lemonade and one roller skate.) A roller
skate? On my kitchen oor? Do you want
me dead, is that what you want?
EUGENE. (Rushes into the house.) I didnt leave
it there.
KATE. No? Then who? Laurie? Aunt Blanche?
Did you ever see them on skates? (She holds
out the skate.) Take this upstairs . . . Come
here!
EUGENE. (Approaches, holding the back of
his head.) Dont hit my skull, I have a
concussion.
KATE. (Handing the glass to LAURIE) What
would you tell your father if he came home
and I was dead on the kitchen oor?
EUGENE. Id say, Dont go in the kitchen, Pa!
KATE. (Swings at him, he ducks and she misses.)
Get upstairs! And dont come down with
dirty hands.
EUGENE. (Goes up the stairs. He turns to the
audience.) You see why I want to write all
this down? In case I grow up all twisted and
warped, the world will know why.
Excerpt from Brighton Beach Memoirs by Neil Simon. Copyright 1984 by Neil Simon. Published by the Penguin Group.
166

ID:207352 C Common
28
What is the purpose of the rst three

italicized paragraphs?
Session 3
ID:207333 B Common
30
A. to explain the characters

personalities
In lines 100103, why does

Eugene tell the audience about
his baseball accident?
B. to explain the theme of the play
A. to show how much he

likes baseball
C. to introduce the characters

and setting
B. to show how the adults

favor Laurie
D. to foreshadow the main plot line
C. to prove how dangerous

baseball is
D. to prove that he is tougher
than Laurie
ID:207355 A Common
29
In the excerpt, how do Kate, Blanche,

and Laurie react to Eugene pitching a
baseball outdoors?
A. with displeasure
ID:207342 B Common
31
B. with enjoyment
What is the purpose of the sections

where Eugene speaks to the audience?
A. to show when Eugene is offstage
C. with disbelief
B. to show Eugenes private thoughts
D. with patience
C. to explain who the characters are

D. to explain the characters
movements
167
Session 3
ID:207321 B Common
ID:207362 A Common
32
34
Read lines 168171 from the excerpt in

the box below.
EUGENE. (Goes up the stairs. He turns
to the audience.) You see why I want
to write all this down? In case I
grow up all twisted and warped, the
world will know why.
In the excerpt, what tone of voice does

Eugene often adopt when speaking to
his mother?
A. fearful
B. sarcastic
C. respectful
D. enthusiastic
How did the playwright most likely

intend the audience to react to
these lines?
ID:207358 D Common
35
A. with laughter
Read lines 5557 from the excerpt in

the box below.
B. with concern
EUGENE. (Slams the ball into his
glove angrily. Then he cups his hand,
making a megaphone out of it and
announces to the grandstands.)
C. with disgust
D. with relief
Based on these lines, what is the

function of a megaphone?
ID:207361 C Common
33
Which of the following describes the

location of the characters during most
of the excerpt?
A. It helps an actor hear well.

B. It records the actors voice.
A. All are in the kitchen.
C. It mufes a persons voice.
B. All are in the living room.
D. It makes a persons voice louder.
C. Eugene is outdoors and the others

are indoors.
D. Eugene is in the living room and
the others are in the kitchen.
168
Session 3
Booklet.
ID:242800 Common
36
Eugene turns and speaks directly to the audience several times during the excerpt. Explain
what the audience learns about Eugene when he speaks to the audience. Support your answer
with relevant and specic information from the excerpt.
169
Session 3
This chart shows the similarities and differences in the ways boys and girls were raised in samurai Japan
from the twelfth to the fteenth centuries, when the samurai or warrior class was dominant. Edo was the
former name of Tokyo, the present-day capital of Japan. Read the chart and answer the questions that follow.
IF YOU LIVED IN SAMURAI JAPAN

If you had been born during the days of the samurai, your way of life would have been determined by
your social class and whether you were female or male. This chart traces the course your life might
have taken as a boy or girl in a samurai family.
You were born in Edo. . . .
As a Boy . . .
As a Girl . . .
Your birth is a cause for great celebration. When you are a month old, your
mother takes you to the local Shinto1 shrine to give thanks and ask for the
kamis continuing protection. Your parents love and pamper you but teach you
to respect your elders and always behave properly.
At age 7 you dress in your rst hakama, a pair

of wide trousers worn over a kimono. You visit
the shrine to tell the kami that you have passed
from babyhood to childhood. You learn how to
ride horseback and use a small bow and wooden
sword.
At age 10 you may go to a Buddhist monastery or

samurai training school. You work hard learning
to read and write, studying Chinese classics, and
training with sword, spear, and bow.
1
2
At age 7 you wear your rst long kimono, tied

around the waist with a colorful sash. You visit
the shrine to tell the kami that you have passed
from babyhood to childhood.
From ages 7 to 12 or 13 you help your mother at

home, doing household chores and taking care of
your younger brothers and sisters. Your mother
teaches you a little reading and writing, proper
behavior and dress, and the arts of ikebana2 and
the tea ceremony.
Shinto the traditional religion of Japan

ikebana the Japanese art of ower arrangement
170
Session 3
As a Boy . . .
(continued)
As a Girl . . .
(continued)
At about age 14 the front part of your head is

shaved as a sign that you have become a man.
You are given a steel sword and a suit of armor.
Now you are ready to ght in battle.
At age 12 or 13 your eyebrows are plucked

until only a thin arch remains. This ceremony
marks your passage into womanhood. Soon
your parents will choose a husband for you,
and you will move into his familys home.
As a warrior you follow your lord into battle.

In peacetime you work at his castle or in town
and spend most evenings relaxing with samurai
friends.
As a wife and mother you spend most of your

time at home. You care for the children, manage
the household, and keep track of expenses. You
also may train in the martial arts.
Few warriors live a long life. If you manage to

survive into old age, you retire from ghting but
are still treated with great respect.
In old age you live a quiet life. If your husband

has died, you may live with your sons family or
become a Buddhist nun and live in a convent.
When you die, your body is cremated. The ashes are buried at a Buddhist temple,
and your spirit may be enshrined at the local Shinto shrine.
If You Lived In Samurai Japan from Japan In the Days of the Samurai by Virginia Schomp. Copyright 2002 by Marshall Cavendish
Corporation. Published by Benchmark Books.
171
Session 3
ID:204503 C Common
37
ID:244271 B Common
39
According to the chart, when did

boys in samurai Japan begin their
academic studies?
A. before age 7
A. intelligence
B. at age 7
B. kindness
C. at age 10
C. loyalty
D. at age 14
D. strength
ID:239788 A Common
38
Based on the chart, which of the

following qualities would be least
valued in a samurai warrior?
ID:238778 D Common
40
According to the chart, what happened

both to boys entering manhood and girls
entering womanhood in samurai Japan?
Based on the information in the chart,

what is a kami?
A. a Buddhist temple
A. Their appearance was changed.
B. a type of clothing
B. Their future marriages were arranged.
C. a religious belief
C. They wore special ceremonial

clothing.
D. a religious gure
D. They spent time relaxing with

their friends.
172

Standard
Correct Answer
(MC)*
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154
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155
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173
VIII. English Language Arts, Grade 10

A. Composition

Test Structure
A. Composition
based on learning standards in the Composition strand of the Massachusetts English Language Arts
Curriculum Framework (2001). The learning standards appear on pages 7283 of the Framework,
which is available on the Department Web site at www.doe.mass.edu/frameworks/ela/0601.pdf.
and District Reports, ELA Composition test results are reported under the Composition reporting
category.

The MCAS ELA Composition Test included two separate test sessions, administered on the same
day with a short break between sessions. During the rst session, each student wrote an initial draft
of a composition in response to the appropriate writing prompt on the next page. During the second

175

WRITING PROMPT
Works of literature often feature characters with the ability to inspire or lead others.
From a work of literature you have read in or out of school, select a character with
the ability to inspire or lead others. In a well-developed composition, identify the
character, describe how the character inspires or leads others, and explain why this
characters ability is signicant to the meaning of the work of literature.
WRITING PROMPT
Works of literature often feature characters that question the values of the societies
in which they live.
From a work of literature you have read in or out of school, select a character who
questions the values of the society in which he or she lives. In a well-developed
composition, identify the character, describe what the character questions about
society, and explain why the characters questioning is important to the meaning of
the work of literature.
176

The spring 2006 Grade 10 MCAS English Language Arts Language and Literature Test was based
on learning standards in the two content strands of the Massachusetts English Language Arts
Curriculum Framework (2001) listed below. Page numbers for the learning standards appear in
parentheses.

The MCAS grade 10 ELA Language and Literature Test included three separate test sessions.
Sessions 1 and 2 were both administered on the same day, and Session 3 was administered on the
following day. Each session included selected readings, followed by multiple-choice and openresponse questions. Common reading passages and test items are shown on the following pages as
they appeared in test booklets. Due to copyright restrictions, certain reading passages cannot be
released to the public on the Web site. For further information, contact Student Assessment Services
at 781-338-3625.

only, during all three ELA Language and Literature sessions. No other reference materials were
Framework general standard it assesses. The correct answers for multiple-choice questions are also
177
178
179
Session 1
How does the author use the title of

the article?
A. to indicate that some people feel
more pain than others do
A. They are relatives who share an

unusual characteristic.
B. to explain why some people like

the color orange
B. They are strangers who understand

one anothers problems.
C. to suggest new research about

synesthesia
C. They are acquaintances who disagree

about most things.
D. to attract the attention of readers

who are unaware of synesthesia

following best describes the relationship
between Carol Steen and Patricia Duffy?
D. They are friends who experience

synesthesia in different ways.
The experiences reported in paragraphs 1

and 2 of the article most likely indicate
which of the following?
A. Synesthetes tend to associate identical

colors with the same letters.
According to paragraph 7, what do the

ndings of Peter Grossenbacher indicate
about synesthetes?
A. Synesthetes are actually experiencing
the sensations they report.
B. Most synesthetes do not want to

mention their unusual experiences
to other people.
B. Synesthetes are usually artistically

gifted people.
C. Synesthetes experience very similar
kinds of sensations.
C. Synesthetes may not realize their

experiences are unlike those of
other people.
D. Synesthetes have little difculty

convincing others of their perceptions.
D. Most synesthetes experience

synesthesia for the rst time when
they begin to learn letters.
180
Session 1
According to the article, why did Carol

Steen become an artist?
A. Her paintings helped her understand
her synesthesia.
A. feeling sick when being exposed to

a bad odor
B. Her view of the world made her

especially talented.
B. tasting salt when eating a pretzel
C. She wanted to share with others how

she sees the world.
C. seeing color when hearing a bell ring

D. calling a circle a triangle when asked
its shape
D. She wanted to contribute to research

about synesthesia.

following would be an example of
synesthesia?

following is not being used to study
synesthesia?
Read the sentence from paragraph 6 in the

box below.
According to one study, only one
letter elicits consensus among a
majority of synesthetes; apparently
some 56 percent see O as a shade
of white.
A. interviewing synesthetes
B. studying the brains of synesthetes
C. performing computer-aided
synesthetic tests

denition of the word consensus as
D. helping subjects to experience

synesthesia
A. recognition
B. permission
C. compliance
D. agreement
181
Session 1
Booklet.
9
Based on the article, explain how synesthesia affects the lives of those who experience it.
Use relevant and specic information from the article to support your answer.
182
Session 1
This excerpt is from the short story The Third and Final Continent found in the book Interpreter of
Maladies. It tells about the life of a young Indian man who is looking back on when he rst immigrated to
the United States. The man fondly speaks of Mrs. Croft, an elderly lady from whom he rented a room for six
weeks before his new wife, Mala, arrived. The excerpt begins as the narrator reects on his wifes arrival in
America. Read the excerpt and answer the questions that follow.
from THE THIRD AND FINAL CONTINENT

by Jhumpa Lahiri
10
15
20
25
30
I like to think of that moment in Mrs. Crofts parlor as the moment when the
distance between Mala and me began to lessen. Although we were not yet fully in love, I
like to think of the months that followed as a honeymoon of sorts. Together we explored
the city and met other Bengalis, some of whom are still friends today. We discovered that
StudentsBill
read
the fresh
selection
Third andStreet,
Final Continent
thenin Harvard Square
a man named
sold
shThe
on Prospect
and that and
a shop
answered questions
through
that follow
on the
next page
this
called Cardullos
sold bay10
leaves
and13cloves.
In the
evenings
weofwalked
to the Charles
River to document.
watch sailboats drift across the water, or had ice cream cones in Harvard Yard.
We bought an Instamatic camera with which to document our life together, and I took
to copyright
thePrudential
selection cannot
be released
to she
the public
pictures Due
of her
posing inrestrictions,
front of the
building,
so that
could send them to
over
the
Internet.
For
more
information,
see
the
copyright
citation
below.
her parents. At night we kissed, shy at rst but quickly bold, and discovered pleasure and
solace in
each others arms. I told her about my voyage on the SS Roma, and about
Finsbury Park and the YMCA, and my evenings on the bench with Mrs. Croft. When I
told her
stories about my mother, she wept. It was Mala who consoled me when, reading
the Globe one evening, I came across Mrs. Crofts obituary. I had not thought of her in
several monthsby then those six weeks of the summer were already a remote interlude
in my pastbut when I learned of her death I was stricken, so much so that when Mala
looked up from her knitting she found me staring at the wall, the newspaper neglected in
my lap, unable to speak. Mrs. Crofts was the rst death I mourned in America, for hers
was the rst life I had admired; she had left this world at last, ancient and alone, never
to return.
As for me, I have not strayed much farther. Mala and I live in a town about
twenty miles from Boston, on a tree-lined street much like Mrs. Crofts, in a house we
own, with a garden that saves us from buying tomatoes in summer, and room for guests.
We are American citizens now, so that we can collect social security when it is time.
Though we visit Calcutta every few years, and bring back more drawstring pajamas and
Darjeeling tea, we have decided to grow old here. I work in a small college library. We
have a son who attends Harvard University. Mala no longer drapes the end of her sari
over her head, or weeps at night for her parents, but occasionally she weeps for our son.
So we drive to Cambridge to visit him, or bring him home for a weekend, so that he can
eat rice with us with his hands, and speak in Bengali, things we sometimes worry he will
no longer do after we die.
Whenever we make that drive, I always make it a point to take Massachusetts
Avenue, in spite of the trafc. I barely recognize the buildings now, but each time I am
there I return instantly to those six weeks as if they were only the other day, and I slow
183
10
Session 1
12
Which of the following quotations from

the excerpt best supports a tone of
nostalgia?
A. . . . I took pictures of her posing in
front of the Prudential building . . .
(lines 89)
A. I like to think of that moment in

Mrs. Crofts parlor . . . (line 1)
B. We bought an Instamatic camera with
which to document our life . . .
(line 8)
B. I told her about my voyage on the

SS Roma . . . (line 11)
C. Mala and I live in a town about
twenty miles from Boston . . .
(lines 2122)
C. . . . we have decided to grow old

here. (line 26)
D. . . . there are times when it is beyond
my imagination. (line 49)
D. . . . I return instantly to those six

weeks as if they were only the other
day . . . (line 34)
11
Which of the following details from the

excerpt best shows that the narrator has
accepted life in America?
13
A. Both knew Mrs. Croft.

denition of the word inconceivable
as it is used in line 39?
B. Both are ambitious.
A. not thought out
C. Both went to Harvard.
B. lacking in importance
D. Both are adventurous.
C. impossible to believe
Based on the excerpt, how are the narrator

and his son alike?
D. unlikely to change
184
Session 1
Read this excerpt from the play Life of Henry V by William Shakespeare to nd out how King Henry V
inspires his ofcers on the eve of battle. Answer the questions that follow.
LIFE OF HENRY V
by William Shakespeare
Act IV [Scene III. France. The English camp.]
Enter Gloucester, Bedford, Exeter, Erpingham
with all his Host, Salisbury, and Westmoreland.1
Gloucester. Where is the King?
Bedford. The King himself is rode to view their battle.
Westmoreland. Of ghting men they have full three-score thousand.2
Exeter. Theres ve to one; besides they all are fresh.
5
10
Salisbury. Gods arm strike with us! Tis a fearful odds.

God bye you, Princes all; Ill to my charge.
If we no more meet, till we meet in heaven,
Then joyfully, my noble Lord of Bedford,
My dear Lord Gloucester, and my good Lord Exeter,
And my kind kinsman, warriors all, adieu!
Bedford. Farewell, good Salisbury, and good luck go with thee!
15
Exeter. Farewell, kind lord. Fight valiantly today;

And yet I do thee wrong to mind thee of it,
For thou art framed of the rm truth of valor.
[Exit Salisbury.]
Bedford. He is as full of valor as of kindness,
Princely in both.
Enter the King.
20
Westmoreland.
O that we now had here
But one ten thousand of those men in England
That do no work today!
Enter . . . Westmoreland Gloucester and Bedford are the brothers of King Henry; Exeter is the Kings uncle;
Erpingham and his Host are ofcers in the Kings army; Earls Salisbury and Westmoreland are also in attendance
2
three-score thousand 60,000
1
185
25
30
35
40
45
50
55
Session 1
King.
Whats he that wishes so?
My cousin Westmoreland? No, my fair cousin.
If we are marked to die, we are enow
To do our country loss; and if to live,
The fewer men, the greater share of honor.
Gods will! I pray thee wish not one man more.
By Jove, I am not covetous for gold,
Nor care I who doth feed upon my cost;
It earns me not if men my garments wear;
Such outward things dwell not in my desires:
But if it be a sin to covet honor,
I am the most offending soul alive.
No, faith, my coz,3 wish not a man from England.
Gods peace! I would not lose so great an honor
As one man more methinks would share from me
For the best hope I have. O, do not wish one more!
Rather proclaim it, Westmoreland, through my host,
That he which hath no stomach to this ght,
Let him depart; his passport shall be made,
And crowns4 for convoy put into his purse;
We would not die in that mans company
That fears his fellowship to die with us.
This day is called the Feast of Crispian:5
He that outlives this day, and comes safe home,
Will stand a-tiptoe when this day is named,
And rouse him at the name of Crispian.
He that shall see this day, and live old age,
Will yearly on the vigil feast his neighbors
And say, Tomorrow is Saint Crispian.
Then will he strip his sleeve and show his scars,
And say, These wounds I had on Crispins day.
Old men forget; yet all shall be forgot,
But hell remember, with advantages,
What feats he did that day. Then shall our names,
Familiar in his mouth as household words
Harry the King, Bedford and Exeter,
Warwick and Talbot, Salisbury and Gloucester
Be in their owing cups freshly remembred.
coz cousin; close friend

crowns British coin
5
Feast of Crispian a day to honor Saint Crispian
3
4
186
Session 1
This story shall the good man teach his son;

And Crispin Crispian shall neer go by,
From this day to the ending of the world,
But we in it shall be rememberd
We few, we happy few, we band of brothers;
For he today that sheds his blood with me
Shall be my brother; be he neer so vile,
This day shall gentle his condition.6
And gentlemen in England, now abed,
Shall think themselves accursed they were not here;
And hold their manhoods cheap whiles any speaks
That fought with us upon Saint Crispins day.
60
65
70
Enter Salisbury.
75
Salisbury. My sovereign lord, bestow yourself with speed:

The French are bravely in their battles set
And will with all expedience charge on us.
King. All things are ready, if our minds be so.
Westmoreland. Perish the man whose mind is backward now!
King. Thou dost not wish more help from England, coz?
80
Westmoreland. Gods will, my liege! would you and I alone,

Without more help, could ght this royal battle!
King. Why, now thou hast unwished ve thousand men!
Which likes me better than to wish us one.
You know your places: God be with you all!
...
gentle his condition improve his status
In the public domain.
187
14
Session 1
16
According to the excerpt, why are the

kings ofcers initially discouraged?
A. They will have to ght on
St. Crispins Day.
A. to compare himself to a saint
B. They know many of their men

are too afraid to ght.
C. to persuade the men that their

heroism will never be forgotten
C. They are greatly outnumbered

by the French.
D. to prepare the soldiers for the fact

that they might be killed
B. to give his speech a holy tone
D. They doubt the king is able

to lead them.
15
In lines 44 through 63, why does the king

repeatedly refer to Crispin?
Based on the excerpt, what is the main

idea of the kings speech?
A. The English army has more men
coming to ght the French.
B. A good leader is important in battle.
C. Fighting on St. Crispins Day will
bring good luck.
D. Honor is to be gained in the battle.
188
17
Session 1
18
Based on the excerpt, what effect does the

kings speech have on Westmoreland?
A. It makes him afraid of looking
like a coward.
The word valor comes from the Latin verb

valere, which means to be strong. Which
of the following best denes the word
valor as it is used in line 14?
B. It inspires him to ght the battle.
A. courage
C. It helps him accept the possibility

of his death.
B. desire
D. It shows him that no one understands

the danger.
D. wisdom
C. patience
Booklet.
19
Explain how the excerpt shows that the king is an effective leader. Use relevant and specic
information from the excerpt to support your answer.
189
Students read a selection titled Don Quixote and then answered questions
over the Internet. For more

information, see the copyright citation below.
Pages 5860 from DON QUIXOTE by MIGUEL DE CERVANTES. A new translation
by Edith Grossman. Introduction by Harold Bloom. Translation copyright 2003

by Edith Grossman; introduction copyright 2003 by Harold Bloom. Reprinted by
permission of HarperCollins Publishers, Inc.
190
20
21
Session 2
22
According to the excerpt, why does

Don Quixote think he should ght the
giants?
According to the excerpt, what does

Don Quixote think when the windmill
drops him to the ground?
A. He believes he is defending the poor.
A. There were never any giants.
B. He believes he is performing
Gods will.
B. The windmill is a giant that has

defeated him.
C. He needs experience to prepare

for stronger enemies.
C. Someone turned the giants into

windmills.
D. He needs to train Rocinante for

future battles.
D. All the giants have run away from

his attack.
23
Based on the excerpt, why is it ironic

that Don Quixote is referred to as
Sancho Panzas master?
Based on the excerpt, how does Sancho

Panzas language differ from that of his
masters?
A. Sancho has more common sense

than Don Quixote.
A. Sanchos language is less direct.
B. Sancho is the same age as

Don Quixote.
C. Sanchos language is more forceful.
B. Sanchos language is less elaborate.

D. Sanchos language is more
challenging.
C. Sancho lacks respect for Don Quixote.

D. Sancho makes all the decisions for
Don Quixote.
191
24
Session 2
26
Based on the excerpt, how does

Sancho demonstrate his loyalty
for Don Quixote?
According to the excerpt, what does

Don Quixote most want?
A. to be a good master to his squire
Sancho
A. He supports Don Quixotes plan

to make a new lance.
B. to become wealthy by killing giants
B. He lets Don Quixote convince him

that the windmills are giants.
C. to enjoy the small pleasures in life

D. to nd adventures that will bring
him glory
C. He is tolerant of Don Quixotes

foolish actions.
D. He believes everything
Don Quixote says.
27
25
According to the excerpt, which of the

following does Don Quixote believe is
unacceptable behavior for himself?

synonym for the word enmity as it
is used in paragraph 13?
A. hatred
B. sympathy
C. pain
A. eating and drinking while riding

his horse
D. indifference
B. complaining about pain from an

injury received in battle
C. telling Sancho stories about other
brave knights
D. traveling and seeking to defeat evil
192
Session 2
Booklet.
28
Explain how the author creates a humorous tone in the excerpt. Use relevant and specic
information from the excerpt to support your answer.
193
194
35
Session 3
Just four scoop out the bread
and go swinging over Gloucester3
to the top of the sky.
Oh see how
they cushion their shy bellies
with a brothers crumb.
Anne Sexton
Gloucester a town on the Massachusetts coast
Torn Down from Glory Daily from The Complete Poems by Anne Sexton, copyright 1981 by Linda Gray Sexton and Loring
Conant, Jr., executors of the Will of Anne Sexton. Used by permission of Houghton Mifin Company. All rights reserved.
195
29
Session 3
31

All day we watched the gulls
striking the top of the sky
and riding the blown roller coaster.
In stanza 4, what is the effect of the

metaphor city of wings?
A. It indicates gulls living in an urban
area.
B. It suggests a large number of gulls
in a group.
What image do the lines most likely

suggest?
C. It emphasizes the gulls power and

strength.
A. gulls bobbing on the waves
D. It points out the competitiveness of

the gulls.
B. gulls being carried by wind currents

C. gulls chasing people on the beach
D. gulls diving into the ocean
32
30

summary of stanza 2?

Oh see how
they cushion their shy bellies
with a brothers crumb.
A. The speaker and others put leftover

bread out for the gulls.
What do the lines most likely suggest?
B. A group of children sits on some rocks

at the beach and eats rolls.
A. The gulls have to compete with

each other to survive.
C. A mother and her children take a bag

of bread to the beach.
B. The gulls oat on the water to

look for sh.
D. A family picnicking at the beach sits

on the rocks.
C. The gulls use the bread to make

their nests.
D. The gulls search for food with
their families.
196
Session 3
Plagiarism can be a major problem for students when they write reports or research papers. Read the
following excerpt Avoiding Plagiarism from the book Strategies for Successful Writing for guidelines
on what needs to be credited to the original writer. Then answer the questions that follow.
Avoiding Plagiarism
by James A. Reinking, Andrew W. Hart, and Robert von der Osten
1
Plagiarism occurs when a writer uses another persons material without properly acknowledging the
debt. Sometimes plagiarism is deliberate, but often it happens because students simply dont
understand what must be acknowledged and documented. Deliberate or not, plagiarism is
absolutely unacceptable. Any summary, paraphrase, or quotation you include in your paper must be
documented as must statistics and graphics. The only types of information escaping this requirement
Students read a selection titled Avoiding Plagiarism and then answered
are those listed below:
questions 33 through 40 that follow on the next pages of this document.
1. Common knowledge. Common knowledge is information that most educated people would
know. For instance, theres no need to document a statement that the Disney theme parks in
California and Florida attract thousands of visitors each year. However, if you include precise

is
daily, monthly,
or yearly
gures,
then
documentation
necessary.

2. Your own
conclusions. As you write your paper, youll incorporate your own conclusions at
various points.
. . . Such comments require no documentation. The same holds true for your
own research. If you polled students on a campus issue, simply present the ndings as
your own.
3. Facts found in many sources. Facts such as the year of Shakespeares death, the size of the
1998 national budget surplus, and the location of the Taj Mahal need not be documented.
4. Standard terms. Terms widely used in a particular eld require no documentation. Examples
include such computer terms as mouse, oppy disk, and download.
2
3
Any piece of information not set off with quotation marks must be in your own words.
Otherwise, even though you name your source, you plagiarize by stealing the original phrasing.
The following passages illustrate the improper and proper use of source material.
Original Passage
4
One might contend, of course, that our countrys biological diversity is so great and the land is so
developedso criss-crossed with the works of manthat it will soon be hard to build a dam anywhere
without endangering some species. But as we develop a national inventory of endangered species, we
certainly can plan our necessary development so as to exterminate the smallest number possible . . .
James L. Buckley, Three Cheers for the Snail Darter,
National Review, September 14, 1979: 114445.
197

33
Session 3
35
What is the main idea of the excerpt?

A. Student writers can avoid plagiarism
by making sure to provide the original
authors name.
A. They are not careful documenting

their work.
B. Plagiarism is a complicated issue so it

is best for writers to use only their own
words and ideas when writing a paper.
B. They have too little time to

document properly.
C. They do not understand what they
should document.
C. Writers do not have to give credit

for common knowledge or their
own conclusions.
D. They are too lazy to put in

documentation.
D. It is wrong to use another persons

words or ideas without giving that
person credit.
34
According to the excerpt, why do

students most often plagiarize?
36
Read the sentence in the box below.
Based on the excerpt, which of

the following statements requires
documentation?
A. Many people enjoy visiting museums
when they are on vacation.
Charles Dickens was born in 1812.
B. The New York Museum of Modern

Art is located in New York City.

following is the reason the statement
needs no reference?
C. There are many different kinds of art,

from painting and sculpture to
woodcuts and lithographs.
A. It is common knowledge.
D. One goal of the New York Museum of

Modern Art is to build close ties with
museums worldwide.
B. It is the writers own conclusion.

C. It is a fact found in many sources.
D. It is a standard term.
198

37
Session 3
39
What is the most likely reason the authors

include examples based on an actual
passage in the excerpt?
A. the use of facts reported in many

sources
A. to explain that this passage has been

plagiarized in the past
B. the use of someone elses words
B. to show that there is more than one

way to plagiarize
C. the use of information known by

most people
C. to emphasize that only nonction

can be plagiarized
D. the use of ones own conclusions
D. to encourage using more of Buckleys

work
38
What is the debt referred to in the rst

sentence of paragraph 1?
According to the excerpt, what would

the authors most likely tell a student
who wanted to use another writers
exact words?
A. It is a form of plagiarism and should
be avoided at any cost.
B. It is permitted as long as the student
uses quotation marks and credits the
original author.
C. It is acceptable as long as the original
author gives permission.
D. It is technically allowed, but it is much
better for the student to use his or her
own words.
199
Session 3
Booklet.
40
What techniques do the authors use to make the information in the excerpt easier to understand?
Use relevant and specic information from the excerpt to support your answer.
200

Standard
Correct Answer
(MC)*
13
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Language
Item No.
Page No.
180
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Reporting Category
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Language
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IX. Mathematics, Grade 3
Grade 3 Mathematics Test

The spring 2006 Grade 3 MCAS Mathematics Test was based on learning standards in the
Massachusetts Mathematics Curriculum Framework (2000). The Framework identies ve major
content strands, listed below. Specic learning standards for grade 3 are found in the Supplement to
the Massachusetts Mathematics Curriculum Framework (2004). Page numbers for the grades 34
Framework learning standards and for the grade 3 Supplement standards appear in parentheses.
Number Sense and Operations (Framework, pages 2223; Supplement, pages 34)
Patterns, Relations, and Algebra (Framework, page 32; Supplement, page 4)
Geometry (Framework, page 40; Supplement, pages 45)
Measurement (Framework, page 48; Supplement, page 5)
Data Analysis, Statistics, and Probability (Framework, page 56; Supplement, pages 56)
The Mathematics Curriculum Framework is available on the Department Web site at
www.doe.mass.edu/frameworks/math/2000/nal.pdf. The Supplement to the Massachusetts Mathematics
Curriculum Framework is available at www.doe.mass.edu/frameworks/math/052504_sup.pdf.
and District Reports, Mathematics test results are reported under ve MCAS reporting categories,
which are identical to the ve Framework content strands listed above.
Test Sessions
The MCAS Grade 3 Mathematics Test included two separate test sessions. Each session included
multiple-choice, short-answer, and open-response questions.

Each student taking the Grade 3 Mathematics Test was provided with a plastic ruler and a
Grade 3 Mathematics Tool Kit. A copy of the tool kit follows the nal question in this chapter. An
image of the ruler is not reproduced in this publication.
only, during both Mathematics test sessions. No calculators, other reference tools, or materials were
allowed.
Framework learning standard it assesses. The correct answers for multiple-choice and short-answer
questions are also displayed in the table.
203
Mathematics
SESSION 1
You may use your tool kit and MCAS ruler during this session.
You may not use a calculator during this session.
DIRECTIONS
This session contains twelve multiple-choice questions, two short-answer questions, and
two open-response questions. For multiple-choice questions, mark your answers by filling in the circle
next to the best answer. For the short-answer and open-response questions, write your answer in the
space provided below the question.
ID:203499 B Common
ID:247058 AF0307_party_votes.eps B Common
Tom wrote the number pattern

shown below.
3,
7,
11,
15,
19,
23
Sarahs classmates voted for their

favorite party games. Each classmate
voted for one game. The tally chart
below shows the results.
Favorite Party Games
Which of these could be the rule for

Toms pattern?
Party Game
Musical Chairs
Leapfrog
Duck Duck Goose
\
A
add 3
\
B
add 4
Simon Says
\
C
subtract 1
How many more classmates voted for

leapfrog than for musical chairs?
\
D
subtract 3
\
A
2
\
B
3
ID:202950 C Common
Number of Votes
Which of these is another way to

write 6091?
\
C
5
\
D
7
\
A
60 90 1
\
B
600 90 1
\
C
6000 90 1
\
D
6000 900 1
204
Mathematics
Session 1
ID:247062 MH138-Circle.eps A Common
ID:203744 AH415_street_map.eps D Common
James and Noah will paint the circle

shown below.
A street map is shown below.

Oak St.
St.
ple
Ma
Franklin St.
Lincoln St.
2
First, James will paint of the
8
circle.
3
Then, Noah will paint another
8
of the circle.
Which two streets look parallel to

each other?
Altogether, what fraction of the circle

will they paint?
\
A
5
8
\
B
6
8
\
C
5
16
\
D
6
16
\
A
Maple St. and Oak St.
\
B
Maple St. and Lincoln St.
\
C
Franklin St. and Oak St.
\
D
Franklin St. and Lincoln St.
205
Mathematics
Session 1
Question 6 is a short-answer question. Write your answer to this question in the Answer Box provided.
ID:203625 Common
In the number sentence below,
stands for a missing number.

56
In the Answer Box below, write the missing number that makes the number sentence true.
Answer Box
6
206
Mathematics
Session 1
Write your answer to open-response question 7 in the space provided.

ID:207994 MH3315_gardens.eps Common
Karins and Howards gardens are shaped like rectangles. A model of each garden is
shown below.
Howards
Garden
Karins
Garden
Key
stands for 1 square foot
How many square feet larger is the area of Karins garden than the area of Howards garden?
Show or explain how you got your answer.
207
Mathematics
Session 1
Mark your choices for multiple-choice questions 8 through 12 by filling in the circle next to the
best answer.
ID:207832 A Common
ID:247064 MI111-hat_scarf.eps D Common
10
Seth read 5 chapter books and 9 picture

books. Anna read 16 chapter books.
Which number sentence correctly
compares the total number of books
Seth read with the number of books
Anna read?
In the winter, Tony chooses one hat and

one scarf to wear to school each day.
The hats and scarves Tony can choose
are shown below.
Hats
Scarves
\
A
5 9 16
\
B
5 9 16
\
C
16 5 9
\
D
9 16 5
ID:203595 B Common
Yesterday, the Pizza Palace sold

120 sodas. Today it sold 94 sodas.
How many fewer sodas did the Pizza
Palace sell today than it sold yesterday?
How many different ways can Tony

choose 1 hat and 1 scarf ?
\
A
24
\
B
26
\
A
2
\
C
34
\
B
4
\
D
36
\
C
6
\
D
8
208
Mathematics
Session 1
ID:207017 C Common
11
ID:206974 B Common
12
A ticket to the dolphin show costs $18

for 1 adult.
Which of these is an odd number?

\
A
340
Which estimate is closest to the total

cost of tickets for 4 adults?
\
B
427
\
A
$20
\
C
612
\
B
$40
\
D
888
\
C
$80
\
D
$100
209
Mathematics
Session 1
ID:247066 MV605_base_ten_blocks.eps Common
13
The picture below shows a number.
Key
stands for 10
What is the number shown by the picture? Put your answer in the Answer Box below.
Answer Box
13
210
Mathematics
Session 1
Mark your choices for multiple-choice questions 14 and 15 by filling in the circle next to the
best answer.
ID:203471 MI108-jump_plot.eps B Common
14
ID:214068 C Common
15
Nora made the line plot below to show

the ages, in years, of all her cousins.
X
X
X
X
X
10
Ms. White wrote the problem shown in

the box below.
Rosa and Sanjay have 14 pens
altogether.
Rosa has 6 pens.
Ages of Noras Cousins

(in years)
Sanjay has pens.

How many pens does Sanjay have?
How old is Noras youngest cousin?
Which number sentence matches

the problem?
\
A
5 years
\
B
6 years
\
C
7 years
\
A
14 6
\
D
8 years
\
B
14 6
\
C
6 14
\
D
6 14
211
Mathematics
Session 1
Question 16 is an open-response question.

ID:247071 MV617_quadrilaterals.eps, Common
16
Some of the shapes shown below are quadrilaterals. Draw an X on each shape that is a
quadrilateral.
212
Mathematics
SESSION 2
You may use your tool kit and MCAS ruler during this session.
DIRECTIONS
This session contains thirteen multiple-choice questions, three short-answer questions, and
three open-response questions. For multiple-choice questions, mark your answers by filling in the circle
next to the best answer. For the short-answer and open-response questions, write your answer in the
space provided below the question.
ID:203725 KFS14_two_analog_clocks.e B Common
ID:198163 ASF116_Folded_Shape.eps C Common
17
18
Which shape is shown with its line of

symmetry?
\
A
The clocks below show Alexs bedtime

and his older sister Pattys bedtime.
Alexs Bedtime
Pattys Bedtime
11 12 1
11 12 1
10
9
8
7 6 5
2
3
4
10
9
8
7 6 5
2
3
4
\
B
How much earlier is Alexs bedtime
than Pattys bedtime?
\
A
25 minutes
\
B
30 minutes
\
C
\
C
45 minutes
\
D
60 minutes
\
D
213
Mathematics
Session 2
ID:206965 TK0120_shaded_rectangles. D Common
19
Which rectangle is
ID:202922 B Common
1
shaded?
3
20
Two thousand, three hundred ve people

live in the town of York.
Which of these is another way to write
two thousand, three hundred ve?
\
A
\
A
2,035
\
B
2,305
\
C
2,000,305
\
B
\
D
20,003,005
\
C
ID:206987 A Common
21
Grahams sunflower is 2 feet tall. Katies

sunower is 1 foot 8 inches tall.
How many inches taller is Grahams
sunflower than Katies sunflower?
\
D
\
A
4 inches
\
B
6 inches
\
C
16 inches
\
D
20 inches
214
Mathematics
Session 2
ID:214837 Duck_pond_grid.eps Common
22
The ordered pair (5, 1) shows where the duck pond is on the grid below.
6
5
Key
Kyles House
Duck Pond
2
1
0
In the Answer Box below, write the ordered pair that shows where Kyles house is.
Answer Box
22
215
Mathematics
Session 2

ID:247073 Common
23
Ms. Jones had 18 pencils. She gave her pencils to 6 students. She gave the same number
of pencils to each student.
How many pencils did Ms. Jones give to each student? Show your work or explain
how you got your answer.
216
Mathematics
Session 2
best answer.
ID:198169 ASF109_Butteries.eps D Common
24
ID:203715 KFS07_arrays.eps B Common
25
The pictograph below shows the number

of each kind of butterfly caught by the
students in Ms. Grays class.
Jeff drew rectangles M, N, O, and P, as

shown below.
Butterflies Caught by
Ms.
Gra ys
Class

Kind
Kof
Butterfly
Number of
Butterflies
Rectangle M
Rectangle N
Monarch
Butterfly
Swallowtail
Butterfly
Rectangle P
Buckeye
Butterfly
Rectangle O
Key
Key
stands for 1 square unit
stands for 3 butterflies
Which two rectangles have the

same area?
How many butterflies did the students

catch in all?
\
A
\
A
rectangles M and N
\
B
rectangles M and P
\
B
11
\
C
rectangles O and N
\
C
16
\
D
rectangles O and P
\
D
24
217
Mathematics
Session 2
ID:207785 B Common
26
ID:247076 D Common
27
Megan has 4 boxes of balls. She has

24 balls in all. Megan used the number
sentence below to nd how many balls
are in each box.
Ms. Fisher needs to order rulers for the

24 students in her class.
Each student needs one ruler.
Rulers come in boxes of 8.
4 24
Which of these can be used to nd how

many boxes of rulers Ms. Fisher needs?
What is the missing number that makes

Megans number sentence true?
\
A
4
\
B
6
\
C
7
\
D
8
218
\
A
24 8
\
B
24 8
\
C
24 8
\
D
24 8
Mathematics
Session 2
ID:198168 ASF118_Ride_Data.eps A Common
28
Gretel asked her classmates to name their favorite ride at the park. The chart below shows the
data Gretel collected.
Favorite Ride
Type of Ride
Number of Classmates
Super Slide
Roller Coaster
12
Bumper Cars
\
B
Number of
Classmates
12
Favorite Ride
\
C
Favorite Ride
\
D
4
Super Roller Bumper
Slide Coaster Cars
Type of Ride
219
Favorite Ride
3
2
1
0
Super Roller Bumper

Slide Coaster Cars
Type of Ride
Number of
Classmates
12
10
8
6
4
2
0
Number of
Classmates
\
A
Number of
Classmates
Which bar graph correctly shows Gretels data?
24
20
16
12
8
4
0
Super Roller Bumper

Slide Coaster Cars
Type of Ride
Favorite Ride
Super Roller Bumper

Slide Coaster Cars
Type of Ride
Mathematics
Session 2
ID:203691 MH639_buttons.eps Common
29
The line plot below shows the total number of buttons each student in Ms. Fields class had
on his or her clothes on Monday. Each X stands for one student.
X
X X
X
X X X X
X X X X X X X X X X X X X
0 1 2 3 4 5 6 7 8 9 10 11 12
Number of Buttons on Clothes
In the Answer Box below, write the total number of students in Ms. Fields class who had
7 or more buttons on their clothes on Monday.
Answer Box
29
220
Mathematics
Session 2
Write your answers to parts (a) and (b) of open-response question 30 in the spaces provided.
ID:203610 Common
30
Rita wrote the number pattern shown below.
57, 53, 49, 45, 41
a. What could be the rule for Ritas pattern?
b. Use the rule you wrote in part (a) to write the next number in Ritas pattern.
57, 53, 49, 45, 41, _____
221
Mathematics
Session 2
best answer.
ID:202990 C Common
ID:247084 KFS05_Shapes.eps A Common
31
32
Kelly put some shapes into the group

shown below using the rule all sides of
the shape are the same length.
Daniel put 48 cupcakes into boxes.

He put exactly 6 cupcakes in each box.
How many boxes did Daniel ll with
cupcakes?
\
A
6
\
B
7
\
C
8
\
D
9
Which shape also seems to belong in

Kellys group?
\
A
\
B
\
C
\
D
222
Mathematics
Session 2
ID:244408 MI105_hundred_chart_optio D Common
33
Cathy shaded a hundreds chart to show an add 9 pattern.

Which of these charts could show the add 9 pattern that Cathy shaded?
\
A
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
\
B
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
223
\
C
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
\
D
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
Mathematics
Session 2
ID:207877 AF118_two_ve_rectangle. Common
34
What is the perimeter, in centimeters, of the rectangle shown below?
1 centimeter
1 centimeter
Perimeter is the
distance around
a shape.
Write your answer in the Answer Box below.
Answer Box
34
224
Mathematics
Session 2

ID:207999 MH1338_sport_tally_chart. Common
35
Mike asked 12 of his friends to answer the question, Which of these sportsbaseball,
soccer, or footballis your favorite? Their answers are shown in the box below.
Baseball
Soccer
Football
Soccer
Football
Soccer
Baseball
Baseball
Soccer
Baseball
Football
Soccer
Make a tally chart that shows how many of Mikes friends chose each of the three sports.
Be sure to write a title for your chart.
225
Massachusetts Comprehensive Assessment System

Grade 3 Mathematics Tool Kit
1 2
6 7
3
8
4
9
H
Z
R
Z
R
0
5
226
Grade 3 Mathematics
Reporting Category
Standard
Correct Answer
(MC/SA)*
Item No.
Page No.
204
Patterns, Relations, and Algebra
3.P.1
204
Number Sense and Operations
3.N.2
204
Data Analysis, Statistics, and Probability
3.D.3
205
3.N.13
205
Geometry
3.G.4
206
3.P.3
11
207
Measurement
3.M.4
208
3.P.4
208
3.N.8
10
208
3.D.4
11
209
3.N.12
12
209
3.N.5
13
210
3.N.1
320
14
211
3.D.3
15
211
3.P.4
16
212
Geometry
3.G.2
17
213
Geometry
3.G.6
18
213
Measurement
3.M.5
19
214
3.N.3
20
214
3.N.1
21
214
Measurement
3.M.2
22
215
Geometry
3.G.5
(2, 4)
23
216
3.N.9
24
217
3.D.3
25
217
Measurement
3.M.4
26
218
3.P.3
27
218
3.N.8
28
219
3.D.2
29
220
3.D.3
30
221
3.P.1
31
222
Geometry
3.G.2
32
222
3.N.9
33
223
3.P.1
34
224
Measurement
3.M.4
16 cm
35
225
3.D.1
* Answers are provided here for multiple-choice items and short-answer items only. Sample responses and scoring guidelines for
open-response items, which are indicated by shaded cells, will be posted to the Departments Web site later this year.
227
X. Mathematics, Grade 4

content strands, listed below. Page numbers for the grades 34 learning standards appear in
parentheses.
Number Sense and Operations (Framework, pages 2223)
Patterns, Relations, and Algebra (Framework, page 32)
Geometry (Framework, page 40)
Measurement (Framework, page 48)
Data Analysis, Statistics, and Probability (Framework, page 56)
www.doe.mass.edu/frameworks/math/2000/nal.pdf.
Test Sessions

Each student taking the Grade 4 Mathematics Test was provided with a plastic ruler. An image of
the ruler is not reproduced in this publication.
allowed.
229
Mathematics
SESSION 1
You may use your MCAS ruler during this session.
DIRECTIONS
This session contains twelve multiple-choice questions, two short-answer questions, and
three open-response questions. Mark your answers to these questions in the spaces provided in your
ID:251581 3102113_AR1.eps D Common
ID:229020 B Common
Since 6 3 18 , what is 600 3 ?

A. 180
Yvonne used plain tiles and tiles with

stars to make the design shown below.
B. 1,800
C. 18,000
D. 180,000
Which of the following fractions

represents the part of the design
that is made of tiles with stars?
230
A.
1
25
B.
1
9
C.
9
16
D.
9
25
Mathematics
Session 1
ID:221919 3221731_AR1.eps C Common
Monika made the circle graph below to display information about the favorite ice cream avors of
the fourth-grade students in her school.
Students Favorite Ice Cream Flavors
Chocolate
Strawberry
Vanilla
Butter
Pecan
Which set of data below is best represented by the circle graph?
A.
B.
Students Favorite
Ice Cream Flavors
C.
Students Favorite
Ice Cream Flavors
Flavor
Number of Students
Flavor
Number of Students
Chocolate
Vanilla
Butter Pecan
Strawberry
15
10
4
15
Chocolate
Vanilla
Butter Pecan
Strawberry
50
25
12
13
Students Favorite
Ice Cream Flavors
D.
Students Favorite
Ice Cream Flavors
Flavor
Number of Students
Flavor
Number of Students
Chocolate
Vanilla
Butter Pecan
Strawberry
25
25
25
25
Chocolate
Vanilla
Butter Pecan
Strawberry
10
20
5
15
231
Mathematics
Session 1
ID:246409 A Common
ID:246416 C Common
Lisa measured the length and width of

the rectangular oor of her room. She
used the measurements to nd the area
of the oor.
What is 869 rounded to the nearest 10?

A. 800
B. 860
Which of the following could be the

area of the oor of Lisas room?
C. 870
D. 900
A. 120 square feet

B. 120 cubic feet
ID:246413 3221491_AR1.eps, 3221491 A Common
C. 120 inches
D. 120 yards
Which of the following models

represents 3 2 ?
A.
ID:222143 C Common
Classes that visit the Life Science

Museum are divided into groups of
4 students for each tour guide. Which
of the following classes would not be
able to form groups of 4 students with
none left over?
B.
A. a class of 36 students
B. a class of 40 students
C. a class of 46 students
D. a class of 52 students
C.
D.
232
Mathematics
Session 1
ID:221967 3221500_AR1.eps B Common
Mike is using an addition rule to shade a number pattern on a hundreds chart. The rst three
numbers in Mikes number pattern are 4, 10, and 16. The picture below shows the numbers he
has shaded so far.
1
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
If Mike continues using the same rule, what should be the next number after 88 that he shades
on the chart?
A. 100
B.
94
C.
92
D.
89
233
Mathematics
Session 1
ID:222144 3221536_AR1.eps, 3221536 B Common
Two number sentences are shown below.
10
25
24
What values for

A.
B.
C.
D.
and
35
11
15
15
11
15
make both number sentences true?
234
Mathematics
Session 1
BE SURE TO ANSWER AND LABEL ALL PARTS OF THE QUESTION.

Show all your work (diagrams, tables, or computations) in your Student Answer Booklet.
If you do the work in your head, explain in writing how you did the work.
Write your answer to question 10 in the space provided in your Student Answer Booklet.
ID:249218 3247433_AR1.eps Common
10
The picture below shows the shaded gure that Diego drew on a piece of grid paper.
Perimeter is the
distance around
a shape.
1 unit
Each
represents 1 square unit.
1 unit
a. What is the area, in square units, of the shaded gure? Show or explain how you got
your answer.
b. What are the dimensions (length and width), in units, of a rectangle with the same area as
the shaded gure? Show or explain how you got your answer.
c. What is the perimeter, in units, of the rectangle you described in part (b)? Show or explain
235
Mathematics
Session 1
Questions 11 and 12 are short-answer questions. Write your answers to these questions in the
boxes provided in your Student Answer Booklet. Do not write your answers in this test booklet. You
may do your figuring in the test booklet.
11
Tracey asked each student in her class to vote for one favorite outdoor activity. The graph
below shows the number of students who voted for each activity.
Number of Students
Favorite Activities
12
10
8
6
4
2
0
Swimming
Sailing
Activity
Hiking
How many more students voted for sailing than voted for hiking?
ID:246421 Common
12
What is the value of that makes the number sentence below true?
3098 923
236
Mathematics
Session 1

13
Hudsons Bakery sells cakes in three different sizes small, medium, and large. The picture
below shows the cost of each size of cake at the bakery.
Small
$10 each
Medium
$15 each
Large
$25 each
a. Wilma bought 1 small cake and 2 medium cakes. What was the total cost of the
cakes Wilma bought? Show your work or explain how you got your answer.
b. Justin has $85.00 to spend on cakes. What is the greatest number of cakes he can
buy with exactly $85.00? Show your work or explain how you got your answer.
c. Sheila bought a group of cakes that cost a total of $70.00. At least 2 of the cakes
she bought were different sizes. List a group of cakes that Sheila could have bought.
Show your work or explain how you got your answer.
237
Mathematics
Session 1
Mark your answers to multiple-choice questions 14 through 16 in the spaces provided in your Student
Answer Booklet. Do not write your answers in this test booklet. You may do your figuring in the test
booklet.
14
ID:228998 C Common
15
To raise money for a new computer, the

students in Deidres class sold boxes of
pencils with different designs. The tally
chart below shows the number of boxes
of each design sold.

total number of pencils he gave to the
students in the Math Club?
Boxes of Pencils Sold

Design
Mr. Simon gave exactly 3 pencils to

each student in the Math Club.
A. 13
Number of Boxes Sold
B. 22
C. 27
Balloons
D. 31
Flowers
Soccer balls
Dinosaurs
The class earned $2 for each box of

pencils sold. What was the total
amount earned?
A. $75
B. $85
C. $160
D. $190
238
Mathematics
Session 1
16
The picture below shows four fractions and a number line. Wilsons homework is to place a point
on the number line for the location of each of the fractions.
1
6
1
3
1
12
1
4
If Wilson places the fractions correctly, which fraction will be closest to 0 on the number line?
A.
1
6
B.
1
3
C.
1
12
D.
1
4
239
Mathematics
Session 1

17
The points on the grid below represent the locations of Ginas home, a pond, and a baseball
eld. The grid lines represent the streets in Ginas neighborhood.
1 unit
y
7
1 unit
6
5
baseball field
4
pond
Ginas home
2
1
x
0
a. Write the ordered pair that best represents the location of Ginas home on the grid.
b. Moving along the grid lines, the shortest distance from Ginas home to the baseball eld
is 3 units. Moving along the grid lines, what is the shortest distance, in units, from Ginas
home to the pond? Show or explain how you got your answer.
c. Moving along the grid lines, the shortest distance from Ginas home to her school is
7 units. Write an ordered pair that could be the location of her school. Show or explain
240
Mathematics
SESSION 2
You may use your MCAS ruler during this session.
DIRECTIONS
This session contains seventeen multiple-choice questions, three short-answer questions, and
two open-response questions. Mark your answers to these questions in the spaces provided in your
ID:221871 B Common
18
ID:228507 3317007_AR1.eps, 3317007_ C Common
19
Corey is 10 years younger than James.

James is 15 years old. Which of the
following represents Coreys age in
years?
Which of the following is not

a quadrilateral?
A.
A. 15 10
B. 15 10
C. 15 10
B.
D. 15 10
C.
D.
241
Mathematics
Session 2
ID:221839 3221716_AR1.eps, 3221716_ B Common
The picture below shows the balls that are for sale at a store.
Which of the following graphs shows the correct number of each kind of ball?
Balls for Sale
Balls for Sale
C.
10
8
6
4
2
0
Number of Balls
Number of Balls
A.
10
8
6
4
2
0
Kind of Ball
Kind of Ball
Balls for Sale
B.
Balls for Sale
D.
10
8
6
4
2
0
Number of Balls
Number of Balls
20
10
8
6
4
2
0
Kind of Ball
Kind of Ball
242
Mathematics
Session 2
21
A number machine uses a rule to change each number that is put into it to a different number.
The same rule is used every time. The picture below shows what happened when the numbers
6, 9, and 11 were put into the number machine.
11
In
In
In
Out
12
15
Out
Out
17
Which of the following could be the rule used by the number machine?
A. multiply by 2
B. multiply by 6
C. add 3
D. add 6
ID:229011 C Common
22
ID:251589 B Common
23
Haley swam 22 laps each day for 18 days.

Then she swam 25 laps each day for
10 days.
What was the total number of laps she
swam over the 28 days?
A. 75
Mr. Thomas walks every day. The

distance that he walks each day is
between 4 miles and 8 miles. Which of
the following could be the total number
of miles Mr. Thomas will walk in
30 days?
A. 100
B. 546
B. 200
C. 646
C. 500
D. 4066
D. 900
243
Mathematics
Session 2
24
ID:251592 A Common
25
Stacey used 12 blocks to make the tower

pictured below.
Exactly 3 of the blocks will be painted

red. What is the total number of blocks
that will be painted red?
A. 1
B. 3
C. 4
D. 6
244
Which of the following is a list of

three fractions that are each equivalent
to 0.50?
A.
3 5
, , 6
6 10 12
B.
1, 2, 3
4 8 12
C.
1, 2, 4
2 6 8
D.
5 5 5
, ,
6 8 10
Mathematics
Session 2
26
Celestine put the tiles shown below into an empty bag and mixed them up. The back of each tile
is blank.
If Celestine picks 1 tile from the bag without looking, which of the following best describes the
chances that she will pick a tile with the letter H on it?
A. certain
B. likely
C. unlikely
D. impossible
245
Mathematics
Session 2

Gildas Gift Shop sells ve different kinds of gift baskets. The graph below shows the total number
of each kind of gift basket sold last week.
Gift Basket Sales Last Week
45
40
35
Total Number Sold
27
30
25
20
15
10
5
0
Sunshine
Rainbow Snowflake
Misty
Evergreen
Kind of Gift Basket

a. What was the total number of gift baskets that the shop sold last week? Show your work or
explain how you got your answer.
b. For each basket sold, the shop donated $5 to a local charity. For the week shown on the
graph, how much did the shop donate to the charity? Show your work or explain how you
got your answer.
246
Mathematics
Session 2
28
Points A, B, X, Y, Z, and W, and line AB are shown on the grid below.
Y
Z
B
W
What are two points shown on the grid that can be connected to form a line segment
perpendicular to line AB?
ID:222092 Common
29
Write an even number that is greater than 3 and is a factor of 20.
247
Mathematics
Session 2
Question 30 is a short-answer question. Write your answer to this question in the box provided in
your Student Answer Booklet. Do not write your answer in this test booklet. You may
do your figuring in the test booklet.
ID:221838 Common
30
Jerrys dog is 2 feet 6 inches tall. How many inches tall is Jerrys dog?
248
Mathematics
Session 2

31
The pictures below show how two different groups of shapes balance a scale.
1 block balances 2 balls.
2 blocks balance 10 cans.
a. If 1 block weighs 10 pounds, what is the weight, in pounds, of 1 ball? Show or explain
b. What is the total number of blocks needed to balance 6 balls? Show or explain how you
got your answer.
c. What is the total number of balls needed to balance 10 cans? Show or explain how you got
your answer.
249
Mathematics
Session 2
booklet.
ID:246436 3102141_AR1.eps A Common
32
34
What is the solution to the problem

shown below?
5
8
A.
6
8
B.
6
10
C.
6
16
D.
5
64
1
8
Blue
Red
Yellow
Blue
Red
Green
Orange
Red
What is the probability that the arrow

will land on a section labeled Red the
rst time it is spun?
ID:246433 D Common
33
The spinner below is used in a game.

All the sections of the spinner are the
same size.
Jake needs to order 238 chairs for a

party. He can order the chairs in sets
of 100 and in sets of 10. Which of the
following is closest to the number of
chairs that Jake needs to order?
A. 24 sets of 100
B. 1 set of 100 and 13 sets of 10
C. 2 sets of 100 and 3 sets of 10
D. 2 sets of 100 and 4 sets of 10
250
A.
1
8
B.
1
3
C.
3
8
D.
3
5
Mathematics
Session 2
ID:222214 3221494_AR1.eps, 3221494_ C Common
35
The rst ten shapes in a pattern are shown below. The pattern repeats after every 5 shapes.
If the pattern continues to repeat in the same way, what will be the 13th shape in the pattern?
A.
B.
C.
D.
ID:228819 D Common
36
Which of the following goes in the

blank to make the statement below true?
98 19 ________
A. 20 80
B. 99 18
C. 20 90
D. 19 98
251
Mathematics
Session 2
ID:251596 C Common
37
Paula wants to mark her birthday on the calendar below. For 2007, she knows that her birthday
is six days after Thanksgiving. Thanksgiving is always the fourth Thursday in November.
November 2007
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Using the calendar above, what date is Paulas birthday in 2007?

A. Thursday, November 22
B. Tuesday, November 27
C. Wednesday, November 28
D. Thursday, November 29
252
Mathematics
Session 2
For a science project, Antoine recorded the height of a bean plant he was growing. After the plant
sprouted, he measured it each day for two weeks. The graph below displays his data.
Bean Plant Growth

Height (in centimeters)
38
16
12
8
4
0
10
11
12
13
14
Day
Which of the following is closest to the number of centimeters the bean plant grew from
day 7 to day 14?
A.
7 centimeters
B.
9 centimeters
C. 11 centimeters
D. 16 centimeters
253
Mathematics
Session 2
ID:222010 B Common
39
An input-output table is shown below.

Input
(A)
Output
(B)
14
12
19
20
27

rule for the input-output table?
A.
B.
C.
D.
254
Grade 4 Mathematics
Standard
Correct Answer
(MC/SA)*
4.N.11
230
4.N.3
231
4.D.2
232
Measurement
4.M.5
232
4.N.13
232
4.N.16
232
4.N.8
233
4.P.1
B
B
Item No.
Page No.
230
2
3
Reporting Category
234
4.P.3
10
235
Measurement
4.M.4
11
236
4.D.3
12
236
4.P.3
2175
13
237
4.N.10
14
238
4.D.3
15
238
4.N.7
16
239
4.N.4
17
240
Geometry
4.G.6
18
241
4.P.4
19
241
Geometry
4.G.2
20
242
4.D.1
21
243
4.P.6
22
243
4.N.12
23
243
4.N.10
24
244
4.N.3
25
244
4.N.5
26
245
4.D.6
27
246
4.D.3
28
247
Geometry
4.G.5
Z and W or A and X
29
247
4.N.7
4, 10, or 20
30
248
Measurement
4.M.2
30 inches
31
249
4.P.5
32
250
4.N.18
33
250
4.N.17
34
250
4.D.4
35
251
4.P.1
36
251
4.N.9
37
252
Measurement
4.M.3
38
253
4.D.3
39
254
4.P.6
255
XI. Mathematics, Grade 5

Number Sense and Operations (Framework, pages 2526; Supplement, pages 78)
Geometry (Framework, page 42; Supplement, page 9)
Measurement (Framework, page 50; Supplement, pages 910)
Data Analysis, Statistics, and Probability (Framework, page 58; Supplement, page 10)
Test Sessions

Each student taking the Grade 5 Mathematics Test was provided with a plastic ruler and a Grade 5
Mathematics Reference Sheet. A copy of the reference sheet follows the nal question in this chapter.
An image of the ruler is not reproduced in this publication.
allowed.
257
Mathematics
SESSION 1
You may use your reference sheet and MCAS ruler during this session.
DIRECTIONS
This session contains twelve multiple-choice questions, two short-answer questions, and three
ID:198681 A Common
ID:246620 PAM11-Situp_table.eps C Common
In the equations below, each shape

stands for the same number every time
that it appears.
6 18
Marcus does sit-ups every night for his

exercise program. Each week, he increases
the number of sit-ups he does every
night, as shown in the table below.
Sit-Ups Done Each Week
3
If both of these equations are true, what
is the value of ?
A.
B.
C. 12
Week
Sit-Ups
Every Night
15
2
3
4
30
45
?
D. 36
Based on the pattern shown in the table,
what is the total number of sit-ups that
Marcus will do every night during
week 4?
A. 50
B. 55
C. 60
D. 65
258
Mathematics
Session 1
ID:207038 AL5504_miles_run.eps B Common
ID:204792 C Common
The running log below shows how many

miles Jason ran Monday through Friday
of last week.
Jasons Running Log

Day
Monday
Tuesday
Wednesday
Thursday
Friday
Ms. Brown needs 8 eggs in order to

make 2 cakes. What is the total number
of cakes she could make with 24 eggs?
A. 3
Miles
5
B. 4
D. 8
C. 6
2
6
1
ID:246621 KMH112_Onefth_sector.ep B Common
What is the mean (average) number

of miles he ran each day for the days
shown in the running log?
Which of the following circles appears

to have
A.
A. 2
B. 4
C. 5
B.
D. 6
ID:204726 C Common
C.
Ms. Reed travels a total of 78 miles

each day that she goes to work. During
July, she went to work 21 days.
Which of the following expressions
has a value that is closest to the total
number of miles Ms. Reed traveled to
work in July?
D.
A. 80 30
B. 70 20
C. 80 20
D. 75 20
259
1
5
shaded?
Mathematics
Session 1
ID:243377 AL2519_Video.eps D Common
ID:204681 RK132_orange.eps B Common
The table below shows the fees that a

video store charges for returning a
video late.
Miguel ate two of the orange pieces

pictured below.
Fees for Returning

a Video Late
Days Late Late Fee
1
$1.00
2
$1.50
3
4
5
$2.00
$2.50
$3.00
What fraction of the total number of

orange pieces did Miguel eat?
For the data in the table, which of the

following could be a rule for calculating
the late fee?
A.
1
8
B.
1
4
B. $0.50 for each day late
C.
C. $0.50 for the rst day late, and

$1.00 for each additional day late
1
3
D.
1
2
A. $1.00 for each day late
D. $1.00 for the rst day late, and

$0.50 for each additional day late
ID:204671 C Common
What number is equivalent to the

expression below?
( 3 1, 000 , 000 ) ( 6 10 , 000 ) ( 5 100 ) 1

A. 3,651
B. 306,501
C. 3,060,501
D. 3,065,001
260
Mathematics
Session 1

ID:204876 AL519_Temperature.eps, AL Common
10
The table below shows a citys average temperature by month for the rst six months of
one year.
Average Temperature by Month

Month
January
February
Average Temperature
(in Degrees Fahrenheit)
13
20
March
April
May
June
31
46
59
68
a. What is the range of the data for these six months? Show or explain how you got your answer.
b. On the grid in your Student Answer Booklet, make a bar graph to show the data in the
table. Be sure to title your graph, label each axis, and use an appropriate scale.
261
Mathematics
Session 1
ID:204908 Common
11
Compute:
3.52 14
ID:207637 PAM15_Perimeter_cm.eps Common
Use your MCAS ruler to answer question 12.

12
What is the perimeter, in centimeters, of the triangle below?
262
Mathematics
Session 1

ID:204657 Common
13
Molly sings in the chorus at her school. In the chorus,
3
5
of the students are in the sixth
grade, and the rest are in the fth grade.

a. What fraction of the students in the chorus are in the fth grade? Show or explain how you
got your answer.
b. Write your answer from part (a) as a percent. Show or explain how you got your answer.
c. There are 35 students in the chorus. What is the total number of students in the chorus
who are in the fth grade? Show or explain how you got your answer.
263
Mathematics
Session 1
Mark your answers to multiple-choice questions 14 through 16 in the spaces provided in your
Student Answer Booklet. Do not write your answers in this test booklet. You may do your figuring in
the test booklet.
ID:207142 D Common
14
ID:204676 RK104_numberline.eps C Common
16
The Wilsons have a rectangular patio

that is 10 feet wide and 15 feet long.
What is the area, in square feet, of the
patio?
Point P is located on the number line

shown below.
P
A. 50 square feet
B. 75 square feet
Which of the following fractions best

represents the location of point P ?
C. 115 square feet

D. 150 square feet
ID:204882 B Common
15
Amir asked some of his friends how

many minutes they spent on homework
last night. Their answers are shown
below.
5, 10, 20, 30, 30, 35
What is the median number of minutes
Amirs friends spent on homework?
A. 20
B. 25
C. 30
D. 35
264
A.
1
4
B.
3
8
C.
3
4
D.
4
5
Mathematics
Session 1

ID:207718 KD5210_hexagon_symmetry.e Common
17
Hexagon PQRSTU is shown in the diagrams below. In the rst diagram, Line 1 passes through
the midpoints of sides QR and UT . In the second diagram, Line 2 passes through vertices
R and U.
S
U
T
Line 1
S
U
Line 2
a. Is Line 1 a line of symmetry? Explain your reasoning.
b. Is Line 2 a line of symmetry? Explain your reasoning.
c. Is there a line other than Line 1 or Line 2 that is a line of symmetry for hexagon PQRSTU ?
If there is another line of symmetry, describe where the line would be on
the hexagon.
If there is not another line of symmetry, explain why not.
265
Mathematics
SESSION 2
DIRECTIONS
This session contains seventeen multiple-choice questions, three short-answer questions, and two
ID:204757 C Common
18
What is the value of

equation below true?
4
A.
ID:204696 RK121_study_times.eps B Common
that makes the
20
Time Spent
on Mathematics Test
B. 12
Name
C. 32
D. 36
ID:204860 KMH104-bike_frame.eps A Common
19
The table below shows the amount of

time each of four students spent on a
mathematics test yesterday.
Some angles are marked on the bicycle

frame shown below.
A
B
Time (in hours)
Joe
Keith
Lena
Mia
Which student spent the greatest

amount of time on the test?
A. Joe
B. Keith
Which angle appears to be obtuse?
C. Lena
A. angle A
D. Mia
B. angle B
C. angle C
D. angle D
266
Mathematics
Session 2
ID:204802 PAM5-temperature_graph.ep D Common
Which of the following graphs shows temperature increasing over time?
Temperature
over Time
Temperature (C)
A.
10
8
6
4
2
Temperature
over Time
C.
Temperature (C)
21
2 4 6 8 10
10
8
6
4
2
0
Time (hours)
D.
Temperature (C)
Temperature (C)
Time (hours)
Temperature
over Time
B.
10
8
6
4
2
2 4 6 8 10
Time (hours)
Temperature
over Time
10
8
6
4
2
0
2 4 6 8 10
Time (hours)
ID:206925 B Common
ID:204889 D Common
22
2 4 6 8 10
23
Kyra will toss a number cube that has

faces numbered 1 through 6. What is
the probability that the cube will land
with an even number showing on the
top face?
Which of the following fractions is

1
equivalent to 1 2 ?
A.
8
4
A.
1
6
B.
6
4
B.
1
5
C.
5
4
C.
1
3
D.
3
4
D.
1
2
267
Mathematics
Session 2
ID:246622 AL2501_design.eps, AL2501 C Common
24
Carrie is decorating her room using a pattern of shapes. The picture below shows her pattern
repeated three times.
Start
If the pattern continues, what will be the 75th shape in the pattern?
A.
B.
C.
D.
ID:246623 A Common
25
ID:206919 D Common
26
The estimated populations of two

New England states for the year 2003
are given below.
What is the value of the digit 2 in the

number below?
827,140,659
New Hampshire: 1,287,687
A. twenty
Maine: 1,305,728
B. two hundred thousand
Which of the following numbers is

greater than the estimated population
of New Hampshire but less than the
estimated population of Maine?
C. two million
D. twenty million
A. 1,291,012
B. 1,310,104
C. 1,267,805
D. 1,308,549
268
Mathematics
Session 2

D:204714 AL511_Calories.eps Common
27
Jillian has a rowing machine. The table below lists the number of calories she burns when she
exercises on her rowing machine.
Calories Burned
Exercising on
Rowing Machine
Minutes Calories
Exercised Burned
10
70
20
140
30
210
a. Based on the data in the table, what is the total number of calories that Jillian burns in
1 minute? Show or explain how you got your answer.
b. Based on your answer to part (a), what is the total number of calories that Jillian will burn
if she exercises on her rowing machine for 25 minutes? Show or explain how you got
your answer.
c. Based on your answer to part (a), what is the total number of minutes that Jillian exercised
if she burned 385 calories? Show or explain how you got your answer.
269
Mathematics
Session 2
Questions 28 and 29 are short-answer questions. Write your answers to these questions in the boxes
provided in your Student Answer Booklet. Do not write your answers in this test booklet. You may do
your figuring in the test booklet.
ID:207628 BMH148_cube.eps Common
28
A cube is pictured below.
What is the total number of edges that a cube has?
ID:207573 Common
29
What number belongs in the
to make the equation below true?
270
Mathematics
Session 2
Question 30 is a short-answer question. Write your answer to this question in the box provided
in your Student Answer Booklet. Do not write your answer in this test booklet. You may do your
figuring in the test booklet.
ID:240382 AL5518_Movie.eps Common
The manager of a video store recorded the numbers of VHS and DVD movie rentals each day
for ve days. The graph below shows the results.
VHS and DVD Movie Rentals

225
Number of Movie Rentals
200
175
150
125
100
75
50
Fr
id
ay
ur
Th
ne
sd
sd
ay
ay
W
ed
sd
Tu
e
on
da
y
ay
25
30
Day
Key
VHS
DVD
On which day was the difference between VHS and DVD movie rentals greatest?
271
Mathematics
Session 2

ID:248879 Common
31
Harry planned a rectangular garden that was 40 feet long and 10 feet wide.
a. What was the perimeter, in feet, of the garden that Harry planned? Show or explain how
you got your answer.
b. What was the area, in square feet, of the garden that Harry planned? Show or explain how
c. Suppose Harry decided to change the shape of his garden to a square with the same area
as the rectangle. What would be the perimeter, in feet, of the square garden? Show or
272
Mathematics
Session 2
the test booklet.
ID:204669 C Common
32
ID:204850 MCAS504-Congruent_quadril B Common
34
What number is 30 thousand greater

than 265,408?
A. 265,438
Which of the following pairs of

quadrilaterals appears to be congruent?
A.
B. 268,408
C. 295,408
D. 565,408
B.
ID:204701 B Common
33
What is the total number of factors

of 12?
A.
B.
C.
C.
D. 12
D.
273
Mathematics
Session 2
ID:204711 D Common
35
ID:207198 BMH143_triangle_options.e A Common
37
A bookstore had 3,200 copies of a

new book. Every copy was sold for
$16 per copy.
What was the total amount of the
bookstores sales from this book?
Which of the following triangles is

isosceles but not equilateral?
A.
8 cm
7 cm
A. $22,400
8 cm
B. $32,000
C. $50,200
B.
D. $51,200
10 cm
ID:204695 RK120_numberline.eps C Common
36
10 cm
Which point on the number line below

best represents 0.8?
A
0
10 cm
C.
C D
6 cm
10 cm
8 cm
A. point A
B. point B
D.
C. point C
8 cm
D. point D
12 cm
10 cm
274
Mathematics
Session 2
ID:207073 A Common
38
ID:243416 B Common
39
What is the value of that makes the

equation below true?
75 5
A.
15
B.
25
C.
70
The table below shows the number of

milligrams of sodium in each of three
different sizes of a soft drink.
Sodium Amounts in
Soft Drink Sizes
Drink Size
(uid ounces)
8
12
16
D. 375
Sodium Amount
(milligrams)
36
54
72
Based on the pattern in the table, what

is the total number of milligrams of
sodium in a 24-uid-ounce cup of the
soft drink?
A. 90 mg
B. 108 mg
C. 126 mg
D. 144 mg
275

Grade 5 Mathematics Reference Sheet
PERIMETER (P) FORMULAS
VOLUME (V) FORMULAS
perimeter distance around
rectangular prism . . . . . V l w h
(l length; w width; h height)
square . . . . . . . . . . . P 4 s
(s length of a side)
cube . . . . . . . . . . . . . . . V s s s
(s length of an edge)
rectangle. . . . . . . . . P ( 2 l ) ( 2 w )
(l length; w width)
triangle . . . . . . . . . . P a b c
(a, b, and c are the lengths of the sides)
AREA (A) FORMULAS

square . . . . . . . . . . . A s s
(s length of a side)
rectangle. . . . . . . . . A l w
(l length; w width)
triangle . . . . . . . . . . A
1
2
bh
(b length of the base;

h height)
276
Grade 5 Mathematics
Reporting Category
Standard
Correct Answer
(MC/SA)*
Item No.
Page No.
258
5.P.3
258
5.P.5
259
5.D.1
259
5.N.14
259
5.P.5
259
5.N.4
260
5.P.4
260
5.N.3
C
B
260
5.N.4
10
261
5.D.2
11
262
5.N.12
49.28
12
262
Measurement
5.M.1
12 centimeters
13
263
5.N.13
14
264
Measurement
5.M.1
15
264
5.D.1
16
264
5.N.4
17
265
Geometry
5.G.6
18
266
5.P.3
19
266
Measurement
5.M.2
20
266
5.N.7
21
267
5.P.6
22
267
5.D.3
23
267
5.N.5
24
268
5.P.1
25
268
5.N.7
26
268
5.N.2
27
269
5.P.5
28
270
Geometry
5.G.2
29
270
5.P.3
30
271
5.D.2
Wednesday
31
272
Measurement
5.M.1
32
273
5.N.2
33
273
5.N.8
34
273
Geometry
5.G.7
35
274
5.N.9
36
274
5.N.6
37
274
Geometry
5.G.1
38
275
5.P.3
39
275
5.P.5
12
277
XII. Mathematics, Grade 6

content strands, listed below. Page numbers for the grades 56 learning standards appear in
parentheses.
Number Sense and Operations (Framework, pages 2526)
Patterns, Relations, and Algebra (Framework, page 34)
Geometry (Framework, page 42)
Measurement (Framework, page 50)
Data Analysis, Statistics, and Probability (Framework, page 58)
which are identical to the ve Mathematics Curriculum Framework content strands listed above.
Test Sessions

allowed.
279
Mathematics
SESSION 1
DIRECTIONS
This session contains twelve multiple-choice questions, two short-answer questions, and three
ID:229746 A Common
Charlotta wrote the equation below on

a card.
The graph below represents the

relationship between Pauls age and
Susies age.
85
Relationship between Ages
If Charlottas equation is true, which of

the following is also true?
y
16
A. 5 8
Susies Age (in years)
B. 5 8
C. 5 8
D. 5 8
ID:229828 C Common
Sheila started the geometric pattern

shown below.
1, 3, 9, 27,
14
12
10
8
6
4
2
0
If the pattern continues as shown, what

is the next term in the pattern?
10
12
Pauls Age (in years)
14
16
A.
36
B.
54

the relationship between Pauls age and
Susies age for all the points shown on
the graph?
C.
81
A. Susie is twice as old as Paul.
D. 108
B. Susie is 2 years older than Paul.

C. Susie is half as old as Paul.
D. Susie is 2 years younger than Paul.
280
Mathematics
Session 1
ID:248138 D Common
ID:229769 3247918_AR1.eps, 3247918_ B Common
The chart below lists the sizes of

popcorn, sizes of drinks, and kinds of
snacks available at a movie theater.
A.
Movie Theater Concessions

Popcorn
Sizes
Small
Medium
Large
Drink
Sizes
Kinds of
Snacks
Candy Bar
Small
Pretzel
Medium
Hot Dog
Large
Licorice
Jumbo
Sour Pops
Which of the following shapes appears

to have exactly two lines of symmetry?
B.
Ice Cream Bar

What is the total number of different
combinations of 1 size of popcorn, 1 size
of drink, and 1 kind of snack?
A.
B. 13
C.
C. 48
D. 72
D.
281
Mathematics
Session 1
What is the distance between 2 and 2

on the number line shown below?
5
A store sells packages of pens. Each

package contains the same number
of pens.
The graph below displays the relationship
between the total number of packages
sold and the total number of pens sold.
A. 0 units
B. 3 units
Relationship between
Pens and Packages Sold
C. 4 units
D. 5 units
Number of Pens Sold
32
ID:229050 D Common
What is the value of the 2 in the

number below?
54.625
A. two hundred
B. twenty
28
24
20
16
12
8
4
C. two tenths
D. two hundredths
10
12
Number of Packages Sold
What is the total number of pens in

each package?
Which of the following best represents

the location of point P on the number
line below?
A. 2
B. 4
P
0
C. 6
D. 8
A. 2.5
B. 2.33
C. 2.25
D. 2.1
282
Mathematics
Session 1

ID:248183 Common
10
A local bakery celebrated its one-year anniversary on Saturday. On that day, every
4th customer received a free cookie. Every 6th customer received a free mufn.
a. Did the 30th customer receive a free cookie, a free mufn, both, or neither? Show or
b. Casey was the rst customer to receive both a free cookie and a free mufn. What number
customer was Casey? Show or explain how you got your answer.
c. Tom entered the bakery after Casey. He received a free cookie only. What number customer
could Tom have been? Show or explain how you got your answer.
d. On that day, the bakery gave away a total of 29 free cookies. What was the total number of
free mufns the bakery gave away on that day? Show or explain how you got your answer.
283
Mathematics
Session 1
11
A rectangle has a width of 6 feet, as shown below.
6 feet
The perimeter of the rectangle is 34 feet. What is the length, in feet, of the rectangle?
12
What is the volume, in cubic inches, of the cube below?
6 in.
6 in.
6 in.
284
Mathematics
Session 1

The graph below shows the relationship between the number of museum tickets bought and the
total cost of the tickets.
Cost of Museum
Tickets Bought
$30
$27
$24
Total Cost
13
$21
$18
$15
$12
$9
$6
$3
0
8 10 12 14 16 18 20 22
Number of Tickets
a. What is the greatest number of museum tickets that can be bought for $21?
b. What is the cost of 1 museum ticket? Show or explain how you got your answer.
c. Using numbers, words, or symbols, write a rule that could be used to nd the total cost
of any number of museum tickets. You may use n to represent the number of museum
tickets bought.
d. Calvin bought a one-year museum pass for $45. The pass allows him to visit the museum an
unlimited number of times during one year. What is the least number of times Calvin must
visit the museum, during one year, in order for his one-year pass to be less expensive than
buying a single museum ticket for each visit? Show or explain how you got your answer.
285
Mathematics
Session 1
booklet.
14
Corazon used the number line model shown below to help her write a true number sentence.
Which of the following could be Corazons number sentence?

A. 4 2 6
B. 4 6 2
C. 2 6 4
D. 2 4 6
ID:249249 C Common
ID:229849 A Common
15
16
Henry had a piece of rope that was

23 1 inches long. Henry cut the rope
2
into two pieces so that one piece was
8 1 inches long. What was the length
4
of the other piece of rope?
A class of 25 students went to a zoo.

The total admission cost for the
25 students was $56.25.
The admission cost was the same
for each student.
A. 15 1 inches
What was the admission cost for 1 student?
B. 15 1 inches
A. $2.15
B. $2.20
C. 31 1 inches
C. $2.25
D.
31 3
4
D. $2.50
inches
286
Mathematics
Session 1

17
Copy triangle ABC and line l, shown below, onto the grid in your Student Answer Booklet. Be
sure to label points A, B, and C in your drawing.
C
A
B
l
a. Is triangle ABC equilateral, isosceles, or scalene? Explain your reasoning.

b. On the grid in your Student Answer Booklet, draw the reection of triangle ABC over line l.
Label the new triangle DEF.
c. On the grid in your Student Answer Booklet, draw the translation of triangle ABC after it
has been moved 7 units right and 3 units up. Label the new triangle GHI.
d. Are triangle DEF and triangle GHI congruent? Explain your reasoning.
287
Mathematics
SESSION 2
DIRECTIONS
This session contains seventeen multiple-choice questions, three short-answer questions, and two
ID:229850 B Common
18
20
What values of and make both

equations below true?
The poster below shows the costs at a

fall carnival.
12 21
16
A. 8 and 8
B. 9 and 7
C. 9 and 8
D. 9 and 6
Which of the following expressions
represents the total cost, in dollars, of
1 admission and r rides, for any number
of rides?
ID:229882 B Common
19
Which of the following is equivalent

to 6.25?
A.
A. 10 2 r
B. 10 ( r 2 )
61
5
C. 10 2 r
B. 6 1
D. 10 r 2
C. 6 2
5
D. 6 3
4
288
Mathematics
Session 2
ID:229799 3072129_AR1.eps, 3072129_ B Common
21
Michaels math quiz scores are shown below.

88, 87, 95, 72, 78, 80, 83, 80
Which of the following is a stem-and-leaf plot that correctly shows Michaels math quiz scores?
A.
B.
Math Quiz Scores

8
C.
Math Quiz Scores

9
Key
Key
8 5 represents 85
8 5 represents 85
D. Math Quiz Scores
Math Quiz Scores

7
Key
Key
8 5 represents 85
8 5 represents 85
289
Mathematics
Session 2
ID:229792 B Common
22
For 4 weeks, Ms. Gonzalezs class collected canned food for a food bank.
The class collected 16 cans during the rst week.
During each week after the rst week, the class collected 12 more cans than they had
collected the week before.
Based on the information above, which of the following tables correctly displays the number
of cans of food the class collected during each week?
Cans Collected by
Ms. Gonzalezs Class
A.
Cans Collected by
Ms. Gonzalezs Class
C.
Week
Number of Cans Collected

during the Week
Week

during the Week
1
2
3
4
16
12
12
12
1
2
3
4
16
12
24
36
B.
D.
Cans Collected by
Ms. Gonzalezs Class
Cans Collected by
Ms. Gonzalezs Class
Week

during the Week
Week

during the Week
1
2
3
4
16
28
40
52
1
2
3
4
16
32
64
128
290
Mathematics
Session 2
ID:229908 C Common
23
ID:229879 C Common
25
What is the value of the expression below?

2 (5 )
A.
B.
Which of the following shows 0.56 written

in expanded notation?
A. ( 5 10 ) ( 6 100 )
B. ( 5 100 ) ( 6 1000 )
C. ( 5 0.1) ( 6 0.01)
C. 3
D. ( 5 0.01) ( 6 0.001)
D. 7
ID:229812 D Common
26
ID:229892 D Common
24
A game uses a spinner that is divided

into 8 sections of equal size. The sections
are labeled with the numbers below:
2, 3, 4, 4, 5, 6, 8, 8
A.
If the arrow is spun one time, what is the

probability that the arrow will land on
a section labeled with an even number?
A.
1
4
B.
1
2
C.
5
8
D.
3
4
Muriel has 20 flowers in her garden.

Exactly 16 of the flowers are tulips.
What percent of the flowers in Muriels
garden are tulips?
4%
B. 16%
C. 40%
D. 80%
291
Mathematics
Session 2

27
A city park is in the shape of a square, with each side measuring 40 feet.
a. What is the area, in square feet, of the city park? Show or explain how you got your
answer.
The city has decided to put a pond in the shape of a circle in the center of the park. The
circle will have a radius of 10 feet, as shown in the diagram below. The remaining portion of
the park will be a lawn.
City Park
Lawn
Pond
10 ft.
40 ft.
b. What is the approximate area, in square feet, of the circle? Show your work. (Use 3.14 for .)
c. A landscaper plans to fertilize the lawn of the park. What is the approximate area, in
square feet, of the lawn of the park? Show or explain how you got your answer.
d. One bag of GrowFast fertilizer can fertilize 50 square feet. How many bags of GrowFast
will the landscaper need in order to fertilize the lawn of the park? Show or explain how
292
Mathematics
Session 2
provided in your Student Answer Booklet. Do not write your answers in this test booklet. You may
ID:248165 Common
28
Marcus has a bag of 20 table tennis balls. The probability of selecting a yellow table tennis
ball, without looking, is 3 . What is the total number of yellow table tennis balls in the bag?
10
ID:229914 Common
29
In 27 years, Julia will be 43 years old. How old is Julia now?
293
Mathematics
Session 2
your Student Answer Booklet. Do not write your answer in this test booklet. You may do your figuring
in the test booklet.
ID:248171 Common
30
Write a rule that describes the relationship between the input (x) and the output (y) in the
input-output table below.
Input (x)
Output ( y)
2
5
5
11
294
10
21
11
23
Mathematics
Session 2

ID:229806 Common
31
Katie will take a total of 5 mathematics tests. She has taken 4 mathematics tests so far. The
scores on her rst 4 tests are shown in the table below.
Katies Mathematics Test Scores

Test
1
2
3
4
5
Score
94
98
86
92
?
a. What is the median of Katies rst 4 mathematics test scores? Show or explain how you got
your answer.
b. What is the mean of Katies rst 4 mathematics test scores? Show or explain how you got
your answer.
c. What score must Katie get on her 5th test in order to have a mean score of 90 on all 5 of her
mathematics tests? Show or explain how you got your answer.
295
Mathematics
Session 2
booklet.
ID:229058 A Common
32
ID:229824 D Common
34
What is the value of the expression

below when 6 ?
If 4 and 5, what is the value

of the expression below?
3() 6 ( )
2
3
A.
B.
A.
B. 18
C. 39
C. 11
D. 42
D. 20
ID:229867 C Common
35
ID:244942 C Common
33
Kim sold 315 boxes of cards. The cost

of each box of cards was $2.90. Which
of the following is the most reasonable
estimate of the total cost of the boxes of
cards Kim sold?
Johanna separated 36 index cards by

color into four groups, as follows:
6 of the index cards were blue.
25% of the index cards were green.
A. $1300
B. $1200
C. $900
1
3
of the index cards were yellow.
1
4
of the index cards were pink.
Which color group contained the

greatest number of cards?
D. $600
A. blue
B. green
C. yellow
D. pink
296
Mathematics
Session 2
36
Which point on the number line shown below appears to be located at 1 3 ?

8
J
0
M
2
A. J
B. K
C. L
D. M
37
38
A parallelogram has the dimensions

shown below.
5 ft.

transformation from gure A to gure B
on the grid below?
4 ft.
1 unit
1 unit
10 ft.
What is the area of the parallelogram?

A
A. 100 sq. ft.
B. 50 sq. ft.
C. 40 sq. ft.
D. 30 sq. ft.
A. reection across the x-axis

B. reection across the y-axis
C. rotation about point (0, 0)
D. translation 6 units right
297
Mathematics
Session 2
ID:229793 A Common
39
The clues below describe a three-digit

number.
The hundreds digit is 4.
The ones digit is 3.
The three-digit number is
divisible by 3.
tens digit of the number?
A. 2
B. 3
C. 6
D. 9
298

PERIMETER FORMULAS
VOLUME FORMULAS
perimeter distance around
rectangular prism . . . . . V lwh
square . . . . . . . . . . . P 4 s
cube . . . . . . . . . . . . . . . V s s s
rectangle. . . . . . . . . P 2 b 2 h
OR
P 2l 2w
CIRCLE FORMULAS
triangle . . . . . . . . . . P a b c
C 2r
OR
C d
AREA FORMULAS
A r 2
square . . . . . . . . . . . A s s
rectangle. . . . . . . . . A bh
OR
A lw
parallelogram . . . . . A bh
triangle . . . . . . . . . . A
1 bh
2
circle. . . . . . . . . . . . A r 2
299
Grade 6 Mathematics
Standard
Correct Answer
(MC/SA)*
6.P.3
280
6.P.1
280
6.P.6
281
6.D.3
281
Geometry
6.G.7
282
Geometry
6.G.5
282
6.N.2
282
6.N.6
C
B
Item No.
Page No.
280
2
3
Reporting Category
282
6.P.6
10
283
6.N.8
11
284
Measurement
6.M.1
11 feet
12
284
Measurement
6.M.6
216 cubic inches
13
285
14
286
6.N.10
15
286
6.N.9
16
286
6.N.9
17
287
Geometry
6.G.8
18
288
6.P.5
19
288
6.N.5
20
288
6.P.4
21
289
6.D.2
22
290
23
291
24
291
25
291
26
291
27
292
28
6.P.6
6.P.7
6.N.15
6.D.4
6.N.3
6.N.5
Measurement
6.M.1
293
6.D.4
29
293
6.N.9
16
30
294
6.P.4
y 2x 1
31
295
6.D.1
32
296
6.P.2
33
296
6.N.16
34
296
6.P.2
35
296
6.N.7
36
297
6.N.4
37
297
Measurement
6.M.4
38
297
Geometry
6.G.6
39
298
6.N.8
300
XIII. Mathematics, Grade 7

Number Sense and Operations (Framework, page 62; Supplement, page 11)
Geometry (Framework, page 64; Supplement, pages 1213)
Measurement (Framework, page 65; Supplement, page 13)
Data Analysis, Statistics, and Probability (Framework, page 66; Supplement, page 14)
Test Sessions

During session 2, each student had sole access to a calculator with at least four functions and a square
root key. Calculator use was not allowed during session 1.
The use of bilingual word-to-word dictionaries was allowed for limited English procient students only,
during both Mathematics test sessions. No other reference tools or materials were allowed.
302
Mathematics
SESSION 1
DIRECTIONS
This session contains fifteen multiple-choice questions, five short-answer questions, and two
ID:208361 D Common
D:205214 AL1704_table.eps D Common
Vineet answered 20 out of 25 questions

correctly on his last mathematics test.
20
What percent is equivalent to 25 ?
Maximum Weights
of Some Small Animals
A. 20%
B. 50%
C. 75%
D. 80%
ID:205238 A Common
The table below shows the maximum

weights of some of the smallest living
animals in the world.
At 7:00 a.m., the temperature was 6F .

The temperature was 8F higher at noon.
Which of the following expressions can be
used to calculate the temperature at noon?
Animal
Maximum
Weight
(in ounces)
Bee Hummingbird
Kittis Hog-nosed Bat
0.056
0.07
Pygmy Mouse
Pygmy Shrew
0.28
0.09
Which of the following shows the

numbers in the table in order from least
to greatest?
A. 6 8
B. 6 8
A. 0.28, 0.07, 0.09, 0.056
C. 8 6
B. 0.07, 0.09, 0.28, 0.056
D. 8 (6 )
C. 0.28, 0.056, 0.07, 0.09

D. 0.056, 0.07, 0.09, 0.28
303
Mathematics
Session 1
ID:208582 RK126-Graph.eps A Common
As x increases, which of the following graphs best represents a positive rate of change for y?
y
A.
C.
5
4
3
2
1
5
4
3
2
1
5 4 3 2 1
0
1
2
3
4
5
1 2 3 4 5
5 4 3 2 1
B.
0
1
2
3
4
5
1 2 3 4 5
D.
5
4
3
2
1
5
4
3
2
1
5 4 3 2 1
0
1
2
3
4
5
1 2 3 4 5
5 4 3 2 1
304
0
1
2
3
4
5
1 2 3 4 5
Mathematics
Session 1
IID:205630 AL3711_regular_Hexagon1.e C Common
ID:208509 C Common
The gure below shows a hexagon on a

coordinate plane.

below when n 5?
( n 3 )
A. 8
P (2, 3)
B. 2
C. 2
x
D.
Both the x-axis and the y-axis are lines

of symmetry of the hexagon. Point P is
located at (2, 3). What is the location
of point Q?
A. (3, 2 )
B. (2 , 3 )
C. ( 2 , 3 )
D. ( 3, 2 )
305
Mathematics
Session 1
ID:205369 AL2731_pattern.eps Common
Each step in the pattern below is made up of congruent small squares.

Step 1
Step 2
Step 3
Step 4
If the pattern continues by adding a row of 6 congruent small squares for each additional step,
what is the total number of congruent small squares in Step 6 of this pattern?
ID:208763 Common
( 7 4 )2
306
Mathematics
Session 1

ID:205680 LW3301_coordinateplane.ep Common
Copy the x-axis and the y-axis, as shown below, onto the grid in your Student Answer Booklet.
y
6
5
4
3
2
1
6 5 4 3 2 1
0
1
2
3
4
5
6
The coordinates of three of the four vertices of rectangle PQRS are given below.
Point P: (2, 5)
Point Q: (6, 5)
Point R: (6, 2)
a. On your grid, plot and label points P, Q, and R.
b. On your grid, locate and plot the fourth vertex of the rectangle and label it S. Draw
rectangle PQRS.
c. On your grid, draw the reection of rectangle PQRS over the x-axis.
d. Based on the reection you performed in part (c), write the coordinates of the point that is
the image of point P.
307
Mathematics
Session 1
booklet.
ID:205471 D Common
10
ID:198322 D Common
12
Chale bought some packages of pens. He

bought one package containing 5 pens
and n packages containing 2 pens each.
Which of the following expressions could
be used to nd the total number of pens
that Chale bought?

4 9
A. 13
B. 5
C. 5
A. 7n
D.
B. 10 n
13
C. 5 n 2
D. 2 n 5
ID:208386 C Common
13
ID:205215 B Common
11
Ali lives in a state where the sales tax

rate is 6.5%. Which of the following
decimal numbers is equivalent to 6.5%?
WrangellSt. Elias National Park and

Preserve in Alaska covers 13,200,000
acres. What is 13,200,000 written in
scientic notation?
A. 1.32 105
B. 1.32 106
A. 0.0065
C. 1.32 107
B. 0.065
D. 1.32 108
C. 0.65
D. 6.5
308
Mathematics
Session 1
ID:208716 RK158_tree_diagram.eps B Common
14
ID:205456 D Common
15
Sarah has the following items in her

book bag:

below when x 3 and y 0?
5 x 2 2 xy
one red 12-inch ruler

one green 12-inch ruler
A. 24
one black pen
B. 30
one blue pen
C. 39
one purple pen
D. 45
Sarah will randomly select one

12-inch ruler and one pen. The tree
diagram below shows all of the possible
combinations of one 12-inch ruler and
one pen that Sarah could select.
ID:205457 C Common
16
black
red
blue
purple
A. c 55 m
B. c 30.25 m
black
green
C. c 30 0.25 m
D. c 0.25 30 m
blue
purple
What is the probability that Sarah will

select a green 12-inch ruler and either a
black or a purple pen?
A.
1
4
B.
1
3
C.
1
2
D.
2
3
Janice rented a moving van for one day

at a rate of $30 per day plus $0.25 per
mile. Which of the following equations
can she use to calculate c, the cost, in
dollars, of renting the van for one day
and driving it m miles?
309
Mathematics
Session 1
ID:252841 A Common
17
ID:198329 C Common
18
A fair cube has three red faces and

three blue faces. When the cube is
rolled, the outcome is that it will land
with either a red face or a blue face
on top. The organized list below shows
all of the possible combinations of
outcomes for rolling this cube 3 times.
RRR
BRR
RBR
BBR
RRB
BRB
RBB
BBB
A. 40 minutes
B. 35 minutes
C. 24 minutes
D. 15 minutes
Key
R represents red
B represents blue
If a cube is rolled 3 times, what is the
probability that it will land with a red
face on top 2 times and a blue face on
top 1 time, in any order?
A.
3
8
B.
1
2
C.
2
3
D.
3
5
An automobile repair shop takes

approximately 0.4 hour to change the
oil in a car. What is the total number
of minutes in 0.4 hour?
310
Mathematics
Session 1
ID:251208 Common
19
The list below shows the ages of the students in Marios computer class.
15, 13, 12, 14, 12, 14, 15, 13, 14, 16, 14
What is the range of the ages of the students in the class?
ID:205403 AL3703_trapezoid.eps Common
20
The stage in the auditorium at Washington Middle School is shaped like a quadrilateral with
each of two angles measuring 110, as shown in the diagram below.
110
110
Stage
In the drawing, 1 is congruent to 2. What is the degree measure of 1?
311
Mathematics
Session 1
ID:205399 Common
21
What value of y makes the equation below true?

y
24
4
312
Mathematics
Session 1

ID:208684 AL7017_brickwall.eps Common
22
Jeremy had some bricks that he was going to use to build a short wall on his patio, next to
his garden.
a. Each brick is 8 inches long, as shown below. What is the total length of a row of 4 bricks?
Show your work or explain how you got your answer.
8 in.
b. Each brick is 2 1 inches high, as shown below. What is the total height of a stack of
4
4 bricks? Show your work or explain how you got your answer.
2 14 in.
To build the wall, Jeremy rst spread a 83 -inch layer of mortar, then placed a layer of
bricks, then spread another 83 -inch layer of mortar, and so on. Five layers of bricks, with
mortar, are pictured below. (A nished brick wall has bricks, not mortar, on top.)
Mortar
Each layer is
3
8
in. high.
2 14 in.
c. How many layers of bricks, with mortar, did Jeremy need in order to make the wall a total
of 21 inches high? Show or explain how you got your answer.
313
Mathematics
SESSION 2
You may use a calculator during this session.
DIRECTIONS
This session contains fourteen multiple-choice questions and three open-response questions. Mark
your answers to these questions in the spaces provided in your Student Answer Booklet.
ID:205211 AL1701_Table.eps C Common
23
ID:208701 D Common
24
The table below shows the low

temperatures of four cities on one
winter night.
Low Temperatures of
Four Cities One Night
City
Boston
Lowell
Springfield
Worcester
Jiro bowled 7 games in a tournament.

The list below shows his scores for
those 7 games.
149, 160, 180, 155, 160, 137, 158
Temperature
3F
0F
What is the mode of Jiros scores?

A. 155
8F
5F
B. 157
C. 158
D. 160
Which city had the lowest temperature

that night?
A. Boston
ID:208507 A Common
25
B. Lowell
C. Springeld
D. Worcester
The student council held a dance to raise

money. The expression below represents
the amount of prot the council made
based on n, the number of students who
bought tickets to the dance.
3 n 150
What is the amount of prot the student
council made if 60 students bought
tickets to the dance?
A. $30
B. $60
C. $180
D. $210
314
Mathematics
Session 2
ID:251209 AL2729_table.eps B Common
26
ID:205583 D Common
27
The table below shows the numbers

of vertices and edges for four types
of prisms.
Features of Prisms
Type
Number of
Vertices (v)
of Prism
Triangular
6
Rectangular
8
Pentagonal
10
Hexagonal
12
Sinas goal is to exercise a mean of

45 minutes per day for one week. For the
rst 6 days of the week, she exercised
35, 40, 37, 42, 45, and 50 minutes.
What is the number of minutes Sina
must exercise on the 7th day of the
week to reach her goal exactly?
Number of
Edges (e)
9
12
A. 21 minutes
B. 42 minutes
15
18
C. 49 minutes
D. 66 minutes
Which of the following equations could

be used to predict e, the number of
edges of a prism with v vertices?
A. e 2 v
3
B. e 3 v
2
C. e v 3
D. e 2 v 6
315
Mathematics
Session 2
Questions 28 and 29 are open-response questions.
BE SURE TO ANSWER AND LABEL ALL PARTS OF EACH QUESTION.

ID:205691 LW4301_Rectangle.eps Common
A park has a rose garden with the dimensions shown below. A 36-inch-wide sidewalk
surrounds the rose garden.
Map of Park
total length
Sidewalk
Rose Garden
36 in.
36
in.
total width
8 ft.
28
24 ft.
a. What are the total length and the total width, in feet, of the park? Show or explain how you
got your answers.
b. What is the perimeter, in feet, of the park? Show or explain how you got your answer.
c. What is the area, in square feet, of the entire sidewalk? Show or explain how you got your
answer.
316
Mathematics
Session 2
ID:208690 AL7017_circle_graph.eps Common
29
The circle graph below shows the student attendance at the Central Middle School Fall Festival.
Central Middle School

Fall Festival Attendance
Grade 6
Girls
25%
Grade 6
Boys
25%
Grade 7
Boys
15%
Grade 7
Girls
Grade 8
Girls
10%
5%
Grade 8
Boys
a. What percent of the students who attended the Fall Festival were grade 7 girls? Show or
b. What part of the students attending the Fall Festival were girls? Write your answer as a
fraction. Show or explain how you got your answer.
c. There were 32 grade 7 girls who attended the Fall Festival. What was the total number of
students who attended the Fall Festival? Show or explain how you got your answer.
317
Mathematics
Session 2
booklet.
ID:251210 AL3706_Intersecting_Trian B Common
ID:205217 B Common
30
32
It took a ball 1 minute to roll 90 feet.

What was this balls average rate of
speed, in feet per second?
A.
2
3
feet per second
Mr. Lui wants to build a bridge across

the creek that runs through his property.
He made measurements and drew the
map shown below.
B. 1 12 feet per second
Bridge
C. 2 feet per second
9 ft.
D. 3 feet per second

Creek
18 ft.
ID:205534 D Common
31
Which of the following number patterns

follows the rule shown below?
24 ft.
Multiply the previous number

by 2; then add 1 to the result.
Based on this map, what is the distance

across the creek at the place where
Mr. Lui wants to put the bridge?
A. 1, 2, 3, 4
B. 1, 2, 4, 8
A.
C. 1, 3, 5, 7
9 feet
B. 12 feet
D. 1, 3, 7, 15
C. 18 feet
D. 24 feet
318
Mathematics
Session 2
ID:208706 C Common
ID:205434 AL2701_table.eps C Common
33
35
The table below shows the relationship

between n, the term number in a pattern,
and the value of that term.
Term Number
(n)
1
2
3
4
Depths of Worlds Deepest

Oceans and Seas
Value of
the Term
1
4
9
16
Based on the pattern shown in the table,

which of the following could be the rule
used to nd the value of any term?
A. n
B. 2
C. n
D. 4
The table below shows the average depth

of each of the ve deepest oceans and
seas in the world.
Name
Depth
(in feet)
Atlantic Ocean
12,880
Caribbean Sea
8,685
Indian Ocean
13,002
Pacic Ocean
13,215
Sea of Japan
5,468
What is the median depth of these ve

oceans and seas?
A. 13,215 feet
B. 13,002 feet
C. 12,880 feet
D. 10,650 feet
ID:251211 A Common
34
The oor of a daycare center is a rectangle

that is 36 feet by 27 feet. The oor needs
to be covered by foam mats. Each foam
mat measures 3 feet by 3 feet.
How many foam mats are needed
to completely cover the oor with
no overlaps?
A. 108
B. 126
C. 162
D. 324
319
Mathematics
Session 2
ID:205553 C Common
36
.ID:208692 RK140-Stem_and_Leaf_plot. B Common
38
Basim used a trailer to haul dirt. The

trailer is in the shape of a rectangular
prism. The interior of the trailer has a
length of 8 feet, a width of 4 feet, and
a height of 2 feet.
The stem-and-leaf plot below shows the

total number of hits by each of the
24 players on the high school baseball
team last season.
Number of Hits
by High School
Baseball Teams Players
What is the total number of cubic feet of

dirt that the trailer can hold when it is
lled so that the dirt is level with the top?
A.
14 cubic feet
B.
56 cubic feet
C.
64 cubic feet
D. 112 cubic feet
ID:205213 AL1703_table.eps B Common
37
7 8
0 2 5 5 8
5
6
1 2 2 3 5 7 8 8
2 4 4 7
7
8
0 2 5
3 8
Key
The volleyball coach recorded the ratios

of successful serves for four players, as
shown in the table below.
4 | 1 represents 41
What fraction of the players had more
than 65 hits?
Ratios of Successful
Serves for Four
Volleyball Players
Player
Name
3
4
Ratio of
Successful
Serves
7 out of 10
Andrea
Bren
9 out of 12
Cari
12 out of 18
Diana 13 out of 20
Which player had the greatest ratio of
successful serves?
A. Andrea
B. Bren
C. Cari
D. Diana
320
A.
5
24
B.
1
4
C.
7
24
D.
3
4
Mathematics
Session 2

ID:251212 AL2738_linegraph.eps Common
39
Danny saved money to buy a bike that cost a total of $150. He saved the same amount of
money each week until he had enough money to pay for the bike. The table below shows how
much money Danny still needed at the end of each of the rst ve weeks of saving.
Money Still Needed for Bike

at End of Week
Week Number
Money Needed
$135
$120
$105
$ 90
$ 75
a. How much money did Danny save each week? Show or explain how you got your answer.
b. On the grid in your Student Answer Booklet, graph the data from the table. Be sure to title
your graph and label the axes.
c. How much money did Danny still need to save after he had saved for 7 weeks? Show or
d. Write an equation that could be used to nd a, the amount of money Danny still needed to
save after he saved for w weeks.
321

PERIMETER FORMULAS
VOLUME FORMULAS
square . . . . . . . . . . . P 4 s
rectangular prism . . . . . . V lwh

OR
V Bh
(B = area of a base)
rectangle. . . . . . . . . P 2 b 2h
OR
P 2l 2w
cube . . . . . . . . . . . . . . . . . V s3
triangle . . . . . . . . . . P a b c
cylinder . . . . . . . . . . . . . . V r 2 h
AREA FORMULAS
CIRCLE FORMULAS
square . . . . . . . . . . . A s 2
C 2r
rectangle. . . . . . . . . A bh
OR
C d
OR
A lw
A r 2
triangle . . . . . . . . . . A
1
bh
2
trapezoid. . . . . . . . . A
1
h ( b1
2
b2)
circle. . . . . . . . . . . . A r 2
TOTAL SURFACE AREA FORMULAS
rectangular prism . . SA 2 ( lw ) 2 ( hw ) 2 ( lh )
cylinder . . . . . . . . . SA 2 r 2 2 rh
322
Grade 7 Mathematics
Standard
Correct Answer
(MC/SA)*
7.N.1
303
7.N.9
303
7.N.1
304
7.P.5
305
Geometry
7.G.4
305
7.P.2
306
7.P.1
37
306
7.N.5
Item No.
Page No.
303
2
3
Reporting Category
307
Geometry
7.G.6
10
308
7.P.3
11
308
7.N.1
12
308
7.N.4
13
308
7.N.3
14
309
7.D.3
15
309
7.P.2
16
309
7.P.3
17
310
7.D.3
18
310
Measurement
7.M.1
19
311
7.D.2
20
311
Geometry
7.G.1
70
21
312
7.P.4
96
22
313
7.N.9
23
314
7.N.1
24
314
7.D.2
25
314
7.P.2
26
315
7.P.6
27
315
7.D.2
28
316
Measurement
7.M.3
29
317
7.D.1
30
318
7.N.2
31
318
7.P.1
32
318
Geometry
7.G.2
33
319
7.P.1
34
319
Measurement
7.M.3
35
319
7.D.2
36
320
Measurement
7.M.3
37
320
7.N.1
38
320
7.D.1
39
321
7.P.3
323
XIV. Mathematics, Grade 8

content strands, listed below.
Geometry
Measurement
The grades 78 learning standards for each of these strands appear on pages 6266 of the
Mathematics Curriculum Framework, which is available on the Department Web site at
Test Sessions
multiple-choice and open-response questions. Session 1 also included short-answer questions.

During session 2, each student had sole access to a calculator with at least four functions and a
square root key. Calculator use was not allowed during session 1.
only, during both Mathematics test sessions. No other reference tools or materials were allowed.
325
Mathematics
SESSION 1
DIRECTIONS
This session contains fifteen multiple-choice questions, five short-answer questions, and two
ID:228708 D Common
ID:226910 B Common
Which of the following is a multiple

of 12?
A.
B.

below when x 10?
4x 5
8x 5
C. 18
A.
1
2
B.
9
17
C.
9
13
D.
3
2
D. 24
ID:226944 A Common
A city planner created the table below

to show the total number of seats for
different numbers of subway cars.
Seats on Subway Cars

Number of
Subway Cars
Total Number
of Seats
10
12
180
240
300
360
Which of the following represents the

relationship between x, the number of
subway cars, and y, the total number of
seats, for the data in the table?
A. y 30 x
B. x 30 y
C. y 30 x
D. x 30 y
326
Mathematics
Session 1
ID:229613 D Common
ID:229608 D Common
The Enescu family rented 4 movies at

a video store. The length, in hours, of
each of the movies is shown below.
21
13
4
11
x
1
2
3
4
13
4
What is the total length of the

4 movies?
B. 6 1 hours
4
A. y x 1
C. 6 64 hours
B. y x 1
D.
71
4
y
0
3
8
15
Which of the following equations is

true for all pairs of x and y values in
the table?
8
hours
A. 5 14
C. y x 2 1
hours
D. y x 2 1
ID:226896 C Common
The table below shows four pairs of

x and y values.
The length of Anns bedroom is

5 3 yards. What is the length, in feet,
4
of her bedroom?
A. 11 1 feet
2
B. 15 3 feet
4
C. 17 1 feet
4
D. 23 1 feet
4
327
Mathematics
Session 1
ID:229539 3011573.eps Common
Triangle DEF is similar to triangle ABC.

A
40
D
What is the measure, in degrees, of F?
ID:228958 Common
Sarah and Jacob compared their total bowling scores. Sarahs total score was 109 points
greater than Jacobs total score. Write an expression that represents Jacobs total score based
on S, Sarahs total score.
328
Mathematics
Session 1

ID:227751 Common
Jerry wants to copy ve les onto a compact disc (CD). The CD can hold a total of
700 megabytes of data. The size, in megabytes, of each of Jerrys les is shown in the
chart below.
Sizes of Jerrys Files

File Number
Size of File
(megabytes)
1
2
3
4
5
47.76
58.32
178.99
110.55
96.75
a. What is the difference, in megabytes, between the largest and smallest of the ve les?
b. Jerry estimated that the total number of megabytes in the ve les was about 500 megabytes.
Do you agree or disagree with Jerrys estimate? Show or explain how you got your answer.
c. Based on Jerrys estimate, what percent of the 700 total megabytes that the CD can hold
will be left after Jerry copies these ve les to the CD? Show or explain how you got
your answer.
329
Mathematics
Session 1
the test booklet.
ID:229702 A Common
10
The table below shows Patricks results on a 25-question history test.
Results of Patricks History Test

Multiple-Choice
Questions
True-False
Questions
Number of Questions
Answered Correctly
14
Number of Questions
Answered Incorrectly
Of the questions Patrick answered correctly, what percent were true-false questions?
A. 30%
B. 40%
C. 42%
D. 67%
ID:248139 C Common
ID:248137 D Common
11
12
When Lisa rst started exercising,

she could exercise for only 8 minutes.
Yesterday, she exercised for 15 minutes.
Which of the following proportions
could be used to determine the percent
increase in Lisas exercise time?
A.
The formula below can be used to

determine f, the total braking distance,
in feet, that a car moving at n miles per
hour will travel after the driver applies
the brakes.
2
f n
20
x 8
100
7
B.
8 7
x
100
Using this formula, what is the total

braking distance that a car moving at
60 miles per hour will travel after the
driver applies the brakes?
C.
100 7
x
8
A. 6 feet
B. 60 feet
x 7
D.
100
8
C. 180 feet
D. 1800 feet
330
Mathematics
Session 1
ID:226908 C Common
ID:229502 C Common
13
A. ( 4 3 )
Sandra bought 2 5 pounds of apples.

8
Which of the following shows 2 5
8
written in decimal notation?
B. ( 4 3 )
A. 2.375
C. 4 3
B. 2.580
D. 4 3
C. 2.625
15
Which of the following expressions is

not equivalent to 7?
D. 2.875
ID:228816 A Common
14
Which of the following is the prime

factorization of 72?
ID:248140 A Common
16
B. 24 i 33
Martin correctly answered 90% of the

questions on a math test that contained
exactly 40 questions. How many of the
questions did he answer incorrectly?
C. 8 i 32
A.
D. 23
B. 10
A. 23 i 32
C. 44
D. 90
331
Mathematics
Session 1
17
ID:248142 B Common
18
Which of the following equations

best represents the line in the graph
shown below?
y
4
3
2
In Mr. Montgomerys class, there are

8 boys and 12 girls. If Mr. Montgomery
selects 1 student from his class at
random, what is the probability that the
student will be a girl?
A.
2
3
B.
3
5
C.
1
12
D.
1
20
1
-4 -3 -2 -1 0
-1
-2
-3
-4
A. y 2 x 3
B. y 3 x 2
C. y 2 x 3
D. y 3 x 2
332
Mathematics
Session 1
ID:229706 Common
19
Lorna swam 30 laps per day for the rst 6 days of swim practice. She swam 40 laps per day
for the next 4 days of practice. What was the mean number of laps that Lorna swam per day
for these 10 days?
ID:228756 Common
20
On the real number line, between what two consecutive integers is
333
7?
Mathematics
Session 1
21
The stem-and-leaf plot below shows the number of laps walked by 15 students in a walk-a-thon.
Number of
Laps Walked
1
2 4 4 6 7
0 0 0 3 5 8
0 2 6
Key
1 8 represents 18
What is the total number of students who walked more than 29 laps?
334
Mathematics
Session 1

22
Chelsea drew triangle ABC so that the vertices are at points A( 4 ,2 ), B( 2 ,5 ), and C ( 5 ,6 ),
as shown on the coordinate grid below.
y
8
6
4
2
-8
-6
-4
-2
-2
-4
-6
-8
a. Copy the coordinate grid and triangle ABC onto the grid in your Student Answer Booklet.
Draw the reection of triangle ABC across the x-axis to form triangle ABC. List the
coordinates for point A, point B, and point C.
b. On the same coordinate grid, draw the reection of triangle ABC across the y-axis to
form triangle ABC. List the coordinates for point A, point B, and point C.
335
Mathematics
SESSION 2
DIRECTIONS
This session contains fourteen multiple-choice questions and three open-response questions. Mark
ID:229724 C Common
23
ID:229588 2024144.eps B Common
25
Jay went on a whale-watching trip

in Massachusetts Bay and saw several
whales. Which of the following units
could be used to measure the length
of a whale?
The diagram below shows the

dimensions of a rectangular eld.
A. grams
B. kilograms
160 ft.
C. meters
D. milliliters
ID:229680 A Common
24
120 ft.
At 6:00 p.m., the temperature was

14.8F. During the night, the
temperature decreased by 8.7F. What
was the temperature after the decrease?
What is the length of a diagonal of

the eld?
A. 120 ft.
A. 23.5F
B. 200 ft.
B. 22.5F
C. 394 ft.
C. 6.1F
D. 520 ft.
D. 5.9F
336
Mathematics
Session 2
ID:248144 B Common
26
ID:229496 D Common
27
Denzel read about a glacier that is

moving in the same direction at a rate
of 80 meters every 3 years. At that rate,
which of the following equations can be
used to nd d, the distance, in meters,
that the glacier will move in t years?
Mona counted a total of 56 ducks on

the pond in Town Park. The ratio of
female ducks to male ducks that Mona
counted was 5:3. What was the total
number of female ducks Mona counted
on the pond?
A. d 3 t
80
A. 15
B. d 80 t
3
C. 21
B. 19
D. 35
C. d t 80
3
D. d t 80
3
337
Mathematics
Session 2

ID:248147 Common
28
Currently, Irina exercises a total of 135 minutes during each week. She is planning to begin
the following new exercise program.
The exercise program will last 6 weeks.
During each week of the program, she will exercise 15 minutes more than she
exercised the previous week.
a. Copy the table below into your Student Answer Booklet. In the table, week 0 shows the
number of minutes per week Irina exercised before she started the new program. Complete
your table to show the number of minutes that Irina will exercise during each of the 6 weeks
if she follows her new exercise program.
Minutes of Exercise
During Each Week
Week (w)
0
1
2
3
4
5
6
Number of
Minutes (n)
135
b. For the data shown in the table, write an equation that shows the relationship between
w and n.
c. Based on the equation you wrote in part (b), what is the total number of minutes Irina will
exercise in week 20 if she continues her exercise program beyond 6 weeks? Show or
338
Mathematics
Session 2
29
The diagram below shows the circular surface of a pond being designed for a park and a
walkway around the pond. The diameter of the surface of the pond will be approximately
200 feet.
200 ft.
Pond
10 ft.
Walk way
a. Based on the diameter, what will be the circumference, in feet, of the surface of the pond?
Show or explain how you got your answer. (Use 3.14 for .)
b. What will be the area, in square feet, of the surface of the pond? Show or explain how you
got your answer.
c. As the diagram shows, a walkway 10 feet wide is being designed to go around the pond.
What will be the area, in square feet, of the walkway? Show or explain how you got
your answer.
339
Mathematics
Session 2
booklet.
ID:248155 D Common
30
The prices of some of the comic books sold in a collectors catalogue are listed below.
$5.00
$20.00
$4.50
$3.00
$3.50
$3.00
$5.50
$3.00
$6.00
$4.00
What is the mean price of these books?

A. $3.00
B. $4.25
C. $5.00
D. $5.75
ID:226983 B Common
ID:226940 D Common
31
32
The area of a square is 49 square inches.

What is the length of one side of
the square?
Which of the following is represented by

the expression below?
5x 2
A. 49 inches
A. two more than
B. 25 inches
C. 12 inches
1
5
of a number
B. two more than ve times a number
D. 7 inches
C. ve more than
1
2
of a number
D. ve more than twice a number
340
Mathematics
Session 2
ID:248168 A Common
ID:248162 3005223_AR1.eps, 3005223_ C Common
33
34
Right triangle ABC and its dimensions

are shown below.
A
Which of the following equations

could be used to determine x, the total
amount, in dollars, that the four friends
earned by painting the house?
Four friends earned money by painting

a house. After they divided the money
equally, they each received $315.
A. x 315
4
Which of the following gures is similar

to but not congruent to triangle ABC?
B. 4 x 315
A.
C. x 4 315
6
D. x 4 315
B.
ID:228847 B Common
35
C.
At her job, Alexa is paid $12.00 per

hour. When she drives her car for work,
she is paid an additional 32.5 per mile.
The expression below can be used to
nd the amount she is paid, in dollars,
when she works for h hours and drives
m miles in her car.
12 h 0.325 m
How much is Alexa paid on a day

when she works 3 1 hours and drives
2
218 miles in her car?
10
A. $74.50
6
B. $112.85
C. $230.00
D.
D. $233.33
4
4
341
Mathematics
Session 2
36
ID:226996 3007324_AR1.eps, 3007324_ D Common
38
Which of the following is equivalent to

(a )( b c )
Which bar graph below shows a mode

of 7 hours of television viewed per week?
A.
A. ab c
B. ab c
C. ab ac
D. ab ac
Number of Students
ID:229722 D Common
TV Viewing Habits
8
6
4
2
0
3 4 5 6 7 8
Number of Hours
9 10
B.
Members of Student Clubs

Number
of Clubs
(n)
Number of Students
Who Are Members
of n Clubs
0
1
2
3
4
300
110
60
20
10
C.
Number of Students
There are a total of 500 students at

Lincoln Middle School. The table below
shows the number of students who are
members of 0, 1, 2, 3, or 4 clubs.
Based on the table, what percent of

the 500 students are members of 2 or
more clubs?
D.
A. 12%
B. 18%
C. 90%
D. 94%
342
Number of Students
37
Number of Students
ID:228779 B Common
TV Viewing Habits
8
6
4
2
0
4 5 6 7 8
Number of Hours
9 10
TV Viewing Habits
8
6
4
2
0
4 5 6 7 8
Number of Hours
9 10
TV Viewing Habits
8
6
4
2
0
3 4 5 6 7 8
Number of Hours
9 10
Mathematics
Session 2

ID:248173 3205606_AR1.eps, 3205606_ Common
39
The individual weights, in pounds, of the members of a schools wrestling team are shown in
the box below.
180
163
165
165
171
177
191
168
180
203
196
175
162
155
178
195
a. What is the range of the weights? Show or explain how you got your answer.
b. Copy the diagram below into your Student Answer Booklet. Use the diagram to make a
stem-and-leaf plot of the data above. Be sure to title your plot and provide a key.
tens
ones
c. What is the median weight for the data in your stem-and-leaf plot from part (b)? Show or
343

PERIMETER FORMULAS
VOLUME FORMULAS
square . . . . . . . . . . . P 4 s
rectangular prism . . . . . . V lwh

OR
V Bh
(B = area of a base)
rectangle. . . . . . . . . P 2 b 2h
OR
P 2l 2w
cube . . . . . . . . . . . . . . . . . V s3
triangle . . . . . . . . . . P a b c
cylinder . . . . . . . . . . . . V r 2 h
AREA FORMULAS
sphere . . . . . . . . . . . . . V
square . . . . . . . . . . . A s 2
CIRCLE FORMULAS
rectangle. . . . . . . . . A bh
OR
A lw
C 2r
OR
C d
A r 2
triangle . . . . . . . . . . A
1
bh
2
trapezoid. . . . . . . . . A
1
h ( b1
2
b2)
PYTHAGOREAN THEOREM
circle. . . . . . . . . . . . A r 2
TOTAL SURFACE AREA FORMULAS
rectangular prism . . SA 2 ( lw ) 2 ( hw ) 2 ( lh )
b
cylinder . . . . . . . . . SA 2 r 2 2 rh
sphere . . . . . . . . . . . SA 4 r
4 3
r
3
a2 b 2 c 2
344
Grade 8 Mathematics
Standard
Correct Answer
(MC/SA)*
8.N.5
326
8.P.7
326
8.P.2
327
8.N.10
327
Measurement
8.M.1
327
8.P.1
328
Geometry
8.G.2
50
328
8.P.4
S 109
Item No.
Page No.
326
2
3
Reporting Category
329
8.N.12
10
330
8.D.2
11
330
8.N.3
12
330
8.P.2
13
331
8.N.6
14
331
8.N.5
15
331
8.N.1
16
331
8.N.10
17
332
8.P.7
18
332
8.D.4
19
333
8.D.3
34
20
333
8.N.2
2 and 3
21
334
8.D.2
22
335
Geometry
8.G.6
23
336
Measurement
8.M.1
24
336
8.N.12
25
336
Geometry
8.G.4
26
337
8.P.9
27
337
8.N.3
28
338
8.P.10
29
339
Measurement
8.M.3
30
340
8.D.3
31
340
Measurement
8.M.3
32
340
8.P.4
33
341
Geometry
8.G.2
34
341
8.P.7
35
341
8.P.2
36
342
8.P.3
37
342
8.D.2
38
342
8.D.2
39
343
8.D.3
345
XV. Mathematics, Grade 10

content strands listed below.
Geometry
Measurement
The grades 910 learning standards for each of these strands appear on pages 7275 of the
Mathematics Curriculum Framework, which is available on the Department Web site at
Test Sessions
The MCAS Grade 10 Mathematics Test included two separate test sessions, which were
administered on consecutive days. Each session included multiple-choice and open-response
questions. Session 1 also included short-answer questions.

Each student taking the Grade 10 Mathematics Test was provided with a Grade 10 Mathematics
Reference Sheet. A copy of the reference sheet follows the nal question in this chapter.
During session 2, each student had sole access to a calculator with at least four functions and a
square root key. Calculator use was not allowed during session 1.
only, during both Mathematics test sessions. No other reference tools or materials were allowed.
learning standard it assesses. The correct answers for multiple-choice and short-answer questions are
also displayed in the table.
347
Mathematics
SESSION 1
You may use your reference sheet during this session.
DIRECTIONS
This session contains fourteen multiple-choice questions, four short-answer questions, and three
1
The rst ve terms in a quadratic

sequence are shown below.
During the beginning of a recent storm,

a weather broadcaster took temperature
readings every half hour and plotted the
data on the scatterplot below.
6, 9, 14, 21, 30, . . .

What is the next term in the sequence?
Storm Temperature Readings
A. 39
B. 40
50
C. 41
Temperature (F)
D. 42

15(4 8)
2(2 1) 1
40
30
20
A. 17
0.5
1.0
1.5
2.0
Time (hours)
B. 36
C. 45
Which of the following most closely

approximates the equation of the line
of best t for the data?
D. 60
DKM Productions
1st in 7-19-04
MLC
10M3263363.AR1
A. y 40x 40
B. y 3x 40
C. y 40x 40
D. y 3x 40
348
MCAS 05 FMT 105
Mathematics
Session 1
Which of the following expressions has

the greatest value?
A rectangle and an equation representing

its area, A, are shown below.
A. (6 6) 2 3 1
B. 6 6 2 3 1
C. 6 6 2 (3 1)
A x2 x 6
D. 6 6 (2 3 1)
b
5
Which of the following could represent b,

the length of the base of the rectangle, and
h, the height of the rectangle?

(39 51)3
A.
A. b (x 3); h (x 2)
B. b (x 3); h (x 2)
51 39 3
C. b (x 3); h (x 2)
B. (39 51)3
C.
D. b (x 3); h (x 2)
(51 39)3
3
D. 39 51
DKM Productions
349
3256672.cht
MCAS 05 FMT 105
Mathematics
Session 1
3007129_AR1.eps
Grade 10 math/Form R/recreated art
10/25/05 LL
9
Which of the following must be true for
the rhombus shown below?
Laura correctly used a property of real

numbers to calculate the exact value of
the product shown below.
(840)(998)
Which of the following demonstrates a

property that Laura could have used?
A. (838)(1000)
B. (838)(1000) 2
C. (840)(1000) (840)(2)
A. mDAB mABC
D. (840)(1000) (2)(1000)
B. mDAB mABC 90
C. mDAC mBAC 90
D. mDAC mBAC
Which of the following expressions has

a value of 64?
2
3
A.
64
3
B.
64
3
C.
64 3
3
D.
64 3
350
Mathematics
10
Session 1
11
10 6 32 5
The town park is shaped like a square

and has an area of 43,560 square feet,
as shown below.
A. 17
Town Park
B. 5
C.
D.
43,560
square feet
The expression below can be used to nd

the length, in feet, of one side of the park.
43,560
DKM Productions
1st in 3-8-04
SLC
10M3245789.AR1
MCAS FMT 103
Which of the following is closest to the

length of one side of the park?
A. 100 feet
B. 200 feet
C. 300 feet
D. 400 feet
351
Mathematics
12
Session 1
13
Kara and Sonny went to see a movie at

the local theater.
A line is shown on the coordinate

grid below.
Kara paid $13.00 for 1 large box of

popcorn and 2 large soft drinks.
y
5
Sonny paid $8.50 for 1 large box of

popcorn and 1 large soft drink.
4
3
2
In the system of equations below, p

represents the cost of 1 large box of
popcorn and s represents the cost of
1 large soft drink.
1
-5
-4
-3
-2
-1
-1
-2
p 2s 13.00
p s 8.50
-3
-4
-5
What is the value of p, the cost of 1 large

box of popcorn?

an equation
of this line?
DKM Productions
10M3207730.AR1
MCAS FMT 104
A. $4.00
B. $4.25
1st in 12-18-03
SHC
C. $4.30
A. y 3 x 3
D. $4.50
B. y 3x 1
1
C. y 3 x 1
D. y 3x 3
352
Mathematics
14
Session 1
Cosmic Bowling Center has 100 bowling balls, and their weights range from 8 through 16 pounds.
The frequency table below shows the number of balls by weight.
What is the median weight per ball for the 100 bowling balls?
A. 11 pounds
B. 12 pounds
C. 13 pounds
D. 14 pounds
353
Mathematics
Session 1
do your guring in the test booklet.
15

(8 4)2 8 4
16
Jeffrey wants to build a ramp to make it easier to load his lawn mower into the back of his truck.
He drew the diagram below to help him design the ramp.
Jeffreys Ramp Design
1
22
t feet
feet
30
What is t, the length in feet of the ramp?
DKM Productions
1st in 3-8-04
SHC
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354
MCAS FMT 103
Mathematics
Session 1

17
Ryan had $800 of his summer job earnings remaining when school started. He plans to use this
amount as spending money throughout the 10 months of his school year.
a. Ryan will divide the $800 into 10 equal amounts of $80. If he completely spends $80
during each month of his school year, how much of his earnings will remain at the end
of the third month of his school year? Show or explain how you got your answer.
b. On the grid in your Student Answer Booklet, plot points with coordinates (x, y) in which
x and y are dened as follows:
x the number of months, in whole numbers, since school started, where
x 0 represents the start of the school year
y the amount of Ryans $800 earnings that remains at the end of each month,
assuming he completely spends $80 each month of his school year
Be sure to label the x-axis and y-axis, indicate the scale on each axis, and include a title
for your graph.
c. Write an equation of the line that contains all of the points you plotted in part (b).
Show or explain how you determined your equation.
d. What is the x-intercept of the line represented by your equation in part (c)?
e. Explain the meaning of the x-intercept you determined in part (d) in terms of the
context of the problem.
355
Mathematics
Session 1
provided in your Student Answer Booklet. Do not write your answers in this test booklet.
You may do your guring in the test booklet.
18
The volume of Anands cube is 8 cubic centimeters. What is the total surface area, in square
centimeters, of his cube?
19
Ms. Ruiz drew the histogram shown below on her board to display the score distribution for last
weeks Spanish quiz.
Spanish Quiz Score Distribution

12
Number of Students
10
8
6
4
2
5059
6069
7079
Score
8089
90100
What fraction of the students received a score of 70 or more?

DKM Productions
1st in 6-8-04
MHC
10M3256753.AR1
356
MCAS 05 FMT 111
Mathematics
Session 1

20
Barry found the mistakes shown below when he checked his younger brother Ricks
mathematics homework.
Ricks Homework Mistakes
Mistake A:
(x y)2 x2 y2
Mistake B:
7w z
7z
w
Mistake C:
n2 n 1 (n 1)(n 1)
Barry explained that it would be possible to choose values for the variables, substitute them
into Ricks equations, and show that the equations are not true.
a. Barry asked his brother to let x 3 and y 4 and evaluate both sides of the equation in
Mistake A.
What is the value of (x y)2 when x 3 and y 4? Show your work.
What is the value of x2 y2 when x 3 and y 4? Show your work.
Use your calculations to explain Ricks mistake.
b. In Mistake B, Rick divided incorrectly. Choose a value for w and a value for z and
use them to show that 7w z is not equal to 7 z . Show your work.
w
c. In Mistake C, Rick factored incorrectly.
Choose a positive value for n and use it to show that n2 n 1 is not equal to
(n 1)(n 1). Show your work.
Choose a negative value for n and use it to show that n2 n 1 is not equal to
(n 1)(n 1). Show your work.
357
Mathematics
Session 1
21
Mario keeps his dog in a kennel shaped like a square with 10-foot sides. He wants to increase the
area of the square kennel by removing two sides of the square and adding fencing to make a new
rectangular kennel. The dimensions of the square kennel and the new rectangular kennel are shown
in the diagrams below.
length
x ft.
width
10 ft.
10 ft.
10 ft.
10 ft.
Square
Kennel
(x 5) ft.
New
Rectangular Kennel
a. Write an expression in terms of x to represent the width, in feet, of the new rectangular kennel.
b. Write an expression in terms of x to represent the length, in feet, of the new rectangular kennel.
DKM Productions
10M3208871.AR1
c. Use the expressions you wrote in
part (a) and part
1st in 12-12-03 in square feet, of the new rectangular kennel.
SHC
(b) to write an equation for A, theFMT

area,
109
d. Mario wants the new rectangular kennel to have an area of 300 square feet. If the value
of A is 300 in the equation you wrote in part (c), what values of x will make the equation
true? Show or explain how you got each of your answers.
e. If the value of A is 300 in the equation you wrote in part (c), what should be the width and
length, in feet, of Marios new rectangular kennel? Show or explain how you got each of
your answers.
358
Mathematics
SESSION 2
You may use your reference sheet during this session.
DIRECTIONS
This session contains eighteen multiple-choice questions and three open-response questions.
Mark your answers to these questions in the spaces provided in your Student Answer Booklet.
22
23
Each year Jody receives a gift of money

from her aunt. The amount is always equal
to Jodys age that year, plus the amount of
the gift she received the previous year, as
shown in the table below.
The diagram below shows a right

rectangular prism that is 7 inches wide,
12 inches long, and 4 inches high.
4 in.
Jodys Gift from Her Aunt

Jodys Age (years)
Amount of Gift
1
$1
2
$3
3
$6
4
$10
12 in.
If the pattern continues, what amount

will Jody receive from her aunt when
Jodys age is 8 years?
A. $36
7 in.
B. $28
What is the volume, in cubic inches, of

the prism?
C. $21
D. $16
DKM Productions
A. 152
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B. 184
MCAS 05 FMT 105
C. 320
D. 336
359
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MCAS FMT 104
Mathematics
24
Session 2
25
Which of the following is equivalent

to the expression below?
(x 5)(2x 3)
The stem-and-leaf plot below shows the

prices, rounded to the nearest dollar, of
25 sweaters sold in the womens
department at a store.
A. 2x2 7x 15
Sweater Prices
(in dollars)
B. 2x2 7x 15
C. 3x2 7x 15
2
3
4
5
D. 3x2 7x 15
0
1
1
0
1
1
2
2
1 2 2 4 8 9
2 3 4 4 6 8 9
3 5 5
5
Key
2 3 represents 23
What percent of the sweater prices are
less than $40?
A. 17%
B. 40%
C. 50%
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SHC
D. 68%
360
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MCAS 05 FMT 104
Mathematics
26
Session 2
28
Kevin used snowballs in the shape of a

sphere to build a snowman. The radius
of the largest snowball was 1.5 times
the radius of the smallest snowball.
A square has a side of length

12 centimeters. Which of the
following is closest to the length
of a diagonal of the square?
How many times greater was the volume

of the largest snowball than the volume
of the smallest snowball?
A. 12 cm
A. 7.065
D. 24 cm
B. 17 cm
C. 21 cm
B. 6.28
C. 3.375
D. 2.25
29
27
The rst four terms in a sequence, and the

rules that dene them, are shown below.
a1 4
Shirley bought a newspaper every day

for 40 weeks.
a2 2a1 3
a3 2a2 3
Monday through Saturday,

she paid $0.35 each day for
her newspaper.
a4 2a3 3
What is the value of a4, the fourth term
shown in the sequence above?
Each Sunday, she paid $1.00 for

her newspaper.
A. 25
What total amount of money did Shirley

pay for her newspapers during the
40-week period?
B. 35
C. 41
D. 53
A. $42.10
B. $124.00
C. $242.10
D. $324.00
361
Mathematics
30
Session 2
A local car dealership has 100 vehicles on its lot. The chart below shows the numbers of cars,
vans, and trucks, both new and used.
Vehicles at Dealership
New
Used
Number of Cars
4
36
Number of Vans
7
21
Number of Trucks
9
23
Based on the chart, what percent of the 100 vehicles are either new cars or new trucks?
A. 11%
B. 13%
C. 20%
D. 59%
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362
MCAS 05 FMT 111
Mathematics
Session 2

31
Julie is training for a 5-kilometer race. She plotted the distances she ran for each of her rst
8 training runs on the line plot below.
X
X
X
X
X
4 5 6 7
Distance
(in kilometers)
a. Determine each of the following for this data set. Show or explain how you got each of
your answers.
mean
median
mode
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1st in 8-10-04
SHC
10M3321708.AR1
MCAS 05 FMT 105
Julie still has 2 training runs remaining before the race. She wants to run a distance of
7, 8, or 9 kilometers for each of the remaining runs.
b. What distances, in kilometers, could Julie run for her 2 remaining training runs so that
the mean of the distances for all 10 training runs is 5 kilometers? Show or explain how
you got your answers.
c. Using your answers from part (b), determine the following for the data set that includes
the distances of all 10 training runs. Show or explain how you got each of your answers.
median
mode
363
Mathematics
Session 2
Student Answer Booklet. Do not write your answers in this test booklet. You may do your
guring in the test booklet.
32
34
Rectangle ABCD is similar to

rectangle EFGH.
The length of each side of
rectangle EFGH is 2.4 times
the length of the corresponding
side of rectangle ABCD.
Decrease in Value of Mr. Lees Car
The perimeter of rectangle ABCD

is 120 feet.
What is the perimeter of rectangle EFGH?
A. 288 feet
B. 345.6 feet
C. 576 feet
D. 691.2 feet
33
Number of
Years After
Purchase
Value
of Car
$15,000
1
2
3
$13,500
$12,150
?
If the value of Mr. Lees car continues to

decrease each year by 10% of the previous
years value, what will be the value of his
car 3 years after he purchased it?

2
When Mr. Lee purchased his car, it had

a value of $15,000. In each of the rst
2 years after he purchased it, its value
decreased by 10% of the previous years
value, as shown in the table below.
A. $1,215
(7a 5a 3) (3a 2a 4)
B. $4,500
DKM Productions
C. $10,500
A. 4a 7a 1
D. $10,935
B. 4a2 7a 1
C. 4a2 7a 1
D. 4a2 7a 1
364
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MCAS 05 FMT 105
Mathematics
35
Session 2
37
Which of the following properties of

real numbers is demonstrated by the
equation below?
Circle O is inscribed in square EFGH,

as shown below.
E
a(x y) ax ay
A. associative property of addition

B. commutative property of addition
C. inverse property of addition

D. distributive property
H
36
The circumference of circle O is

20 centimeters. Which of the following is
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MCAS 05EFGH?
FMT 103
closest to the
perimeter of square
The coordinates of four points are

given below.
A(3, 3)
B(4, 4)
1st in 6-8-04
SHC
A. 24 cm
A'(3, 3)
B'(4, 4)
B. 25.5 cm
Which of the following transformations
C. 27 cm
maps AB to A'B' ?
D. 28.5 cm
A. reection across the x-axis

B. reection across the y-axis
C. 90 counterclockwise rotation
about the origin
D. 180 counterclockwise rotation
about the origin
365
Mathematics
38
Session 2
40
A glass lampshade is in the shape of a

right circular cone with radius, r, and
slant height, , as given below.
r 7.5 inches
12.5 inches
Years of Canoeing Experience

Number of
Years
Number of
People
Less than 3
3 through 6
9
12
C. 412 sq. in.
More than 6
but less than 9
D. 589 sq. in.
9 or more
Which of the following is closest to the

lateral surface area of the lampshade?
A. 236 sq. in.
B. 295 sq. in.
39
The years of canoeing experience for each

of 30 people who plan to go on a canoe
trip are shown in the table below.
In a circle graph that correctly shows this

data, what is the measure of the central
angle of the sector labeled 9 or more?
A polygon was drawn on a piece of paper.
A. 6
Each of its interior angles has

the same measure.
B. 20
C. 72
DKM Productions
The sum of the measures of its

interior angles is 360.
D. 108
Which of the following could be

the polygon?
A. a rectangle
B. a regular hexagon
C. a regular pentagon
D. an equilateral triangle
366
3247731.cht
MCAS 05 FMT 105
Mathematics
Session 2

41
The rear window of Alexs van is shaped like a trapezoid with an upper base measuring 36 inches,
a lower base measuring 48 inches, and a height of 21 inches. An 18-inch rear window wiper clears
a 150 sector of a circle on the rear window, as shown in the diagram below.
36 in.
21 in.
150
18 in.
48 in.
a. What is the area, in square inches, of the entire trapezoidal rear window? Show or
how you got your answer. 10M3208853.AR1
DKM Productions
explain
1st in 12-12-03
SHC
b. What fractional part of a complete circle is cleared on the rear window by the 18-inch
wiper? Show or explain how you got your answer.
c. What is the area, in square inches, of the part of the rear window that is cleared by the
wiper? Show or explain how you got your answer.
d. What percent of the area of the entire rear window is cleared by the wiper? Show or
367
FMT 109
Mathematics
Session 2
42
The diagram below shows a kitchen oor plan. When architects design a kitchen, they often
consider the distances between the following three major work locations shown in the diagram:
the refrigerator, indicated by R
the sink, indicated by S
the cooking area, indicated by C
When these three locations are connected, a triangle known as the Work Triangle is formed.
This is the area that has the highest amount of trafc in a kitchen. The shaded area in the diagram
is the Work Triangle.
R
2 ft.
30
h
d
S
8 ft.
a. What is d, the distance,

in feet, along
the side of the Work
Triangle from the sink to the
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10M3181873.AR1
refrigerator? Show1storin 12-08-03
MLC
b. What is h, the height, in feet, of the Work Triangle? Show or explain how you got
your answer.
c. What is the area, in square feet, of the Work Triangle? Show or explain how you got
your answer.
368
XVI. Science and Technology/Engineering,

Grade 5
Grade 5 Science and

Technology/Engineering Test
The spring 2006 Grade 5 MCAS Science and Technology/Engineering Test was based on learning
standards in the Massachusetts Science and Technology/Engineering Curriculum Framework (2001).
The Framework identies four major content strands, listed below. Page numbers for the grades 35
learning standards appear in parentheses.
Earth and Space Science (Framework, pages 2226)
Life Science (Biology) (Framework, pages 4144)
Physical Sciences (Chemistry and Physics) (Framework, pages 5759)
Technology/Engineering (Framework, pages 7576)
The Science and Technology/Engineering Curriculum Framework is available on the Department
Web site at www.doe.mass.edu/frameworks/scitech/2001/0501.pdf.
and District Reports, Science and Technology/Engineering test results are reported under four
MCAS reporting categories, which are identical to the four Curriculum Framework content strands
listed above.
Test Sessions
The MCAS Grade 5 Science and Technology/Engineering Test included two separate test sessions.
Each session included multiple-choice and open-response questions.

only, during both Science and Technology/Engineering test sessions. No other reference tools or
materials were allowed.
Framework learning standard it assesses. The correct answers for multiple-choice questions are also
372
Science and Technology/Engineering
SESSION 1
DIRECTIONS
This session contains seventeen multiple-choice questions and two open-response questions. Mark
ID:227884 A Common
In the water cycle, rain, snow, or sleet

falling to the ground is a form of
The picture below shows three metal

objects.
A. precipitation.
B. condensation.
C. evaporation.
D. transpiration.
Which of the following properties is

most similar in all three of these objects?
A. hardness
B. shape
C. sharpness
D. weight
373
Session 1
ID:228996 3009828_AR1.eps, 3009828_ B Common
A.
The picture below shows a leaf from

a sugar maple tree.
B.
Which of the following tree leaves is
most likely from a tree that is closely
related to the sugar maple?
C.
D.
374
Session 1
The picture below shows two trees and

the beginning of a treehouse.
A common grass is pictured below.

flowers
board
leaves
7 ft.
trees
stems
A group of friends is building a

treehouse. They are using straight
wooden boards to build a platform
between two trees.
roots
Which of the following is the most

important characteristic of the board
they have put between the two trees?
Which labeled parts of the grass absorb

most of the minerals needed by this plant?
A. owers
A. color
B. leaves
B. dryness
C. stems
C. hardness
D. roots
D. strength
375
Session 1
ID:227878 3006804_AR1.eps, 3006804_ C Common
Which glass contains only a gas?
The picture below shows a seesaw.
A.
A seesaw on a playground is an example

of what type of simple machine?
B.
A. lever
B. screw
C. wedge
D. wheel and axle
C.
ID:229154 D Common
All of the processes listed below cause

changes in Earths surface. Which of
the following is the slowest to change
Earths surface?
D.
A. earthquake activity
B. landslide
C. volcanic eruption
D. weathering
376
Session 1
10
Sandra performed an experiment using

the setup shown in the diagram below.
Sandra measured the temperature of the

water in the bowl in the early morning and
in the late afternoon every day for ve
days. She observed that the temperature
of the water was always higher in the
late afternoon.
The pictures below show animals from

different parts of the world.
Which of the following characteristics do

all of these animals have that allows them
to be classied in the same group?
Which of the following types of energy

was she measuring?
A. fur
A. heat
B. claws
B. light
C. big ears
C. magnetic
D. webbed feet
D. mechanical
377
Session 1
11
ID:228977 3141099_AR1.eps, 3141099_ A Common
12
The picture below shows a sundial.

Sundial
gnomon
Moths have mouthparts that allow them

to suck nectar from plants. Which of the
following is most similar to the
mouthparts of a moth?
A.
Eyedropper
B.
On a sunny day, the gnomon makes a

slow-moving shadow on the surface of
the sundial. What does a sundial show?
Paring knife
C.
A. humidity
B. temperature
C. time of day
D. direction of wind
Nail
D.
Spoon
378
Session 1
13
14
A glacier moving down a mountain

valley is pictured below.
The diagram below shows some of

the layers of rocks found in the Grand
Canyon. Scientists nd these layers of
rock useful for studying fossils.
Grand Canyon Rock Layers
Limestone
Sandstone
Shale
Limestone
Limestone
Limestone
Shale
Sandstone
Glaciers are frozen, slow-moving rivers

of ice that can move about three feet per
day down mountain valleys. How does a
glacier help create new soil?
What type of rock is shown labeled in

these layers?
A. by carrying living plant material

to the ocean
A. extrusive
B. by scraping small particles off

large rocks
B. igneous
C. by melting rocks along its path

down the valley
D. sedimentary
C. metamorphic
D. by freezing small particles of soil

to form large rocks
379
Session 1
15
17
Structures like the one shown below can

be seen on maple trees at certain times
of the year.
The picture below shows a mineral

sample being tested with a metal le.
Which property of a mineral is most

likely tested in this way?
What is the main function of this

structure?
A. color
A. protection
B. hardness
B. pollination
C. luster
C. competition
D. streak
D. reproduction
16
The picture below shows a nut and a bolt.
Nut
Bolt
Which of the following hand tools would

most likely be used to tighten this nut
and bolt?
A. a wrench and a hammer
B. a hammer and a saw
C. a wrench and a screwdriver
D. a screwdriver and a saw
380
Session 1

ID:229342 3194115_AR1.eps, 3194115_ Common
18
The picture below shows ve ring magnets that are stacked around a pencil.
When the pencil is held upright, the magnets do not touch, but appear to be suspended in the
air. When the magnets are pushed closer together, they quickly return to their original positions.
a. Explain why the magnets are not touching each other and appear to be suspended in air.
b. Describe what would happen if the pencil were taken away.
The magnets were then rearranged so they stacked around the pencil as shown below.
c. Explain how the magnets were rearranged on the pencil so that they stacked directly on top of
each other as shown.
d. Describe what would happen if the pencil were taken away.
381
Session 1
19
The picture below shows an erupting volcano.
Volcanoes sometimes erupt violently for days or weeks. At other times, volcanoes can be quiet,
with only a small amount of activity coming from their cores.
a. Describe how volcanoes can change the landscape rapidly. In your description, be sure to
include which parts of the landscape change and what materials are involved.
b. Describe how the landscape around the volcano can change over many years. In your
description, be sure to include what parts of the landscape are changed and what materials
are involved.
382
SESSION 2
DIRECTIONS
This session contains seventeen multiple-choice questions and three open-response questions. Mark
ID:250816 3009838_AR1.eps, 3009838_ D Common
20
The diagram below shows an incomplete

circuit due to a break in the wire at
point X.
A.
Crayon
B.
+
D-Cell
Plastic comb
A student is testing materials to see if they

conduct electricity. The student places
each item shown at position X, making
sure the object is in contact with the
loose end of each wire. Which item will
electricity ow through, causing the bulb
to light?
C.
Notebook paper
D.
D WE T R
U
GO
IN
T
S
LIBERTY
1989
Penny
383
Session 2
ID:229074 C Common
21
22
Which of the following fasteners are

best to use to fasten the sides of a
wooden birdhouse?
The diagram below shows a bar resting

on a fulcrum with one end under a
100 lb. box.
Bar
A. bolts
B. hooks
C. nails
D. pins
100 lb.
In order for the bar to be used to lift the

box, which of the following is the most
important property of the bar?
A. dark color
B. high exibility
C. high strength
D. light weight
384
Session 2
ID:229046 3138585_AR1.eps, 3138585_ D Common
23
The diagram below represents the

distribution of trees in an area of a forest.
A.
= oak
= pine
= oak
= birch
= pine
= cedar
= birch
= maple
= cedar
= maple
When squirrels move into the area, they

gather acorns from the one oak tree in this
area and hide them in the ground over a
wide area.
B.
= oak
= pine
= birch

this same area of the forest 20 years later?
= cedar
= maple
C.
= oak
= pine
= birch
= cedar
= maple
D.
= oak
= pine
= birch
= cedar
= maple
385
Session 2
24
The diagram below shows a food chain.
Which of the following is classied as a producer?

A. 1
B. 2
C. 3
D. 4
25
The drawing below shows a prototype of a bridge. The prototype is made of craft sticks.
A student designed the bridge to support ve toy cars. Which of the following properties of
the bridge is most important in the students design?
A. exibility
B. hardness
C. strength
D. weight
386
Session 2
26
28
The picture below shows a solid wooden

board that is one inch thick.
The public address system shown below

uses a microphone, an amplier, and
speakers to make voices louder.
Speakers
Which of the following tools used

alone will safely make a hole
completely through this board?
Microphone
A. drill
B. hammer
C. knife
D. screwdriver
Amplifier
27
The diagram below shows a cross

section of a tree trunk.
In this system, which of the following

types of energy is used to make a persons
voice louder?
A. electrical
Wood
B. heat
C. light
D. nuclear
What are the main functions of wood in

a living tree?
A. support and reproduction
B. water transport and support
C. protection and reproduction
D. water transport and protection
387
Session 2
ID:250818 D Common
29
30
Four rods of equal thickness but

made of different metals were tested
with equal amounts of weight to see
which was most exible. Which of the
following is the best way to report the
results of this experiment?
The picture below shows the result

of a geological event that changed
a mountain rapidly.
A. a list of each type of rod used

B. a sketch of each rod before testing
C. a table showing how much each
rod weighed
D. a bar graph showing how much each
rod bent
Which of the following most likely
caused the rapid change of the mountain?
A. landslide
B. snowfall
C. wind erosion
D. volcanic eruption
388

31
Session 2
32
The diagram below shows how a type of

rock is formed over time.
A healthy red-owered tulip plant is

shown below.
Sand
Silt
Mud
Pressure
Sand
Which of the following would occur rst

as a result of a drought?
Silt
Mud
A. The tulips leaves would wilt.

Pressure
B. The tulips owers would turn blue.

C. The tulips stems would grow
longer.
D. The tulip would produce more
owers.
Sandstone
Siltstone
Shale
This diagram represents the formation of

which of the following types of rock?
A. igneous
B. metamorphic
C. sedimentary
D. volcanic
389
Session 2
33
Jacob has the two metal cubes pictured below.
2 cm
2 cm
2 cm
2 cm
2 cm
2 cm
One cube is made of aluminum. The other cube is made of steel. Which of the following
characteristics will best help him distinguish between the two cubes?
A. shape
B. size
C. texture
D. weight
390
Session 2
34
35
The picture below shows a pair of scissors.
The picture below shows the water cycle.
Handles
Sharp edge
Pivot point
Scissors are an example of a complex

machine. Which of the following simple
machines are combined to make scissors?
A. lever and gear
B. gear and pulley
Ocean
C. lever and wedge

D. wedge and pulley
Water on Earth cycles in different forms
and in different locations. Which process
occurs at the location labeled X on this
diagram of the water cycle?
A. condensation
B. evaporation
C. runoff
D. transpiration
391
Session 2
36
The picture below shows a bird.
From the shape of its beak and the length

of its legs, this bird is best adapted for
feeding on which of the following?
A. insects that feed on plants
B. small sh in shallow water
C. nuts from riverside trees and plants
D. birds in ground nests
392
Session 2
Questions 37 through 39 are open-response questions.

37
The diagram below shows how energy is transformed in a power plant.

Coils
of wire
Magnet
steam moves
through pipe
Generator
Turbine
Boiler
moving turbine
powers generator
water boils
bulb lights
fuel burns
During this entire process, energy is transferred from one form to another several times.
Describe four energy changes that occur during the process.
393
Session 2
38
A satellite dish and a dogs ears are pictured below.
The satellite dish and the dogs ear are alike in some ways.
a. Describe one way the structure of the satellite dish is similar to the structure of the dogs ear.
b. Describe one similarity in what the satellite dish does and what the dogs ear does.
c. Describe one difference between what the satellite dish does and what the dogs ear does.
394
Session 2
39
Different plants produce seeds that may be spread in several different ways.
a. List three ways that seeds may be spread.
The picture below shows a dandelion fruit and seed.
Fruit
Seed
b. Explain how the structure of the dandelion fruit and seed helps a dandelion spread its seeds.
395
Grade 5 Science and Technology/Engineering
Standard
Correct Answer
(MC)*
Earth and Space Science
10
373
Physical Sciences (Chemistry and Physics)
374
Life Science (Biology)
375
Technology/Engineering
1.1
375
376
376
1.3
376
12
Item No.
Page No.
373
2
3
Reporting Category
377
10
377
11
378
14
12
378
2.4
13
379
14
379
15
380
16
380
1.2
17
380
18
381
19
382
12
20
383
21
384
1.2
22
384
1.1
23
385
10
24
386
11
25
386
2.3
26
387
1.2
27
387
28
387
29
388
2.2
30
388
12
31
389
32
389
33
390
34
391
1.3
35
391
10
36
392
37
393
38
394
39
395
2.4
2
396
XVII. Science and Technology/Engineering,

Grade 8
Grade 8 Science and

Technology/Engineering Test
The spring 2006 Grade 8 MCAS Science and Technology/Engineering Test was based on learning
standards in the Massachusetts Science and Technology/Engineering Curriculum Framework (2001).
The Framework identies four major content strands listed below. Page numbers for the grades 68
learning standards appear in parentheses.
Earth and Space Science (Framework, pages 2930)
Life Science (Biology) (Framework, pages 4648)
Physical Sciences (Chemistry and Physics) (Framework, pages 6062)
Technology/Engineering (Framework, pages 7679)
and District Reports, Science and Technology/Engineering test results are reported under four
MCAS reporting categories, which are identical to the four Curriculum Framework content strands
listed above.
Test Sessions
The MCAS Grade 8 Science and Technology/Engineering Test included two separate test
sessions. Each session included multiple-choice and open-response questions.

only, during both Science and Technology/Engineering test sessions. No other reference tools or
materials were allowed.
Framework learning standard it assesses. The correct answers for multiple-choice questions are also
398
SESSION 1
DIRECTIONS
ID:227898 D Common
The terms gas exchange, diaphragm, and

inhale are most closely associated with
which system in the human body?
The drawing below shows part of a

graduated cylinder containing liquid.
A. circulatory
80
B. digestive
C. excretory
D. respiratory
70
ID:227913 A Common
What are the basic structural units of

living organisms?
Based on the sensitivity of the graduated

cylinder, what is the volume of the liquid?
A. cells
A. 70.5 mL
B. nuclei
B. 73.0 mL
C. organs
C. 76.7 mL
D. tissues
D. 87.0 mL
ID:229473 C Common
Where is an igneous rock such as

pumice most likely formed?
A. in a desert
B. in a creek bed
C. near a volcano
D. under a glacier
399
Session 1
The illustration below shows a cloth

banner made to advertise a county fair.
The graph below relates distance to time

for a rolling ball.
50'
14
COUNTY FAIR
September 46
10'
12
Distance (m)
This sign will be hung across the main

street of a town between two metal utility
poles. Which of the following materials
would be the best to use to attach the sign
to the poles?
10
8
6
4
A. nails
B. ropes
C. staples
Time (s)
D. tape
What is the average speed of the ball?

A. 2 m/s
B. 6 m/s
C. 8 m/s
D. 72 m/s
400
Session 1
The diagram below shows what occurred

when a can of diet soda and a can of
regular soda were dropped into a container
of water.
The diagram below shows the

chromosomes from a cell after they
were photographed under a microscope.
Diet
Regular
Which of the following questions

may best be answered by studying
an organisms chromosomes?
The can of regular soda sank to the bottom

of the container, but the can of diet soda
oated. Which of the following statements
best explains this observation?
A. What sex is the organism?

B. Is the organism endangered?
A. The can of regular soda is less dense

than the can of diet soda.
C. Where is the organisms

ecosystem?
B. The can of regular soda is more dense

than the can of diet soda.
D. How does the organism obtain

its food?
C. The can of regular soda has a larger

volume than the can of diet soda.
D. The can of regular soda has a smaller
volume than the can of diet soda.
401
Session 1
ID:229417 D Common
10
The bones of a whale f lipper are similar to

the bones of a bat wing as shown in the
illustration below.
Whale
A student in a laboratory transfers a

beaker containing a hot solution from
the lab table to a cool water bath.
Which of the following parts of the
system experiences an increase in heat
energy?
Bat
Humerus
Ulna
Radius
Carpal
Metacarpal
A. beaker
B. lab table
Radius
Ulna
Carpal
C. solution
D. water bath
Phalanges
What does this similarity in bone structure

suggest about the whale and the bat?
A. They use the same methods
to travel.
B. They evolved from a common
ancestor.
C. They can migrate to the same
locations.
D. They can manipulate objects in
the same way.
402
Session 1
11
D:250790 D Common
12
The praying mantis is a predatory insect

that often eats moths. The graph below
shows the relative numbers of two
species of moths over 12 weeks after
the introduction of the predatory
praying mantis.
A. a map showing the routes of city

buses
B. a map showing the locations
of streets
10,000
Moths per km2
An engineer is analyzing which areas

in a city might become ooded if there
are heavy rains. Which of the following
maps is best to use for this analysis?
C. a map showing the locations

of houses
D. a map showing the elevations of
ground surfaces
Moth
Species A
5,000
ID:229448 C Common
Moth
Species B
13
0
6
Time (weeks)
12
From year to year, farmers rotate

different crops in the elds to improve
soil nutrients. Why is crop rotation also
an effective pest management method?
A. It allows chemicals to kill more pests.
What characteristic of this ecosystem is

best indicated from this graph?
B. It creates crops that are pest-resistant.

C. It interrupts the life cycles of pests.
A. Species B was preferred as food over

species A.
D. It allows pests to overpopulate.
B. Species B may replace species A in

this environment.
C. Species B will reproduce more rapidly
than species A.
D. Species B was more abundant at the
beginning of this time period than
species A.
403
Session 1
14
ID:229484 3237998_AR1.eps, 3237998_ A Common
15
The diagram below illustrates a step in

the assembly process for a swing set.
Which of the following diagrams best

represents the relationship between
galaxies, the universe, and solar systems?
A.
universe
galaxies
Which of the following is the best reason

to use this type of drawing when
assembling this swing set?
solar systems
A. to indicate the tools needed
B.
B. to warn of potential hazards
galaxies
C. to increase the scale of the parts

D. to show how the parts go together
universe
solar systems
C.
solar systems
universe
galaxies
D.
universe
solar
systems
galaxies
404
Session 1
ID:250793 C Common
16
17
A researcher found shark fossils on top

of a mountain. This evidence suggests
which of the following about this region?
The picture below shows an iron.
A. It was once below a waterfall.

B. It was once part of a riverbed.
C. It was once covered by an ocean.
D. It was once near a freshwater lake.
When considering an iron as an example

of a system, what is the input?
A. electricity
B. temperature
C. motion on clothes
D. steam from the plate
405
Session 1

ID:252635 Common
18
A new type of sneaker is being designed for athletes who play on hard surfaces.
a. List three divisions of the manufacturing organization involved in the design,
manufacture, and promotion of this new style of sneaker.
b. Describe the general role of each division you identied in part (a).
406
Session 1
19
The diagram below shows two land masses separated by an ocean.
Key
Sandstone
Land mass 1
Ocean
Limestone
Land mass 2
Plant fossil
location
A scientist is studying these two land masses. The scientist hypothesizes that the land masses
were once together.
a. Using the diagram, identify two pieces of evidence that support the scientists theory that the
land masses were once together.
b. Explain how each piece of evidence you identied supports the scientists hypothesis.
407
SESSION 2
DIRECTIONS
This session contains seventeen multiple-choice questions and three open-response questions. Mark
20
ID:229474 A Common
21
The illustration below shows three types

of unicellular organisms commonly found
in pond water.

example of a part of the propulsion
system of a tractor?
A. engine
B. front headlight
C. hood
D. steering wheel
Based on the illustration, which of the

following can be used to separate these
organisms into three different groups?
A. length of lifespan
B. number of offspring
C. presence of a nucleus
D. method of movement
408
Session 2
22
About 300 million years ago, the land of Earth was in a single mass known as Pangaea, as shown in
Figure A. About 150 million years ago, Pangaea broke up into the land masses shown in Figure B.
equator
a
Pangae
equator
X
X
300 million years ago
Figure A
Figure B
Based on the diagrams, which of the following were more likely to survive on continent X
after the breakup of Pangaea than before it broke apart?
A. organisms that lived in fresh water
B. organisms that required warm conditions
C. organisms that hibernated for long periods
D. organisms that traveled great distances during migrations
409
Session 2
ID:252638 3316804_AR1.eps, 3316804_ D Common
24
Which of the following graphs best

represents the relationship between
density and depth of material below
Earths surface?
A.
A glass is partially lled with water.

Five ice cubes are placed in the glass,
causing the level of the water to reach
the rim of the glass. Which of the
following statements best explains the
increase in water level?
Density
A. The volume of the submerged ice

is equal to the volume of water
displaced.
Lithosphere
B. The mass of the water in

the glass is less than the mass
of the ice.
Core
Depth
C. The weight of the ice is less

than the weight of the water in
the glass.
B.
Density
D. The density of the water in

the glass is greater than the
density of the ice.
Lithosphere
Core
Depth
ID:252641 B Common
25
Density
C.
Lithosphere
Sal is looking at a map of

Massachusetts. He has measured the
distance, in inches, from Boston to
Salem on the map. He wants to know
how many actual miles the inches
represent.
What feature of the map should he
look for?
Core
Depth
A. key
B. scale
D.
C. legend
Density
23
ID:227900 A Common
D. compass
Lithosphere
Core
Depth
410
Session 2
26
The diagram below shows a balance being used to measure a burning candle in a sealed glass ball
before and after the burning is complete.
Before
After
As the candle burns, the size of the candle decreases, but the reading on the balance does not
change. Which of the following is demonstrated by this experiment?
A. The total mass of the system is constant.
B. Energy is converted to mass when the candle is burned.
C. Smoke particles have more mass than molecules of candle wax.
D. Kinetic energy is converted to potential energy when the candle is burned.
411
Session 2
27
28
On the map below, dark circles indicate

the positions of volcanoes in the Ring
of Fire in and around the Pacic Ocean.
Dark lines indicate tectonic plate
boundaries of Earths crust.
The two beakers below contain pure water.
100
25
75
100 mL
50 mL
Eurasian Plate
North
American
Plate
50
75
25
50
25
25
Which of the following properties is the

same for both of these samples?
Cocos Plate
Nazca
Plate
Indo-Australian Plate
50
A. mass
Pacific Plate
B. weight
C. volume
Key
D. boiling point
Plate boundary
Volcano
According to this map, which of the

following describes where volcanoes are
most likely to form in the Ring of Fire?
A. Volcanoes form in the middle of a
tectonic plate.
B. Volcanoes form below the surface
of tectonic plates.
C. Volcanoes form where tectonic plates
meet other plates.
D. Volcanoes form where earthquakes
are least likely to occur.
412
Session 2
ID:252642 A Common
29
ID:229383 3227113_AR1.eps, 3227113_ C Common
30
Index fossils help scientists estimate

the age of a rock because index fossil
species only existed for a relatively short
time. What happened to the species that
are now used as index fossils?
Below are four ball-and-stick models

representing compounds. Which of these
models best represents ammonia (NH3)?
A.
A. They became extinct.

B. They changed their diets.
B.
C. They hid in marine sediments.

D. They migrated to new environments.
C.
D.
413
Session 2
ID:229486 D Common
31
ID:229397 3227107_AR1.eps, 3227107_ C Common
32
Students are studying the process of

photosynthesis in plants. Which of the
following is a product of photosynthesis?
A. carbon dioxide
Which of the following instruments is

best to use to measure the volume of a
small irregularly shaped solid?
A.
B. nitrogen
C. sodium chloride
D. sugar
Triple beam balance
B.
0 cm 1
0 in
3
1
5
2
10 11 12 13 14 15 16 17 18
7
4
5
6
Ruler
C.
mL
250
200
150
100
50
Graduated cylinder
D.
Thermometer
414
Session 2
33
The following diagram shows a caterpillar, mold, and a fern.
Caterpillar
Mold
What do these organisms have in common?

A. They are made of cells.
B. They produce their own food.
C. They decompose other organisms.
D. They are disease-causing organisms.
415
Fern

ID:229420 D Common
34
Session 2
36
Spirogyra are green algae that can

reproduce sexually. Which of the
following features identies reproduction
in Spirogyra as sexual reproduction?
The illustration below shows an

architects model of an ofce building.
A. The cells of parent algae have nuclei.

B. Each offspring contains chloroplasts.
C. Several offspring may be produced
at once.
D. Genetic material is contributed by two
parent cells.
Which of the following is most likely
the purpose of this model?
ID:229419 A Common
35
The Moon orbits Earth at a speed of

approximately one kilometer per second.
The Moon is kept in orbit by which of
the following?
A. to guide the drafting of the

buildings plans
A. gravity
C. to inventory the materials

needed for construction
B. to test the strength of the

construction technique
B. lunar phases
D. to show some of the characteristics

of the nished structure
C. magnetism
D. ocean tides
416
Session 2
Questions 37 through 39 are open-response questions.

37
The diagrams below show an Amoeba and a Chlamydomonas.

Diagram A
Diagram B
Flagella
Food
particle
Pseudopod
Cell wall
Food
vacuole
Mitochondrion
Nucleus
Nucleus
Chloroplast
Amoeba
Chlamydomonas
0
100 m
5 m
Both organisms can be seen only with a microscope. Since these are one-celled organisms,
each cell must be able to carry out all important life functions, such as moving from place to
place and getting food.
a. Compare the ways these two organisms move. Be sure to include information from the
diagrams in your answer.
b. Compare the ways these two organisms obtain nutrients. Be sure to include information
from the diagrams in your answer.
417
Session 2
ID:229365 Common
38
A science class is studying physical and chemical changes.
The teacher puts a beaker of water onto a hot plate and heats it until bubbles appear.
a. Classify this as a physical or chemical change. Explain your reasoning using specic details.
The teacher puts a sugar cube into a container of warm water. Eventually the sugar cube is
no longer visible.
b. Classify this as a physical or chemical change. Explain your reasoning using specic details.
The teacher pours vinegar into a small container of baking soda. The combined substances
begin to zz and bubble as a gas is released.
c. Classify this as a physical or chemical change. Explain your reasoning using specic details.
418
Session 2
39
The diagram below shows several labeled parts of a house.
Framing
Siding
Insulation
Foundation
a. Describe the function of the houses foundation.

b. The framing, insulation, and siding make up the wall system of this house. Explain the
function of each of these parts.
419
Grade 8 Science and Technology/Engineering
Standard
Correct Answer
(MC)*
399
399
399
400
1.1
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401
Item No.
Page No.
399
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Reporting Category
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403
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403
7.2
14
404
2.2
15
404
12
16
405
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2.6
18
406
4.3
19
407
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408
21
408
6.3
22
409
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23
410
24
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410
26
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412
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5.1
420
XVIII. Biology, Grades 9/10
Grades 9/10 Biology Test
The spring 2006 Grades 9/10 MCAS Biology Test was based on learning standards in the Biology
content strand of the Massachusetts Science and Technology/Engineering Curriculum Framework
(2001). These learning standards appear on pages 4951 of the Framework.
The reporting of results of the Grades 9/10 Biology Test is limited to Test Item Analysis Reports. No
scaled score or performance level results are available.
Test Sessions
The MCAS Grades 9/10 Biology Test included two separate test sessions. Each session included
multiple-choice and open-response questions.

The Grades 9/10 Biology Test was designed to be taken without the aid of a calculator. Students
were allowed to have calculators with them during testing, but calculators were not needed to
answer questions.
only, during both test sessions. No other reference tools or materials were allowed.
The table at the conclusion of this chapter indicates the Framework learning standard that each item
assesses. The correct answers for multiple-choice questions are also displayed in the table.
422
Biology
SESSION 1
DIRECTIONS
This session contains twenty-three multiple-choice questions and three open-response questions.
Mark your answers to these questions in the spaces provided in your Student Answer Booklet. You
may work out solutions to multiple-choice questions in the test booklet.
ID:230353 B Common
A caterpillar eats an oak leaf. Which of

the following best describes the energy
transfer in this situation?
The diagram below shows a strand

of DNA matched to a strand of
messenger RNA.
A. Both the caterpillar and the leaf

gain energy.
B. Energy is transferred from the leaf
to the caterpillar.
C. Decomposers in the leaf obtain
energy from the caterpillar.
DNA G
mRNA C
D. The oak tree gains energy when the

caterpillar eats the leaf.
What process does this diagram represent?
A. mutation
ID:230274 C Common
B. respiration
The molecule ATP is composed of

elements commonly found in organic
molecules. Which of the following is
one of these elements?
C. transcription
D. translation
A. aluminum
B. calcium
C. phosphorus
D. tin
423
Biology
Session 1
ID:246560 A Common
ID:222252 3209349_AR1.eps, 3209349_ C Common
There are two types of modern whales:

toothed whales and baleen whales.
Baleen whales lter plankton from the
water using baleen, plates made of
brous proteins that grow from the roof
of their mouths. The embryos of baleen
whales have teeth in their upper jaws.
As the embryos develop, the teeth are
replaced with baleen.
The diagram below represents a cell.

The letters in the diagram represent
alleles for two different genetic traits.
Tt
Gg
Which of the following conclusions is

best supported by this information?
According to Mendels law of independent

assortment, which of the following shows
all of the allele combinations expected in
gametes produced by this cell?
A. Primitive whales had teeth as adults.

B. Toothed whales descended from
baleen whales.
C. Baleen whales are evolving into
toothed whales.
A.
D. Descendants of modern baleen

whales will have both teeth and
baleen as adults.
TT
tt
GG
gg
TG
TG
tg
tg
TG
tG
Tg
tg
Tt
Tt
Gg
Gg
B.
ID:229412 B Common
Which of the following explains why

elements, such as carbon and oxygen,
that are used in organic molecules
are not permanently removed from
the environment?
C.
D.
A. They are replenished by sunlight.
B. They are cycled through ecosystems.
C. They are replaced by volcanic
eruptions.
D. They are produced constantly
from nutrients.
424
Biology
ID:222231 A Common
Session 1
ID:251217 C Common
Some cells, such as human nerve

and muscle cells, contain many more
mitochondria than do other cells, such
as skin cells. Why do some cells have
more mitochondria than others?
Which of the following would most

likely happen if grasses and shrubs
were removed from a rural
Massachusetts ecosystem?
A. There would be an increase in
consumers in the ecosystem.
A. The cells use more energy.

B. The cells store more nutrients.
B. There would be an increase of

photosynthesis in the ecosystem.
C. The cells degrade more proteins.
C. There would be a decrease in food

energy produced by the ecosystem.
D. The cells divide more frequently.
D. There would be a decrease of carbon

dioxide available to the ecosystem.
ID:221528 D Common
During the fall reproductive season, the

belly of a male brook trout becomes
bright orange. The orange belly provides
some camouage and helps attract
females.
This trait evolved in brook trout
because, compared to males with pale
bellies, males with bright orange bellies
are more likely to
A. live in good habitats.
B. be eaten by predators.
C. mate with other species of sh.
D. fertilize eggs to produce offspring.
425
Biology
Session 1
10
The illustration below shows a Siamese cat.
In Siamese cats, an enzyme determines the

color of the fur. On the cooler places of the
body, the enzyme causes darker fur. On the
warmer parts of the body, the enzyme does
not function.
Which of the following statements
best explains how temperature affects
this enzyme?
A. Cooler temperatures denature
the enzyme.
B. Cooler temperatures cause more
enzyme production.
C. The enzyme is active in a specic
temperature range.
D. Heat allows the enzyme to break
down white pigment.
426
Biology
Session 1

ID:229481 3193025.eps Common
11
A biology student doing research collects the following information about feeding relationships in
an Antarctic ecosystem.
a. Use these notes to construct a food web of this ecosystem in your Student Answer Booklet.
b. In your food web, identify one organism at each of the following trophic levels: producer,
primary consumer, secondary consumer, and higher-order consumer.
427
Biology
Session 1
Answer Booklet. Do not write your answers in this test booklet, but you may work out solutions to
multiple-choice questions in the test booklet.
13
The graph below shows the amount of

ATP produced in a cell during a period
of time.
Amount of ATP Produced
12
ID:221948 A Common
In one of the steps of the carbon cycle,

a person exhales a molecule of carbon
dioxide (CO2) into the atmosphere.
Which of the following is most likely
to happen next to the atom of carbon in
this molecule?
A. It may be used as part of a sugar in
a plant.
B. It may become part of a protein in

an animal.
C. It may be consumed as a fossil fuel

is burned.
D. It may be decomposed into carbon
and oxygen by a bacterium.
Time
According to the graph, which of the

following processes must have increased
between points A and B?
ID:221914 B Common
14
A. cellular respiration
B. cytokinesis
C. DNA replication
Which of the following is more likely

to occur in a plant cell than in an
animal cell?
A. synthesis of enzymes
D. meiosis
B. formation of cellulose
C. breakdown of glucose
D. active transport of ions
428
Biology
Session 1
ID:230344 3008701_AR1.eps, 3008701_ C Common
15
ID:222181 C Common
16
Which of the organisms shown below is

not correctly labeled with its kingdom?
A.
Which of the following correctly

explains how atmospheric nitrogen is
converted to nitrogen compounds used
by living organisms?
A. Sunlight converts atmospheric
nitrogen to a form usable by protists.
B. Plant leaves convert atmospheric
nitrogen to a form usable by animals.
Eubacteria
C. Bacteria in soil convert atmospheric

nitrogen to a form usable by plants.
B.
D. Invertebrate animals in soil convert

atmospheric nitrogen to a form
usable by fungi.
Protista
ID:252722 A Common
17
C.
Why is the particular sequence of bases

in a segment of DNA important to cells?
A. Some base sequences code for
protein production.
B. Some base sequences cause the
release of lipids from the nucleus.
Plantae
C. Some base sequences contain the

order of sugars in polysaccharides.
D. Some base sequences produce
electrical signals sent to the cytoplasm.
D.
Animalia
429
Biology
Session 1
ID:230352 D Common
18
20
A single prokaryotic cell can divide

several times in an hour. Few eukaryotic
cells can divide as quickly. Which of
the following statements best explains
this difference?
The diagram below illustrates how plant

root cells take in mineral ions from the
surrounding soil.
Soil
A. Eukaryotic cells are smaller than

prokaryotic cells.
Root Cell
energy
mineral
ions
B. Eukaryotic cells have less DNA than

prokaryotic cells.
mineral
ions
C. Eukaryotic cells have more cell walls

than prokaryotic cells.
D. Eukaryotic cells are more structurally
complex than prokaryotic cells.
cell cell
cytoplasm
wall membrane
19
A food web is shown below.
Which of the following processes

is illustrated?
mice
A. active transport
Sun
grasses
insects
snakes
B. diffusion
hawks
C. osmosis
D. passive ltration
frogs
In this food web, the trophic level with

the least energy includes which of the
following organisms?
A. grasses
B. mice
C. snakes
D. hawks
430
Biology
Session 1
ID:230349 B Common
21
Within an individual mouse, four different mutations occurred in different genes, located on
separate chromosomes and in different cells, as shown in the table below.
Cell Type
Chromosome
Trait
Normal
Phenotype
Mutated
Phenotype
skin
chromosome 4
fur color
black fur
white fur
gamete
chromosome 3
eye color
brown eyes
blue eyes
muscle
chromosome 2
fur thickness
thick fur
thin fur
nerve
chromosome 1
tail length
long tail
short tail
Which of these mutations could be passed on to the mouses offspring?

A. white fur
B. blue eyes
C. thin fur
D. short tail
431
Biology
Session 1
ID:221561 D Common
22
24
Which of the following is a central

role of carbon in the chemistry of
living organisms?
A food web in a rain forest is shown below.

Mammals
A. Carbon can only bond with other

carbon atoms.
Birds
B. Carbon is a solvent that breaks

chemical bonds.
C. Carbon readily forms ionic bonds
that separate easily.
Insects
D. Carbon can form many types of

molecules with covalent bonds.
Reptiles
ID:230238 C Common
23
Amphibians
Which of the following occurs

during photosynthesis?
A. CO2 is used to produce water.
Plants
B. CO2 is absorbed by mitochondria.

C. CO2 and H2O are converted
to carbohydrates.
Which of the following most likely

occupies the location marked X in
this food web?
D. CO2 and H2O are combined into

carbonic acid.
A. decomposers
B. primary consumers
C. producers
D. secondary consumers
432
Biology
Session 1

ID:252723 3254101.eps Common
25
The maps below show South America and Africa. Areas where fossils of the same extinct plant
species have been found are marked with a star.
Map 1
Map 2
Africa
South
America
Africa
South
America
N
Present
a. Explain how the widely separated areas marked in Map 2 can have fossils of the same
extinct plant species.
In both South America and Africa, there are plants descended from this extinct species.
These modern plants are very different from one another.
b. Explain how the extinct species has modern descendants that came to be very different
from one another.
433
Biology
Session 1
ID:222211 Common
26
In watermelons, solid dark green color (G) is dominant to stripes (g). A student crosses two
watermelon plants that are heterozygous for melon color (Gg).
a. In your Student Answer Booklet, make a Punnett square to show this cross. What are the
expected percentages of phenotypes of the offspring?
b. The students cross produces one hundred watermelon plants. Of those 100 plants, 78 plants
produce solid dark green watermelons, and 22 produce striped watermelons. Explain these
results based on the Punnett square and predictions you made in part (a).
434
Biology
SESSION 2
DIRECTIONS
your answers to these questions in the spaces provided in your Student Answer Booklet. You may
work out solutions to multiple-choice questions in the test booklet.
27
The diagram below represents a fat molecule.
A fat molecule belongs to which category of organic molecules?

A. proteins
B. lipids
C. nucleic acids
D. carbohydrates
435
Biology
Session 2
ID:221933 C Common
28
ID:244282 B Common
30
Human tears contain the enzyme

lysozyme, which damages the cell
walls of bacteria. Which of the
following statements about lysozyme
is most accurate?
A rare genetic condition causes

dwarsm and immunodeciencies.
Which of the following is the most
likely cause of this condition?
A. a parasitic infection
A. Lysozyme causes mutations in

bacterial cell wall molecules.
B. a mutation in DNA
B. Lysozyme is destroyed as it digests

bacterial cell wall molecules.
D. an excess of ATP
C. a bacterial disease
C. Lysozyme breaks a specic

type of bond in a bacterial cell
wall molecule.
D. Lysozyme is converted to another
chemical by a bacterial cell
wall molecule.
ID:222226 C Common
31
All organisms classied in kingdom

Animalia must also be classied as
A. Archaea
ID:229418 B Common
29
B. Eubacteria
Fertilizers can enable farmers to grow

the same crop in a eld for several years
in a row. Farmers who use less fertilizer
often rotate their crops by planting the
crop one year and legumes, such as
beans and clover, the following year.
C. Eukaryota
D. Protista
Fertilizer use and crop rotation with

legumes both increase the availability of
which of the following nutrients in soil?
A. calcium
B. nitrogen
C. oxygen
D. protein
436
Biology
Session 2

ID:241736 3321086.eps Common
32
In the nucleus of a human cell, RNA polymerase travels along a DNA strand and constructs
a new strand of mRNA. The new mRNA strand leaves the nucleus through a pore in the
nuclear membrane and enters the cytoplasm. The mRNA associates with a ribosome and a new
polypeptide is produced.
Several types of organic molecules are mentioned in the paragraph above.
a. Select two different organic molecules mentioned in the paragraph above and classify each
as one of the four major types of organic molecules. You may use a table like the one
below in your response.
b. Briey describe the structure and function of each organic molecule you identied in
part (a). You may use a table like the one below in your response.
Molecule
Classification
Structure
Sample Only
437
Function
Biology
Session 2
ID:252725 D Common
33
ID:230213 3005102_AR1.eps, 3005102_ A Common
34
Cheetahs have come close to extinction

due to hunting, drought, and disease.
There is now very little genetic variation
in cheetah populations.
Which of the following is a result of the
limited genetic variation in the current
cheetah populations compared to earlier
cheetah populations with more variation?
Which of the diagrams below best

represents the net movement of molecules
in osmosis?
A.
Sugar
Water
A. Cheetahs in current populations are

more resistant to new diseases.
Semipermeable membrane
B. The survival rate of young cheetahs

is increased in current populations.
B.
Sugar
C. Cheetahs in current populations are

less able to interbreed with other
species.
Water
D. The current cheetah populations are

less likely to be able to adapt to
environmental changes.
Semipermeable membrane
C.
Water
Sugar
D.
438
Sugar
Water
Biology
ID:229377 A Common
35
Session 2
37
Which of the following genetic conditions

results from a problem with segregation?
A freshwater food web is shown below.

Water
snails
A. Trisomy 16: a condition caused

when a zygote receives three copies
of chromosome 16
Diatoms
Turtles
B. Huntingtons disease: a condition

caused when a zygote receives a
mutated dominant allele
Green
algae
C. Hemophilia: a condition caused

when a zygote receives an
X chromosome with a particular
recessive allele
Minnows
Sun
Bass
X
D. Sickle cell anemia: a condition

caused when a zygote receives a
recessive allele for hemoglobin
from each parent
The X in this food web most likely

represents which of the following?
A. dragony larvae
B. Elodea plants
C. frog eggs
ID:230247 B Common
36
Two spotted leopards produce a litter of

four cubs. Three of the cubs are spotted
and one is solid black. The black coat is
probably what type of trait?
D. Paramecium species
ID:230239 C Common
38
A. dominant
C. polygenic
Which of the following distinguishes the

organisms in the kingdom Fungi from
other eukaryotic organisms?
D. sex-linked
A. Fungi are unicellular.
B. recessive
B. Fungi reproduce sexually.

C. Fungi obtain nutrients
by absorption.
D. Fungi make food

through photosynthesis.
439
Biology
Session 2

The diagrams below illustrate two different types of cell division.

Process B
Division 1
Process A
Division 2
39
a. Identify which diagram shows the process of mitosis and which diagram shows the process
of meiosis.
b. Explain three differences between mitosis and meiosis. Your answer should include differences
found in the actual processes and differences found in the cells resulting from each type
of division.
440
Biology
Session 2
40
41
A partial food web for a marsh

ecosystem is shown below.
The illustration below represents a

marine iguana.
Herring gulls
Skunks
Sandpipers
Rats
Ghost crabs
Terrestrial
Aquatic
Mud worms
Zooplankton
The marine iguanas of the Galpagos
Islands feed on seaweed and algae. Marine
iguanas have attened tails while other
species of iguanas that live inland on the
Galpagos and on the South American
mainland have rounded tails.
Diatoms
The removal of which of the following
organisms would most reduce the transfer
of energy from aquatic organisms to
terrestrial organisms?

this difference in tail shape?
A. herring gulls
A. Flattened tails are better for
swimming than rounded tails.
B. sandpipers
C. rats
B. Flattened tails move more easily on

land than in the ocean.
D. ghost crabs
C. Flattened tails are harder for

predators to grasp than rounded tails.
D. Flattened tails release heat more
rapidly in the ocean than on land.
441
Biology
Session 2
ID:230335 D Common
42
44
In which of the following ways are

photosynthesis and cellular
respiration alike?
A cross section of part of a Golgi complex

is shown below.
A. Both processes produce

glucose.
B. Both processes consume
carbon dioxide.
C. Both processes take place
in chloroplasts.
D. Both processes involve energy
transformations.
43
Part of the membrane of the Golgi

complex pinches off and moves away.
Which of the following is a function
of this process?
A partial diagram of a reproductive

process is shown below.
Meiosis
Meiosis
A. to release energy from ATP

female
gamete
B. to deliver proteins to other locations

in the cell
male
gamete
C. to collect amino acids for use in

protein synthesis
D. to send messages about cell
requirements to the nucleus
Fertilization
embryo
Which of the following labels belongs in

the oval marked X?
A. egg
B. fetus
C. sperm
D. zygote
442
Biology
Session 2
45
A student researching bears found the chart below in a textbook. The chart shows the
classications of several types of bears.
Tremarctos ornatus
(spectacled bear)
Present
Ursus thibetanus
(Asiatic
black bear)
Ursus americanus
(American
black bear)
Ursus arctos
(brown bear)
Arctodus simus
(short-faced bear)
extinct
Time
Ursus minimus
extinct
Ursidae
25 million
years ago
Ursavus elmensis
extinct
Which of the following conclusions is best supported by the data given in this chart?
A. Modern bears evolved from species that are now extinct.
B. The short-faced bear was the ancestor of the Asiatic black bear.
C. Present day bear species are more closely related than their ancestors were.
D. Natural selection favored the brown bear over the American black bear.
443
Grades 9/10 Biology
Standards and Correct Answers
Item No.
Page No.
Standard
Correct Answer
(MC)*
423
2.7
423
1.2
423
3.1
424
5.1
424
6.1
424
3.6
425
2.1
425
5.2
425
2.7
10
426
1.5
11
427
6.2
12
428
2.8
13
428
6.1
14
428
2.3
15
429
5.3
16
429
6.1
17
429
3.1
18
430
2.2
19
430
6.2
20
430
2.5
21
431
3.4
22
432
1.1
23
432
2.6
24
432
6.2
25
433
5.1
26
434
3.7
27
435
1.3
28
436
1.5
29
436
6.1
30
436
3.4
31
436
5.3
32
437
1.3
33
438
5.2
34
438
2.5
35
439
3.6
36
439
3.5
37
439
6.2
38
439
5.3
39
440
2.10
40
441
6.2
41
441
5.2
42
442
2.9
444
Item No.
Page No.
Standard
Correct Answer
(MC)*
43
442
3.8
44
442
2.1
45
443
5.1
445
XIX. Chemistry, Grades 9/10
Grades 9/10 Chemistry Test
The spring 2006 Grades 9/10 MCAS Chemistry Test was based on learning standards in the
Chemistry content strand of the Massachusetts Science and Technology/Engineering Curriculum
Framework (2001). These learning standards appear on pages 6367 of the Framework.
The reporting of results of the Grades 9/10 Chemistry Test is limited to Test Item Analysis Reports.
No scaled score or performance level results are available.
Test Sessions
The MCAS Grades 9/10 Chemistry Test included two separate test sessions. Each session included
multiple-choice and open-response questions.

Each student taking the Grades 9/10 Chemistry Test was provided with a Chemistry Formula and
Constants Sheet/Periodic Table of the Elements. Copies of both sides of this reference sheet follow
the nal question in this chapter.
Each student also had sole access to a calculator with at least four functions and a square root key.
only, during both Chemistry test sessions. No other reference tools or materials were allowed.
447
Chemistry
SESSION 1
DIRECTIONS
ID:229579 B Common
The gure below shows part of the

periodic table.
Cu
Ag
A chemist wishes to react 500 g of

marble (CaCO3) with an excess of
hydrochloric acid. In which of the
following forms will the marble react
most rapidly?
A. small chips
B. ne powder
Au
C. a solid cube
D. a solid sphere
Which of the following is an accurate

comparison of the atomic number and
mass of copper (Cu) and gold (Au)?
ID:230517 A Common
A. Au has a smaller atomic mass and

fewer electrons than Cu.
B. Au has the same atomic mass as Cu
but a greater atomic number.
A.
C. Au has the same atomic number as Cu

but a much greater atomic mass.
C.
B.
BaCO3 BaO CO 2
2Ca O 2 2CaO
3Br2 2FeI3 2FeBr3 3I 2
D. MgCl 2 H 2 SO 4 MgSO 4 2HCl
D. Au has both a greater atomic number

and a greater atomic mass than Cu.
ID:230453 A Common
Which of the following chemical

reactions is a decomposition reaction?
Which of the following is an example of

a chemical change?
A. burning a scented candle
B. cutting an apple into slices
C. freezing liquid water into an
ice cube
D. melting a stick of butter to pour
over popcorn
448
Chemistry
ID:230666 B Common
Session 1
Which of the following describes a

particle that contains 36 electrons,
49 neutrons, and 38 protons?
A. an ion with a charge of 2
The illustration below shows a hot-air

balloon. The pilot can change the altitude
of the hot-air balloon by changing the
temperature of the gas inside the balloon.
When the gas is heated, the balloon rises.
B. an ion with a charge of 2

C. an atom with a mass of 38 amu
D. an atom with a mass of 49 amu
ID:229252 B Common
Soda ash, or sodium carbonate, is used

in glassmaking. It is composed of
sodium ions and carbonate ions. Which
of the following is the chemical formula
of sodium carbonate?
A. NaCO3
B. Na2 CO3
C. Na4C2O6
D. Na(CO3)2
this phenomenon?
ID:230571 C Common
Sodium hydroxide (NaOH) is a strong

base. The dissociation of NaOH in an
aqueous solution is given below.
A. Heating the gas reduces its pressure.

B. Heating the gas decreases its density.
C. Heating the gas decreases its
molecular motion.
NaOH(aq) Na(aq) OH(aq)
D. Heating the gas reduces the frequency

of the gas molecules collisions.
According to the Arrhenius theory, why

is sodium hydroxide a base?
A. NaOH is a neutralizer.
B. NaOH is a proton acceptor.
C. NaOH is a hydroxide ion donor.
D. NaOH is an electron pair provider.
449
Chemistry
Session 1
ID:227010 D Common
ID:227002 D Common
( 21 H )
10
( 11 H
Deuterium
and protium
) are
two isotopes of hydrogen. Which of the
following statements best compares a
deuterium atom to a protium atom?
Fluorine gas is produced according to

the following reaction.
2BrF5 (g) Br2(g) 5F2(g)
Under which of the following conditions
will maximum production of uorine
gas occur?
A. The deuterium atom has a smaller

net charge.
B. The deuterium atom has more
electron orbitals.
A. The temperature is reduced until

the BrF5 condenses.
C. The deuterium atom has a smaller

atomic radius.
B. The reaction takes place in the

presence of bromine gas.
D. The deuterium atom has more

particles in its nucleus.
C. Additional uorine gas is continuously

pumped into the container.
D. Fluorine gas is removed from the
system as it is formed.
450
Chemistry
Session 1

11
The diagram below represents an incandescent light bulb.

Argon gas
Glass bulb
Filament
Incandescent light bulbs produce light by heating a lament. Filling the bulb with an inert
gas like argon makes the lament last longer. The bulb shown has a volume of 150 cm3 and
contains a mass of 0.16 g of argon (atomic mass of argon is 39.9 amu).
a. If neon were used in place of argon, what mass of neon would be contained in the bulb
(atomic mass of neon is 20.2 amu)? Assume that the bulb is lled to the same pressure.
Explain your answer.
b. What happens to the gas particles inside the bulb when it is turned on? Explain your
answer in terms of the kinetic molecular theory.
451
Chemistry
Session 1
12
13
The diagram below represents a sodium

ion surrounded by several water
molecules.
The label below contains information

about an unknown metal.
UNKNOWN METAL, M
Most common salts
MPO4
M2O3
MCl3
Na+
H
O
H
How many valence electrons does the

unknown metal have?
A. 1
This diagram can be used to represent

B. 3
C. 4
A. how sodium ions dissolve in water
D. 6
B. how sodium is neutralized by water

C. how sodium metal makes bubbles
in water
D. how sodium ions precipitate out as
a solid in aqueous solution
452
Chemistry
Session 1
ID:230420 A Common
14
ID:249349 C Common
16
The final elements produced by radioactive

decay differ from the original radioactive
elements because the nuclei of the nal
elements are always
A. more stable.
Block X and Block Y have the same

mass. Both blocks are placed into a
container of pure water. Block X oats
in the water, and Block Y sinks to the
bottom of the container.
C. half as radioactive.
Which of the following statements

is an accurate conclusion from this
demonstration?
D. positively charged.
A. Block Y is heavier than Block X.
B. increased in mass.
B. Block Y is less dense than Block X.

C. Block Y has a smaller volume than
Block X.
ID:227001 A Common
15
An unbalanced chemical equation is

shown below.
D. Block Y would oat if more water

were added.
__ H3 BO3 __ B2O3 __ H 2O
What are the coefcients of the
balanced equation?
ID:226405 B Common
17
A. 2:1:3
The equation below represents the

reaction of hydrogen iodide with water.
B. 2:2:3
HI H 2 O H3 O I
C. 3:1:2
Which reactant in this equation acts as a

Brnsted base?
D. 3:2:2
A. HI
B. H2O
C. H3O
D. I
453
Chemistry
Session 1
19
The diagram below represents particles

of different elements in a crystal.
+
The graph below compares three states of

a substance.
gas
y -Axis
18
liquid
solid
What type of bond holds these

particles together?
Physical State of a Substance
A. covalent
Which of the following choices is the
best label for the y-axis?
B. hydrogen
C. ionic
A. molecular density
D. polar
B. molecular motion
C. neutron density
D. neutron motion
454
Chemistry
Session 1
ID:230488 C Common
20
ID:229641 A Common
23
In a 100 g sample of MgO, the ratio

of the mass of magnesium to the mass
of oxygen is 3:2. In a 50 g sample of
MgO, what will the mass ratio be?
Atoms of element A and atoms of

element B react to form a compound.
In the reaction, the radius of each atom
of element A is decreased.
Which of the following explains this
decrease in atomic radius in the reaction?
A. 1:1
B. 2:3
A. The atoms of element A lose

electrons to atoms of element B.
C. 3:2
D. 3:4
B. The atoms of element A gain

neutrons from atoms of element B.
C. Nuclear particles are converted into
energy in atoms of element A.
ID:230690 D Common
21
Concrete is composed of Portland

cement, rocks, sand, and water. Which of
the following best describes concrete?
D. Protons become more densely packed

in the nuclei of element A atoms.
A. an element
B. a compound
ID:229559 C Common
24
C. a homogenous mixture
D. a heterogeneous mixture
A. Ionic radius decreases.
ID:252749 D Common
22
Which of the following correctly

describes a trend from top to bottom
in the group 2 (2A) elements on the
periodic table?
B. Ionic charge increases.
Four different gases are all observed to

have the same temperature. Which of
the following conclusions is supported
by this observation?
C. Atomic radius increases.

D. Atomic number decreases.
A. All four gases must have the

same mass.
B. All four gases must have the
same pressure.
C. All four gases must have equal
numbers of particles.
D. All four gases must have equal
average kinetic energies.
455
Chemistry
Session 1

ID:227008 Common
25
Sodium has an atomic number of 11 and a mass number of 23.

a. Identify the types of subatomic particles located in the nucleus of a sodium atom. Compare
the properties of each type of particle.
b. Where is most of a sodium atoms mass located? Explain your answer.
c. Identify the subatomic particles that are found in the energy levels outside the nucleus of
a sodium atom. Describe the number and arrangement of these particles.
d. Explain the role of electrons in a chemical reaction between atoms of two different elements.
456
Chemistry
Session 1
ID:252750 Common
26
Silver (Ag) is a commonly used metal that easily tarnishes. The silver reacts with hydrogen
sulde (H2S) in the air. This reaction produces silver sulde (Ag2S), a dull brownish
compound, and hydrogen gas (H2).
a. Write a balanced equation for this reaction and identify the reaction type.
b. Explain why silver tarnishes faster in a heated room than in an unheated room.
c. Describe how you could slow down this reaction or prevent it from occurring.
457
Chemistry
SESSION 2
DIRECTIONS
ID:230693 A Common
27
ID:230484 D Common
29
Which of the following occurs when

a rigid container of gas is heated?
A. The pressure inside the container
increases.
Which of the following helps explain

why honey dissolves more rapidly in hot
water than in cold water?
A. The honey and hot water form more
covalent bonds.
B. The pressure inside the container

decreases.
B. The hot water is more chemically

reactive with the honey.
C. The pressure inside the container

stays the same.
C. The honey breaks down into free

atoms more quickly in the hot water.
D. The pressure inside the container

changes the composition of the gas.
D. The greater motion of hot water

molecules disperses the honey
more quickly.
ID:249350 C Common
28
Which of the following is the same for

both hydrogen and potassium?
ID:229550 C Common
30
A. atomic mass
B. total mass of neutrons
C. number of valence electrons
D. number of lled energy levels
The addition of 500 J of energy to

a block of iron causes a rise in the
average kinetic energy of the atoms
in the block. Which of the following
instruments can best be used to observe
this change?
A. a ruler
B. a balance
C. a thermometer
D. a graduated cylinder
458
Chemistry
Session 2
ID:229653 3152386_AR1.eps, 3152386_ D Common
31
The bar graph below represents four

elements and their relative atomic numbers.
Atomic Number
1 unit
Element
What would be the most likely

positioning of these unknown
elements in the periodic table?
A.
W
X
Y
Z
B.
W Y
X Z
C.
W
X
Y
Z
D.
W X Y Z
459
Chemistry
Session 2

32
Sodium benzoate is a food preservative compound that has both ionic and covalent bonds. The
structural formula for sodium benzoate is represented in the diagram below. The atoms within
the formula are numbered.
H H
11
12
C C
5 6
4
H C
3 2
10
C C O
C C
9
H H
14
Na+
15
13
a. Explain what makes a bond covalent.

b. In the structure above, identify two atoms by number that are connected by a covalent bond.
Explain your reasoning.
c. Explain why sodium benzoate is considered to be an ionic compound.
460
Chemistry
Session 2
33
The illustration below shows the lab equipment set up by a student to nd the melting and
freezing points for naphthalene, a chemical used as an insect repellent.
Thermometer
Close-up of
capillary tube after
melting naphthalene
Capillary tube with

small amount of
pure naphthalene (C10H8)
Water
bath
Off
High
Clear, colorless liquid

naphthalene
Hot plate
A small sample of solid naphthalene (C10H8) is placed in the capillary tube attached to the
thermometer and is heated in the water bath until the white solid melts. The student then turns
the heat off and observes the sample as it cools, recording the temperature at regular intervals.
What will most likely happen to the colorless liquid naphthalene when the temperature reaches
the freezing point of naphthalene?
A. The naphthalene will change into a yellow liquid.
B. The naphthalene will crystallize into a white solid.
C. The naphthalene will begin to form small bubbles.
D. The naphthalene will disappear from the capillary tube.
461
Chemistry
Session 2
ID:230554 D Common
34
37
Which of the following substances has

the highest concentration of hydrogen
ions in solution?
A. bleach pH 13
The table below contains data from

one trial in an experiment designed to
determine the molar mass of a sample
of an unidentied compound X in the
gaseous state.
B. water pH 7
Trial 1
C. tomato juice pH 4
Mass of gas (g)
6.42
Gas volume (L)
4.48
Density (g/L)
1.43
Temperature (C)
0.0
Pressure (atm)
1.00
D. vinegar pH 3
ID:230464 A Common
35
Which of the following is an example of

nuclear fusion?
A. Hydrogen-1 and hydrogen-2 combine
to form helium-3.
Based on the data gathered in this

rst trial, what is the molar mass of
the compound?
B. Polonium-210 decays into lead-206

and an alpha particle.
A. 19.4 g/mol
C. Carbon-14 breaks down into a beta

particle and nitrogen-14.
B. 28.8 g/mol
D. Uranium-235 and a neutron produce

barium-141, krypton-92, and
three neutrons.
D. 144 g/mol
C. 32.1 g/mol
ID:230445 B Common
38
ID:229677 A Common
36
Which of the following has the

greatest mass?
What is the correct name for the

compound with the chemical
formula NH4 NO3?
A. 1 mole of H2
A. ammonium nitrate
C. 3 moles of Mg
B. hydro-nitrogen oxide
D. 4 moles of He
B. 2 moles of K
C. ammonia mononitrite
D. nitro-hydrogen nitrate
462
Chemistry
Session 2

ID:229656 Common
39
To make vanilla extract, a food chemist adds two dried vanilla beans to 250 mL of pure
ethanol (C2H5OH). Although vanillin, the primary avoring compound present in the beans, is
soluble in ethanol, the rate at which it dissolves is slow.
a. Describe two methods the food chemist could use to increase the rate at which the vanillin
in the beans dissolves in the ethanol.
b. Explain how each of these methods would work, at the molecular level, to increase the
dissolving rate.
463
Chemistry
Session 2
ID:229667 D Common
ID:230664 A Common
40
42
An iron nail weighing 5.10 g is allowed

to react with oxygen, according to the
reaction below.
4 Fe 3O 2 2Fe 2 O3
A. potassium (K)
B. vanadium (V)
A layer of iron(III) oxide forms on

the nail, increasing the nails mass.
How much oxygen has reacted with
the iron if the mass of the nail has
increased to 5.89 g?
A. 0.79 g O2
Based on its position on the periodic

table, which of the following elements
is a nonmetal?
C. nickel (Ni)
D. bromine (Br)
43
B. 2.00 g O2
C. 7.00 g O2
Three 10 g samples of sugar are

represented below.
D. 10.99 g O2
41
The two samples of gas represented below

have the same volume, temperature,
and pressure.
Hydrogen gas
(H2)
10 g
A
10 g
B
10 g
C
Sample A dissolves in water more slowly

than sample B. Sample B dissolves more
slowly than sample C. Which of the
following best explains why sample A
dissolves most slowly?
Oxygen gas
(O2)
Based on this information, these two

samples of gas must also have the same
A. It has the most volume.
A. chemical reactivity.
C. It has the largest number of

sugar molecules.
B. It has the smallest surface area.
B. density.
D. It has the fewest bonds between

sugar molecules.
C. mass.
D. number of molecules.
464
Chemistry
Session 2
44
ID:229184 A Common
45
The illustration below shows a label

from a dietary supplement.
Calcium Citrate
Dietary Supplement
A. BeO
Supplement Facts
Serving Size: 2 tablets
B. BeO2
C. Be2O
Amount % Daily
per Serving Value
Calcium (as high
density calcium citrate)
Oxygen (O) atoms have six valence

electrons and beryllium (Be) atoms have
two valence electrons. Which of the
following is the correct formula for a
compound made of oxygen and beryllium?
400 mg
D. Be2O6
40
Ingredients: Calcium citrate, polyethylene

glycol, croscarmellose sodium, hydroxypropyl
methyl cellulose, color added, magnesium
silicate, magnesium stearate
Why is this dietary supplement best

characterized as a mixture instead of
a pure substance?
A. The percent daily value is less than
100 percent.
B. Calcium citrate contains more than
one element.
C. A tablet contains different chemical
compounds.
D. Calcium citrate is composed of
nonmetallic elements.
465

Chemistry Formula and Constants Sheet
Common Polyatomic Ions

Ion
Ionic Formula
Ammonium
NH4
Carbonate
CO32
Hydroxide
OH-
Nitrate
NO3-
Phosphate
PO43
Sulfate
SO42
Ideal Gas Law: PV nRT

Absolute Temperature Conversion: K C 273
Denition of pH: pH log [H3O]
Specic Heat of Water: cH2O 1.00 cal/g C 4.18 J/g C
Mole-Volume of Ideal Gas at STP: 22.4 L at STP
Ideal Gas Constant: R 0.0821 L atm/mol K 8.314 L kPa/mol K
Avogadros number: 6.02 1023
STP: 1 atm, 0C
Nuclear Particles
Name
Symbol
Alpha particle
or 42 He
or
Beta particle
Gamma ray
Neutron
1
0n
466
467
467
Period
3B
3
4B
4
5B
5
6B
6
7B
7
8
8B
10
1B
11
2B
12
3A
13
4A
14
5A
15
6A
16
7A
17
Mg
Ca
40.08
Sc
44.9559
Ti
47.88
50.9415
Cr
51.996
Mn
54.9380
Sr
87.62
Zr
91.224
Nb
92.9064
La
138.906
Hf
178.49
Ta
180.948
39
40
41
Yttrium Zirconium Niobium
88.9059
Re
Os
190.2
44
Ru
101.07
Ra
226.025
Rutherfordium
104
Rf*
(261)
Actinide Series
Lanthanide Series
89
Actinium
Ac
227.028
Sg
(263)
Bh
(262)
Hs
(265)
Mt
(266?)
77
Iridium
Ir
192.22
59
58
Cerium
Pa
Th
Pd
106.42
28
Nickel
Ni
58.69
Pm
(145)
Sm
150.36
Eu
151.96
Gd
157.25
111
79
Gold
Au
196.967
47
Silver
Ag
107.868
29
Copper
Cu
63.546
Tb
158.925
112
80
Mercury
Hg
200.59
48
Cadmium
Cd
112.41
30
Zinc
Zn
65.39
237.048
Np
61
238.029
60
Pu
(244)
62
Am
(243)
96
Curium
Cm
(247)
Dy
162.50
113
81
Thallium
Tl
204.383
49
Indium
In
Ho
164.930
114
82
Lead
Pb
207.2
50
Tin
Sn
118.71
98
Cf
(251)
99
Es
(252)
Te
Po
(209)
At
(210)
53
Iodine
126.905
116
117
118
86
Radon
Rn
(222)
54
Xenon
Xe
131.29
36
Krypton
Kr
83.80
18
Argon
Ar
39.948
10
Neon
Ne
20.179
Fm
(257)
68
Erbium
Er
167.26
Yb
173.04
Lu
174.967
Mendelevium
101
Md
(258)
Lr
(260)
102
103
Nobelium Lawrencium
No
(259)
69
70
71
Thulium Ytterbium Lutetium
Tm
168.934
Mass numbers in parentheses are those of

the most stable or most common isotope.
115
83
84
85
Bismuth Polonium Astatine
Bi
208.980
51
52
Antimony Tellurium
Sb
121.75
100
Berkelium Californium Einsteinium Fermium
97
Bk
(247)
Br
79.904
17
Chlorine
Cl
35.453
127.60
Se
78.96
16
Sulfur
32.06
9
Fluorine
18.998403
114.82
As
74.9216
Phosphorus
15
30.97376
8
Oxygen
15.9994
34
35
Selenium Bromine
Ge
72.59
14
Silicon
Si
7
Nitrogen
14.0067
31
33
32
Gallium Germanium Arsenic
Ga
69.72
13
Aluminum
Al
28.0855
6
Carbon
5
Boron
26.98154
12.0111
10.81
63
65
67
64
66
Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium
Nd
144.24
110
(269?)
78
Platinum
Pt
195.08
92
94
90
93
95
91
Thorium Protactinium Uranium Neptunium Plutonium Americium
231.036
232.038
Praseodymium
Pr
140.908
Ce
140.12
105
107
108
109
106
Dubnium Seaborgium Bohrium Hassium Meitnerium
Db
(262)
Rh
102.906
27
Cobalt
Co
58.9332
45
46
Technetium Ruthenium Rhodium Palladium
43
Tc
(98)
Molybdenum
183.85
186.207
42
Mo
95.94
26
Iron
Fe
55.847
56
72
73
74
75
76
57
Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium
Ba
137.33
87
88
Francium Radium
Fr
(223)
55
Cesium
Cs
132.905
37
38
Rubidium Strontium
Rb
85.4678
19
20
21
22
23
24
25
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese
39.0983
11
12
Sodium Magnesium
Na
24.305
4
Beryllium
3
Lithium
22.98977
Be
Li
6.941
9.01218
2
Helium
1
Hydrogen
2A
2
He
4.00260
8A
18
1.00794
Group (Family)
1A
1
Grades 9/10 Chemistry
Item No.
Page No.
Standard
Correct Answer
(MC)*
448
3.1
448
1.4
448
9.3
448
5.2
449
2.3
449
4.7
449
8.1
449
1.3
450
2.3
10
450
9.3
11
451
6.1
12
452
7.1
13
452
4.6
14
453
2.10
15
453
1.1
16
453
1.1
17
453
8.1
18
454
4.1
19
454
1.3
20
455
2.2
21
455
1.2
22
455
6.2
23
455
4.1
24
455
3.4
25
456
2.3
26
457
5.2
27
458
6.1
28
458
3.3
29
458
7.2
30
458
6.2
31
459
3.1
32
460
4.1
33
461
1.1
34
462
8.1
35
462
2.9
36
462
4.7
37
462
5.3
38
462
5.3
39
463
7.2
40
464
2.2
41
464
6.1
42
464
3.2
468
Item No.
Page No.
Standard
Correct Answer
(MC)*
43
464
7.2
44
465
1.2
45
465
4.6
469
XX. Introductory Physics, Grades 9/10
Grades 9/10 Introductory Physics Test
The spring 2006 Grades 9/10 MCAS Introductory Physics Test was based on learning standards in
the Physics content strand of the Massachusetts Science and Technology/Engineering Curriculum
Framework (2001). These learning standards appear on pages 6870 of the Framework.
The reporting of results of the Grades 9/10 Introductory Physics Test is limited to Test Item Analysis
Reports. No scaled score or performance level results are available.
Test Sessions
The MCAS Grades 9/10 Introductory Physics Test contained two separate test sessions. Each session
included multiple-choice and open-response questions.

Each student taking the Grades 9/10 Introductory Physics Test was provided with a Physics Formula
Sheet. A copy of this reference sheet follows the nal question in this chapter.
Each student also had sole access to a calculator with at least four functions and a square root key.
only, during both test sessions. No other reference tools or materials were allowed.
471
Introductory Physics
SESSION 1
DIRECTIONS
The distance vs. time graph below shows

data collected as a remote-controlled car
moved across a level parking lot.
Radio
50
45
Microwave
Infrared Visible Ultraviolet X-ray
Gamma
Ray
Which of the following statements best

compares the wavelengths of the regions
of the electromagnetic spectrum?
40
35
Distance (m)
The gure below shows the regions of

the electromagnetic spectrum.
30
A. Microwaves are shorter than

x-rays.
25
20
B. Infrared waves are longer than

gamma rays.
15
C. Radio waves are shorter than

visible light waves.
10
D. Ultraviolet waves are longer than

visible light waves.
0
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Time (s)
According to the graph, which of the

following conclusions about the cars
motion is supported?
A. The car is accelerating.
B. The car is stopping and starting.
C. The car is traveling at a
constant velocity.
D. The car is moving through an
obstacle course.
472
Session 1
ID:252794 C Common
The forces acting on a skateboarder

moving at a constant velocity along a
sidewalk are shown in the gure below.
In a copper wire, a temperature increase

is the result of which of the following?
A. an increase in the size of the
copper particles
Normal force = 600 N

Weight of skateboarder = 600 N
B. a decrease in the mass of the

copper particles
C. an increase in the motion of the
copper particles
35 N
D. a decrease in the distance between

the copper particles
35 N
ID:226093 3253942_AR1.eps, 3253942_ D Common
Which of the following is the net force

on the skateboarder?
A. 0 N
An upward force of 150 N is applied

to a box weighing 70 N. Which of the
following is the free-body force diagram
for this situation?
A.
70 N
B. 70 N
C. 670 N
220 N
D. 1270 N
B.
80 N
ID:252793 B Common
The tendency of a stationary object to

resist being put into motion is known as
150 N
A. acceleration.
C.
B. inertia.
80 N
C. weight.
D. velocity.
70 N
D.
150 N
70 N
473
Session 1
The masses and specic heats of some samples of liquids are shown in the table below.
Samples
Mass (kg)
Specific Heat Capacity

(J/kg K)
water
glycerin
methanol
cooking oil
0.750
0.750
0.750
0.750
4200
2400
2500
2100
The temperature of which sample will rise most when 1000 J of heat is added?
A. water
B. glycerin
C. methanol
D. cooking oil
An electric circuit is shown below. The accompanying table shows the current measured at different
levels of resistance.
A
Current
Ammeter
Variable
resistor
Battery
Resistance
()
Current
(A)
0.10
0.50
2.5
10.0
15.0
3.0
0.60
0.15
Based on the data shown in the table, what is the voltage drop across the variable resistor?
A. 1.5 V
B. 6 V
C. 9 V
D. 12 V
474
Session 1
ID:251234 D Common
10
A sailboat travels 35 km in 5 hr. Which

of the following describes the motion of
the sailboat?
The illustration below shows three toy

ducks oating on water, moving up and
down as a wave travels to the right with
a velocity of 3 m/s.
A. Its momentum is 7 km/hr.

B. Its acceleration is 7 km/hr.
3 m/s
C. Its displacement is 7 km/hr.

D. Its average speed is 7 km/hr.
4m
Which of the following is the frequency

of the wave?
A. 0.75 Hz
B. 1.33 Hz
C. 1.5 Hz
D. 6.0 Hz
475
Session 1

11
The electromagnetic spectrum is shown below.

Radio
Microwave
Infrared Visible Ultraviolet X-ray
Gamma
Ray
frequency
There are multiple stages involved in the transmission, reception, and display of a television
broadcast. A signal is sent by satellite from the station and relayed to the television by several
methods. The signal is translated electronically and converted into an image on regular, liquid
crystal, or plasma TV displays. The viewer then sees the image.
a. Identify one region of the electromagnetic spectrum used by television and explain how it
is used.
b. Select a different portion of the electromagnetic spectrum that is not used by television.
Explain a useful application of this spectral region.
476
Session 1
ID:230875 D Common
12
14
Why does a plastic rod have a negative

charge after being rubbed with a piece
of fur?
The illustration below shows a student

bending a piece of wire back and
forth at a single point X. The wires
temperature rises noticeably at point X.
A. The fur gives up protons to the rod.

B. The rod gives up electrons to the air.
C. The fur gains protons from the rod.
D. The rod gains electrons from the fur.

the source of the temperature increase?
ID:252796 A Common
13
Which of the following colors of visible

light has the longest wavelength?
A. Some of the wires mass is

transformed into heat energy as
the wire is bent.
A. red
B. blue
B. Some of the kinetic energy is

transformed into heat as the wire
is bent.
C. green
D. orange
C. The bending transfers potential

energy to the wire, heating it.
D. The bending causes a current that
heats the wire.
477
Session 1
ID:251240 B Common
15
ID:226053 D Common
17
Perfume sprayed from a bottle spreads

more easily in a warm room of 25C
than in a cool room of 15C. Which of
the following correctly compares perfume
molecules at 25C to those at 15C?
Two students each carry a box up to

the third oor of a building. The total
mass of each student and the box she is
carrying is the same. Roberta makes the
trip in 45 s while Mary takes 30 s.
describes this task?
A. At 25C, they have more mass.

B. At 25C, they are moving faster.
C. At 25C, they have less kinetic
energy.
A. Roberta does more total work

than Mary.
D. At 25C, they are decreasing

in volume.
B. Mary does more total work

than Roberta.
C. Roberta has a greater power output
than Mary.
D. Mary has a greater power output
than Roberta.
16
The diagram below represents four empty

copper containers at room temperature.
2
18
100 g
20 C
200 g
20 C
400 g
20 C
The gure below shows a spring with a

wave traveling through it.
800 g
20 C
Wave Direction
An equal amount of water at 90C is

added to each copper container. Assume
there is no loss of heat to the environment.
Stretched
Which container will have had the greatest

change in temperature when the water
and the container reach equilibrium?
Compressed
A. 1
Which type of wave is illustrated?
B. 2
A. sound
C. 3
B. transverse
D. 4
C. longitudinal
D. electromagnetic
478
ID:230681 C Common
19
Session 1
ID:252800 C Common
22
Which of the following devices relies

on electromagnetic radiation in the
radio wave region of the spectrum
for operation?
One 7.0 kg bowling ball is lifted to a

storage shelf 1.0 m above the oor. A
second 7.0 kg ball is lifted to a storage
shelf 2.0 m above the oor.
why the measured force of gravity on
each ball is nearly identical?
A. sun tanning lamp

B. electric light bulb
C. cellular telephone
A. The nal potential energy of each

ball increased.
D. electric toaster
B. The amount of work required to lift

each ball is identical.
ID:251243 B Common
20
C. The distance of each ball from Earths

center of mass is almost identical.
Which of the following has the least

momentum?
D. The gravitational force of each ball

on the other cancels out the force of
Earths gravity.
A. a 0.5 kg mass with a 1000 m/s velocity

B. a 1 kg mass with a 100 m/s velocity
C. a 10 kg mass with an 11 m/s velocity
D. a 100 kg mass with a 2 m/s velocity
ID:252798 A Common
21
Mr. Jenkins constructed a circuit

consisting of a variable source, wires,
and a resistor. In order to triple the
amount of current, how should he
change the voltage of the source?
A. make the voltage three times larger
B. make the voltage one-third as great
C. make the voltage nine times larger
D. make the voltage one-ninth as great
479
ID:226786 D Common
23
Session 1
24
The water contained in a geyser system

gains energy from the underground
material surrounding it. The water
molecules gain kinetic energy and this
results in an increase in the pressure of
the water. Eventually the geyser erupts and
expels water into the air above ground.
The gure below shows a wagon that

moves from point X to point Y.
Y
X
wagon
Which of the following types of energy

is the source for the initial energy gain
of the water?
Which of the following best describes the
wagons change in energy as it coasts from
point X to point Y?
A. electrical
B. magnetic
C. mechanical
A. The wagon has the same kinetic

energy at point Y and at point X.
D. thermal
B. The wagon has more kinetic energy

at point Y than at point X.
C. The wagon has the same gravitational
potential energy at point Y and at
point X.
D. The wagon has more gravitational
potential energy at point Y than at
point X.
480
Session 1

The gure below is a graph of net force vs. the acceleration of an object.
Force (N)
25
Acceleration
(m/s2)
a. Use the graph to determine the mass of the object. Show your calculations and include
units in your answer.
b. What acceleration will the object have if the net force is 50 N and the trend shown by the
graph continues? Show your calculations and include units in your answer.
c. On the grid in your Student Answer Booklet, draw a graph of force vs. acceleration if the
mass of the object is halved and the object is subjected to the same net forces. Label the
axes on your graph and be sure to include units. Label this graph c.
d. On the same axes that you used in part (c), draw a graph of force vs. acceleration if the
mass of the object is doubled and the object is subjected to the same net forces. Label this
graph d.
481
Session 1
ID:251246 3071476_AR1.eps, 3071476_ Common
26
The illustrations below show an air track with two carts before and after a collision.
The mass and the initial velocity of each cart are shown below.
Before collision:
0.10 m/s
0.050 m/s
0.20 kg
0.30 kg
The rst cart slides on the air track and collides with the second cart. The two carts stick
together upon impact and move together along the track, as shown below.
v2
After collision:
0.20 kg 0.30 kg
a. What is the momentum of the rst cart before it collides with the second cart? Show your
calculations and include units in your answer.
b. What is the momentum of the second cart before the collision? Show your calculations and
include units in your answer.
c. Describe two changes that could be made initially to either one or both carts that would
result in an increase in the momentum of the combined carts after the collision.
482
SESSION 2
DIRECTIONS
ID:226830 A Common
27
29
Visible light passes through glass. Other

types of electromagnetic radiation are
able to pass through other materials in
a similar way.
The Suns gravitational attraction causes

a comets path to curve as shown in the
illustration below.
Sun
Which of the following are used in
medical technology because they can
pass through some parts of the
human body?
Motion
of comet
A. x-rays
B. infrared waves
Comet
C. microwaves
D. ultraviolet rays

explains the fact that the Sun does
not appear to move due to the comets
gravitational attraction?
ID:252806 C Common
28
A negatively charged rubber rod was

brought near some small pieces of
paper. The rods charges repelled the
negative charges in the pieces.
A. The Suns mass is much greater than

the comets mass.
B. The comet is too far away for its
gravity to affect the Sun.
Which of the following caused the

repulsion of the negative charges?
C. In this gravitational interaction only

the comet exerts a pull on the Sun.
A. conduction
D. The path of the comet reduces the

Suns gravity.
B. gravitation
C. induction
D. insulation
483
ID:230426 D Common
30
Session 2
ID:226755 C Common
31
Which of the following changes occurs

as a solid is heated?

mechanical energy of a cart at rest at
the top of a steep hill?
A. The kinetic energy of the solid

decreases.
A. The cart has no mechanical energy.
B. The average density of the solid

increases.
B. The carts mechanical energy is

all kinetic.
C. The specic heat capacity of the

solid decreases.
C. The carts mechanical energy is

all potential.
D. The average molecular speed in the

solid increases.
D. The carts mechanical energy is half

potential and half kinetic.
484
Session 2

32
The illustration below shows a container of water on an electric hot plate. Point A is in the
water close to the hot plate, and point B is in the water near the top of the container.
Electric hot plate
The water in the container is at room temperature before the hot plate is turned on.
a. Describe the differences in the average motion of the water molecules
at point A and at point B shortly after the hot plate is turned on.
b. The water is heated until a thermometer placed in the center of the container reaches
100C. Compare the average motion of the water molecules at points A and B at this
temperature and explain your answer.
c. The hot plate is then turned off. Describe the average motion of the molecules
at points A and B after several hours.
485
Session 2
33
ID:226842 D Common
34
The gure below shows a neutral glass rod

and a positively charged metal sphere.
Positively
charged metal
sphere
Neutral glass rod

What is the voltage in a circuit with a

current of 3 A and a total resistance
of 12 ?
A. 0.25 V
B. 4 V

+

C. 15 V
D. 36 V
ID:226121 B Common
35
Which of the following best describes the

movement of charges as this glass rod
touches the sphere?
What is the frequency of ocean waves

that have a speed of 18 m/s and a
wavelength of 50 m?
A. 0.18 Hz
A. Negative charges move from the

sphere to the glass rod.
B. 0.36 Hz
B. Negative charges move from the glass

rod to the sphere.
D. 9.0 Hz
C. 2.8 Hz
C. Positive charges move from the sphere

to the glass rod.
D. Positive charges move from the glass
rod to the sphere.
486
Session 2
36
37
The diagram shows a motor being used

to lift a load with the use of a pulley.
Pulley
2m
The diagram below represents a mass

suspended vertically by a rubber band.
The mass is set in motion by pulling
down slightly on the mass and letting go.
6 kg
Motor
Which of the following correctly identies

the up-and-down motion of the mass?
The motor is lifting the 6 kg box at a

constant velocity. How much work is
done on the box to lift it 2 m? (Assume
no resistance from the pulley.)
A. torsional
B. transverse
C. nonharmonic
A. 3 J
D. simple harmonic
B. 4 J
C. 60 J
D. 120 J
ID:226025 B Common
38
Which of the following must be included

with magnitude to represent a vector?
A. mass
B. direction
C. acceleration
D. volume
487
Session 2

39
The map below represents the area near the origin of an earthquake.
Lake
A
Origin of
earthquake
Hwy 39
Hwy 20
Earthquakes generate several different kinds of waves. Longitudinal waves are called P
waves, and transverse waves are called S waves. The P waves have a greater velocity than
the S waves. An earthquake occurs and these waves travel to point A.
a. Which type of wave is rst to reach point A?
b. Describe the expected movement of the ground due to the P waves and explain
your reasoning.
c. Describe the expected movement of the ground when the S waves reach point A,
and explain your reasoning.
488
Session 2
ID:251251 C Common
40
The instructions below outline the procedure for a demonstration.

Materials: four 100 g metal blocks, each of a different metal
four polystyrene foam cups, each containing 150 g of 10C water
Procedure: 1. Place the four cups of water next to each other on the lab bench.
2. Heat each block to a temperature of 60C.
3. Place each heated block in a separate cup of 10C water.
4. Measure the temperature change in each cup of water after 100 s.
At the end of the demonstration, which block raised the temperature of the 10C water the
greatest amount?
A. the block with the greatest density
B. the block with the lowest surface area
C. the block with the greatest specic heat
D. the block with the lowest thermal conductivity
41
42
The circuit diagram below shows three

resistors, an ammeter, and a battery.
Some campers are sitting around a

campre outside their tent.
Which product of the re is in the form
of electromagnetic waves?
12 V
A. light
3
B. smoke
C. sound
D. water vapor
How much current ows through

the ammeter?
A. 1.0 A
B. 6.0 A
C. 13.0 A
D. 24.0 A
489
ID:226041 A Common
Session 2
ID:226042 C Common
45
A pitcher throws a 0.15 kg baseball at

40 m/s towards the catcher. What is the
momentum of the baseball while moving
at 40 m/s?
A. 0.025 kg
m/s
B. 3.8 kg
m/s
C. 6.0 kg
m/s
D. 270 kg
m/s
ID:226029 D Common
44
The graph below represents changes

in molecular motion in a solid plastic
cylinder over time.
Average Kinetic Energy of Molecules
43
An astronaut drops a 1.0 kg object and

a 5.0 kg object on the Moon. Both
objects fall a total distance of 2.0 m
vertically. Which of the following best
describes the objects after they have
fallen a distance of 1.0 m?
These changes in the molecules of the

plastic cylinder must be accompanied by
A. They have each lost kinetic energy.
A. an increase in mass
B. They have each gained the same

amount of potential energy.
B. a decrease in volume
C. They have each lost the same

amount of potential energy.
D. a decrease in heat capacity
Time
C. an increase in temperature
D. They have each gained one-half

of their maximum kinetic energy.
490
Introductory Physics Formula Sheet
Formulas
Average Speed
d
t
FG
v
t
m1 m 2
p mv
d2
1 mv 2
2
V IR
v f v i a t
PE mg h
P IV
d v i t 1 a( t 2 )
W F d
Q mc T
vf 2 vi 2 2a d
P W
t
v f
and
c
f
Average Acceleration:
KE
T 1
f
F ma
Variables
a acceleration
c specic heat
d distance
d change in distance
f frequency
F force
h change in height
I current
KE kinetic energy
wavelength
m mass
p momentum
P power
PE gravitational potential energy

Q heat
R resistance
t change in time
T change in temperature
T period
v velocity
v change in velocity
V voltage
W work
Subscripts:
i initial and f nal as subscripts
Denitions
2
G Universal gravitational constant 6.67 1011 N m
2
kg
c speed of electromagnetic waves 3.00 108 m/s

g 10 m/s2
1N
1kg m
s2
1 J 1 N m
491
1J
1W s
Grades 9/10 Physics
Item No.
Page No.
Standard
Correct Answer
(MC)*
472
1.4
472
6.1
473
1.6
473
1.5
473
3.1
473
1.8
474
3.3
474
5.4
475
1.3
10
475
4.2
11
476
6.2
12
477
5.1
13
477
6.1
14
477
2.1
15
478
3.1
16
478
3.3
17
478
2.4
18
478
4.3
19
479
6.2
20
479
2.5
21
479
5.4
22
479
1.11
23
480
3.1
24
480
2.2
25
481
1.7
26
482
2.5
27
483
6.2
28
483
5.1
29
483
1.11
30
484
3.1
31
484
2.2
32
485
3.1
33
486
5.1
34
486
5.4
35
486
4.2
36
487
2.4
37
487
4.1
38
487
1.1
39
488
4.3
40
489
3.3
41
489
5.4
42
489
4.4
492
Correct Answer
(MC)*
Item No.
Page No.
Standard
43
490
2.5
44
490
2.2
45
490
3.1
493

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II. Reading, Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

III. English Language Arts, Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

B. Language and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

IV. English Language Arts, Language and Literature, Grade 5. . . . . . . . . . . . . . . . . . . . . . . . . 62

V. English Language Arts, Language and Literature, Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . 90

VI. English Language Arts, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

B. Language and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

VII. English Language Arts, Language and Literature, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . 150

VIII. English Language Arts, Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

B. Language and Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

IX. Mathematics, Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

X. Mathematics, Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

XII. Mathematics, Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

XIII. Mathematics, Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301

XIV. Mathematics, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

XV. Mathematics, Grade 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

XVI. Science and Technology/Engineering, Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371

XVII. Science and Technology/Engineering, Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397

XVIII. Biology, Grades 9/10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421

XIX. Chemistry, Grades 9/10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446

XX. Introductory Physics, Grades 9/10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470

I. Document Purpose and Structure

Document Purpose and Structure

II. Reading, Grade 3

Grade 3 Reading Test

Test Sessions and Content Overview

Reference Materials and Tools

According to the story, why was

According to the story, what happens

According to the story, what does Sonia

Based on the story, why is Maria

According to the story, what event in

In paragraph 17, what does Mrs. Torres

In paragraph 33, why does Sonia take a

In paragraph 38, what does Mrs.

WAITING AT THE WINDOW

I am waiting here to see

Which the winning one will be.

Both of them have different names.

All the best and all the worst

Comes from which of them is rst.

James has just begun to ooze.

John is moving off at last.

Is he going fast enough?

(James was talking to a y.)

James has met a sort of smear.

John is there, and John has won!

Look! I told you! Heres the sun!

In the poem, James and John are

How does the reader know that this

What is this poem mostly about?