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Which figure of speech is used in this text? Sing, O goddess, the anger of Achilles son of Peleus, that brought countless ills upon the Achaeans. —Homer, The Iliad

11

closed choice

grade11

language science

figurative-language

Literary devices

Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic.

The text uses apostrophe, a direct address to an absent person or a nonhuman entity. O goddess is a direct address to a goddess, a nonhuman entity.

Which of the following could Gordon's test show?

11

People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below. Gordon was an aerospace engineer who was developing a parachute for a spacecraft that would land on Mars. He needed to add a vent at the center of the parachute so the spacecraft would land smoothly. However, the spacecraft would have to travel at a high speed before landing. If the vent was too big or too small, the parachute might swing wildly at this speed. The movement could damage the spacecraft. So, to help decide how big the vent should be, Gordon put a parachute with a 1 m vent in a wind tunnel. The wind tunnel made it seem like the parachute was moving at 200 km per hour. He observed the parachute to see how much it swung. Figure: a spacecraft's parachute in a wind tunnel.

closed choice

grade8

natural science

science-and-engineering-practices

Engineering practices

Evaluate tests of engineering-design solutions

People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured. Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves. First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind. Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved. Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.

What is the name of the colony shown?

11

closed choice

grade5

social science

us-history

English colonies in North America

Identify the Thirteen Colonies

The colony is New Hampshire. During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony.

Would you find the word dozen on a dictionary page with the following guide words? daddy - definition

00

yes or no

grade7

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since dozen is not between the guide words daddy - definition, it would not be found on that page.

Which word would you find on a dictionary page with the following guide words? shot - suit

11

closed choice

grade8

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since stockade is between the guide words shot - suit, it would be found on that page.

Which of these organisms contains matter that was once part of the lichen?

11

Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada. A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.

closed choice

grade5

natural science

biology

Ecosystems

Interpret food webs II

A food web is a model. A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food. Arrows show how matter moves. A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating. An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web. An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.

Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen. No arrow points to the bilberry. So, in this food web, matter does not move from the lichen to the bilberry.

How long does it take to bake lasagna in the oven?

00

Select the better estimate.

closed choice

grade2

natural science

units-and-measurement

Units and measurement

Choose units of time

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Imagine being told that the bus leaves in 7. You might be thinking, 7 what? Does the bus leave in 7 minutes? 7 seconds? The number 7 on its own does not give you much information about when the bus is leaving. That is because the units are missing. Time is usually measured in units of seconds, minutes, or hours. It takes about 1 second to sneeze and 1 minute to get dressed in the morning. It takes about 1 hour to bake a pie in the oven. There are 60 seconds in 1 minute. So, 1 second is much less than 1 minute. There are 60 minutes in 1 hour. So, 1 minute is much less than 1 hour.

The better estimate for how long it takes to bake lasagna in the oven is 33 minutes. 33 hours is too slow.

Which figure of speech is used in this text? The salesperson tried hard to convince Franklin that the jacket was a good buy; after all, it was made of genuine imitation leather.

11

closed choice

grade11

language science

figurative-language

Literary devices

Classify the figure of speech: review

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic. The head of Human Resources would never refer to firing people, only to laying them off. Hyperbole is an obvious exaggeration that is not meant to be taken literally. I ate so much that I think I might explode! An oxymoron is a joining of two seemingly contradictory terms. Some reviewers are calling this book a new classic. A paradox is a statement that might at first appear to be contradictory, but that may in fact contain some truth. Always expect the unexpected. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic.

The text uses an oxymoron, a joining of two seemingly contradictory terms. Genuine imitation is a contradiction, because genuine means real, and imitation means fake or synthetic.

What do these two changes have in common? compost rotting a piece of apple turning brown

33

closed choice

grade4

natural science

chemistry

Physical and chemical change

Compare physical and chemical changes

Chemical changes and physical changes are two common ways matter can change. In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different. Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke. In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same. A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water. The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.

Step 1: Think about each change. Compost forms from the remains of plants and animals, such as vegetable scraps and egg shells. Compost rotting is a chemical change. As the compost rots, it breaks down and turns into a different type of matter. A piece of apple turning brown is a chemical change. The apple reacts with oxygen in the air and turns into a different type of matter. If you scrape off the brown layer of the apple, the inside is still white. The inside hasn't touched the air. So the chemical change didn't happen to that part of the apple. Step 2: Look at each answer choice. Both are only physical changes. Both changes are chemical changes. They are not physical changes. Both are chemical changes. Both changes are chemical changes. The type of matter before and after each change is different. Both are caused by heating. Neither change is caused by heating. Both are caused by cooling. Neither change is caused by cooling.

What is the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece? Choose the most likely ratio.

11

This passage describes the fleece type trait in sheep: The fleece, or outer coat, of a sheep is often cut off and used to make yarn for fabrics and other textiles. Woolly fleeces, which have shorter hairs, are usually used for clothing and blankets. Hairy fleeces, which have longer hairs, are usually used for carpets. In a group of sheep, some individuals have a hairy fleece and others have a woolly fleece. In this group, the gene for the fleece type trait has two alleles. The allele for a hairy fleece (F) is dominant over the allele for a woolly fleece (f). This Punnett square shows a cross between two sheep.

closed choice

grade8

natural science

biology

Genes to traits

Use Punnett squares to calculate ratios of offspring types

Offspring phenotypes: dominant or recessive? How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype. If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait. If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait. A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type. For example, consider the Punnett square below. | F | f F | FF | Ff f | Ff | ff There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.

To determine how many boxes in the Punnett square represent offspring with a woolly fleece or a hairy fleece, consider whether each phenotype is the dominant or recessive allele's version of the fleece type trait. The question tells you that the F allele, which is for a hairy fleece, is dominant over the f allele, which is for a woolly fleece. A woolly fleece is the recessive allele's version of the fleece type trait. A sheep with the recessive version of the fleece type trait must have only recessive alleles for the fleece type gene. So, offspring with a woolly fleece must have the genotype ff. All 4 boxes in the Punnett square have the genotype ff. A hairy fleece is the dominant allele's version of the fleece type trait. A sheep with the dominant version of the fleece type trait must have at least one dominant allele for the fleece type gene. So, offspring with a hairy fleece must have the genotype FF or Ff. There are 0 boxes in the Punnett square with the genotype FF or Ff. So, the expected ratio of offspring with a woolly fleece to offspring with a hairy fleece is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with a woolly fleece. This cross is expected to never produce offspring with a hairy fleece.

Which property do these three objects have in common?

22

Select the best answer.

closed choice

grade4

natural science

physics

Materials

Compare properties of objects

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.

Look at each object. For each object, decide if it has that property. An opaque object does not let light through. All three objects are opaque. A slippery object is hard to hold onto or stand on. The tortoise shell and the basketball are not slippery. A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The crown is shiny, but the basketball is not. The property that all three objects have in common is opaque.

When World War I first started, what did many people believe?

33

closed choice

grade4

social science

world-history

20th century American history

World War I: events of the war

World War I started in the summer of 1914. The two main sides of World War I were the Allied powers and Central powers. The table below shows the most important countries on each side at the beginning of the war. Originally, many people believed that the war would be over quickly. The people on each side believed that their armies could win the war easily. One popular saying during the time was that the war would be "over by Christmas." The Allied powers and Central powers were almost equally matched in resources and strength. Both sides used modern weapons and technology. Because of the matched resources and new technology, World War I was deadlier than past wars. It ended up lasting four long years.

Using only these supplies, which question can Farid investigate with an experiment?

00

Farid is baking a pie. He notices that the crust burns before the pie is fully cooked. He wonders what factors affect whether a pie crust will burn in the oven. So, he decides to design an experiment. He has the following supplies available: ingredients for pumpkin pie filling ingredients for apple pie filling two pie crusts made with white flour a glass pie pan an aluminum pie pan an oven

closed choice

grade8

natural science

science-and-engineering-practices

Designing experiments

Identify questions that can be investigated with a set of materials

Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment. Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment? First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available. Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick. So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

22

The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes.

closed choice

grade8

natural science

physics

Velocity, acceleration, and forces

Compare magnitudes of magnetic forces

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is smaller when the magnets are smaller.

Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The smaller the magnets, the smaller the magnitude of the magnetic force between them. Magnet A is the same size in both pairs. But Magnet B is smaller in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.

What is the capital of Wyoming?

33

closed choice

grade4

social science

geography

State capitals

Identify state capitals of the West

Cheyenne is the capital of Wyoming.

Is the following statement about our solar system true or false? The largest planet is made mainly of ice.

11

Use the data to answer the question below.

true-or false

grade6

natural science

earth-science

Astronomy

Analyze data to compare properties of planets

A planet's volume tells you the size of the planet. The primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.

The table tells you that Jupiter is the largest planet and that Jupiter is made mainly of gas. So, the largest planet is made mainly of gas.

Which of the following organisms is the primary consumer in this food web?

00

Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin. A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.

closed choice

grade5

natural science

biology

Ecosystems

Interpret food webs I

A food web is a model. A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food. Arrows show how matter moves. A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating. An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web. An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.

Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers. The rotifer has an arrow pointing to it from the green algae. The green algae is a producer, so the rotifer is a primary consumer. The copepod has an arrow pointing to it from the golden algae. The golden algae is a producer, so the copepod is a primary consumer. The black crappie has arrows pointing to it from the water flea, the rotifer, and the shiner. None of these organisms is a produce, so the black crappie is not a primary consumer. The bacteria have arrows pointing to them from the copepod and the shiner. Neither the copepod nor the shiner is a producer, so the bacteria are not primary consumers.

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

11

The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.

closed choice

grade4

natural science

physics

Magnets

Compare strengths of magnetic forces

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.

Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger. The magnets in Pair 1 are closer together than the magnets in Pair 2. So, the magnetic force is stronger in Pair 1 than in Pair 2.

Which better describes the Daintree rain forest ecosystem?

00

Figure: Daintree rain forest. The Daintree rain forest is a tropical rain forest ecosystem in northeastern Australia.

closed choice

grade3

natural science

biology

Ecosystems

Describe ecosystems

An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other: the pattern of weather, or climate the type of soil or water the organisms that live there

A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the Daintree rain forest has year-round rain. It also has soil that is poor in nutrients.

What is the capital of Delaware?

22

closed choice

grade3

social science

geography

State capitals

Identify state capitals of the Northeast

Dover is the capital of Delaware.

Is the following trait inherited or acquired? Sasha is good at knitting hats.

00

Hint: People who can knit had to learn how to do it.

closed choice

grade4

natural science

biology

Traits and heredity

Identify inherited and acquired traits

Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Children do not inherit their parents' acquired traits.

People are not born knowing how to knit. Instead, many people learn how to knit. Knitting well takes practice. So, knitting well is an acquired trait.

Which of these states is farthest north?

00

closed choice

grade3

social science

geography

Geography

Read a map: cardinal directions

Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction. The north arrow points to the North Pole. On most maps, north is at the top of the map.

To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Maine is farthest north.

Which word would you find on a dictionary page with the following guide words? imitate - iron

11

closed choice

grade6

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since inherit is between the guide words imitate - iron, it would be found on that page.

What can Greta and Allie trade to each get what they want?

33

Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another. Greta and Allie open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the images of their lunches. Then answer the question below.

closed choice

grade6

social science

economics

Basic economic principles

Trade and specialization

Greta wanted broccoli in her lunch and Allie was hoping for tomatoes. Look at the labeled part of the images. Greta has tomatoes. Allie has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want.

What is the capital of Colorado?

33

closed choice

grade5

social science

geography

State capitals

Identify the 50 state capitals

Denver is the capital of Colorado.

Would you find the word streak on a dictionary page with the following guide words? serpent - skirt

11

yes or no

grade4

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since streak is not between the guide words serpent - skirt, it would not be found on that page.

What do these two changes have in common? butter melting on a hot day mixing sand and water

11

closed choice

grade3

natural science

chemistry

Physical and chemical change

Compare physical and chemical changes

Chemical changes and physical changes are two common ways matter can change. In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different. Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it re­acts with oxygen in the air and burns. The paper and oxygen change into ash and smoke. In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same. A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water. The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.

Step 1: Think about each change. Butter melting on a hot day is a change of state. So, it is a physical change. The butter changes from solid to liquid, but it is still made of the same type of matter. Mixing sand and water is a physical change. Adding water makes the sand wet. But both the sand and water are still made of the same type of matter as before. Step 2: Look at each answer choice. Both are only physical changes. Both changes are physical changes. No new matter is created. Both are chemical changes. Both changes are physical changes. They are not chemical changes. Both are caused by heating. Butter melting on a hot day is caused by heating. But mixing sand and water is not. Both are caused by cooling. Neither change is caused by cooling.

Select the plant.

00

closed choice

grade2

natural science

biology

Classification

Identify plants and animals

Plants and animals are living things. Living things are called organisms. Plants come in many shapes and sizes. Most plants grow in the ground. They might grow leaves, flowers, and fruit. Plants cannot move around on their own like animals can. Animals also come in many shapes and sizes. Most animals can move around. Animals might run, swim, jump, or fly. Animals eat plants or other organisms for food.

An oak tree is a plant. It can have thick branches. Acorns grow on oak trees. Acorns are small nuts with a seed inside. An orca is an animal. It swims in the ocean. Orcas are also called killer whales. They hunt fish and other animals that live in the ocean.

Which phrase has a more positive connotation?

11

closed choice

grade6

language science

vocabulary

Shades of meaning

Positive and negative connotation

Connotation is the feeling or idea that goes along with a word or phrase. Some words are close in meaning but have different connotations. For example, think about the words eager and impatient. They both mean wanting something to happen, but they have different connotations. Eager has a positive connotation. It is a nice word. An eager person is happy and excited. Impatient has a negative connotation. It is not a nice word. An impatient person is often pushy and demanding.

A prudent leader has a more positive connotation. Prudent and cowardly both denote avoiding risks or danger. However, prudent suggests someone is wisely cautious, while cowardly suggests someone lacks bravery.

Which continent is highlighted?

33

closed choice

grade5

social science

geography

Oceans and continents

Identify oceans and continents

A continent is one of the major land masses on the earth. Most people say there are seven continents.

This continent is Asia.

Would you find the word bruise on a dictionary page with the following guide words? blush - buffalo

11

yes or no

grade7

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

Put the words in alphabetical order. Since bruise is between the guide words blush - buffalo, it would be found on that page.

What is the temperature of the air on a cold, rainy day?

11

Select the better estimate.

closed choice

grade6

natural science

units-and-measurement

Units and measurement

Estimate temperatures

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units. 212°F | Water boils | 100°C 98.6°F | Body temperature | 37°C 68°F | Room temperature | 20°C 32°F | Water freezes | 0°C

The better estimate for the temperature of the air on a cold, rainy day is 45°F. 45°C is too hot.

Select the reptile.

00

closed choice

grade5

natural science

biology

Classification

Identify mammals, birds, fish, reptiles, and amphibians

Reptiles have scaly, waterproof skin. Most reptiles live on land.

A Chinese alligator is a reptile. It has scaly, waterproof skin. Alligators live in and around water. They can live near ponds, rivers, marshes, and lakes. An eastern newt is an amphibian. It has moist skin and begins its life in water. Some newts live in water. Other newts live on land but lay their eggs in water. A grass frog is an amphibian. It has moist skin and begins its life in water. Frogs live near water or in damp places. Most frogs lay their eggs in water. A California toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole.

What does the metaphor in this text suggest? All religions, arts, and sciences are branches of the same tree. —Albert Einstein

11

closed choice

grade9

language science

figurative-language

Literary devices

Interpret figures of speech

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. A metaphor compares two things that are not actually alike without using like or as. The snow formed a blanket over the town.

The text uses a metaphor, comparing two things that are not actually alike without using like or as. The metaphor all religions, arts, and sciences are branches of the same tree suggests that all religions, arts, and sciences are related. Those areas grow out of shared human motivations, just as the branches of a single tree grow from a shared trunk.

Identify the question that Chase's experiment can best answer.

11

The passage below describes an experiment. Read the passage and then follow the instructions below. Chase set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Chase watched cardinals visiting the feeders during the same hour each morning. During his observations, Chase counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds. Figure: a cardinal visiting a platform feeder with sunflower seeds.

closed choice

grade8

natural science

science-and-engineering-practices

Designing experiments

Identify the experimental question

Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?

Which material is this path made of?

11

closed choice

grade2

natural science

physics

Materials

Identify materials in objects

A material is a type of matter. Wood, glass, metal, and plastic are common materials.

Look at the picture of the path. The path is made of bricks.

Select the bird below.

11

Birds have feathers, two wings, and a beak. A robin is an example of a bird.

closed choice

grade3

natural science

biology

Classification

Identify mammals, birds, fish, reptiles, and amphibians

Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common. Scientists sort animals into groups based on traits they have in common. This process is called classification.

An ostrich is a bird. It has feathers, two wings, and a beak. The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast. A cane toad is an amphibian. It has moist skin and begins its life in water. Toads do not have teeth! They swallow their food whole.

Which word does not rhyme?

11

closed choice

grade2

language science

phonological-awareness

Rhyming

Which word does not rhyme?

Rhyming words are words that end with the same sound. The words tip and slip rhyme. They both end with the same sound. The words meet and treat also rhyme. They both end with the same sound, even though the sound has two different spellings. The words tip and meet don't rhyme. They end with different sounds.

The words wife and life rhyme. They both end with the ife sound. The word hide does not rhyme. It ends with a different sound.

Select the temperature shown by this thermometer.

00

closed choice

grade3

natural science

units-and-measurement

Weather and climate

Read a thermometer

A thermometer is a tool that measures temperature. Temperature can be measured in degrees. The symbol for degrees is °. Some thermometers measure temperature in degrees Fahrenheit (°F). Fahrenheit is one scale used to measure temperature. This is a tube thermometer. It has a tube filled with a red liquid. There is a Fahrenheit scale along the right side of the tube. The top of the red liquid lines up with the number 80 on the scale. So, the temperature shown by this thermometer is 80°F.

Find the top of the red liquid. Now look at the scale to the right. The top of the red liquid lines up with 100. So, the temperature is 100°F.

Which property do these three objects have in common?

00

Select the best answer.

closed choice

grade3

natural science

physics

Materials

Compare properties of objects

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups.

Look at each object. For each object, decide if it has that property. A sticky object can attach or stick to other things. The toothpaste is sticky, but the soccer shorts and the water slide are not. Blue is a color. This color is blue. All three objects are blue. A hard object does not change shape when pressed or squeezed. The water slide is hard, but the toothpaste and the soccer shorts are not. The property that all three objects have in common is blue.

How long is a hiking trail?

22

Select the best estimate.

closed choice

grade7

natural science

units-and-measurement

Units and measurement

Choose metric units of distance, mass, and volume

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. When you are using metric units, length can be written with units of millimeters, centimeters, meters, or kilometers. One meter contains 100 centimeters or 1,000 millimeters. So, 1 meter is larger than 1 centimeter, and 1 centimeter is larger than 1 millimeter. The tip of the pencil shown here is only 1 millimeter wide, but the pencil is about 16 centimeters long. A red fox is about 1 meter long. The Sydney Harbour Bridge in Australia is about 1,000 meters, or 1 kilometer, in length.

The best estimate for the length of a hiking trail is 4 kilometers. 4 millimeters, 4 centimeters, and 4 meters are all too short.

Which word would you find on a dictionary page with the following guide words? garage - goose

11

closed choice

grade2

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.

Put the words in alphabetical order. Since glow is between the guide words garage - goose, it would be found on that page.

Which of the following was a dependent variable in this experiment?

11

The passage below describes an experiment. Read the passage and think about the variables that are described. Kenneth wanted to grow cucumbers from seeds. He read that using a heating pad to heat up potting soil could help make seeds germinate, or sprout, faster. Kenneth wondered whether the temperature of the heating pad would affect how quickly the seeds germinated. Kenneth prepared two potting trays, each made up of ten small pots of soil. He planted one cucumber seed in each small pot and arranged the potting trays near a sunny window. He set an electric heating pad to 75°F and placed it under one potting tray. He set a second heating pad to 85°F and placed it under the other potting tray. Kenneth observed the pots daily, and he counted the number of days it took until a seed germinated in each pot. Hint: An independent variable is a variable whose effect you are investigating. A dependent variable is a variable that you measure. Figure: germinating plants in a potting tray.

closed choice

grade6

natural science

science-and-engineering-practices

Designing experiments

Identify independent and dependent variables

Experiments have variables, or parts that change. You can design an experiment to find out how one variable affects another variable. For example, imagine that you want to find out if fertilizer affects the number of tomatoes a tomato plant grows. To answer this question, you decide to set up two equal groups of tomato plants. Then, you add fertilizer to the soil of the plants in one group but not in the other group. Later, you measure the effect of the fertilizer by counting the number of tomatoes on each plant. In this experiment, the amount of fertilizer added to the soil and the number of tomatoes were both variables. The amount of fertilizer added to the soil was an independent variable because it was the variable whose effect you were investigating. This type of variable is called independent because its value does not depend on what happens after the experiment begins. Instead, you decided to give fertilizer to some plants and not to others. The number of tomatoes was a dependent variable because it was the variable you were measuring. This type of variable is called dependent because its value can depend on what happens in the experiment.

What is the capital of Mississippi?

11

closed choice

grade4

social science

geography

State capitals

Identify state capitals of the Southeast

Jackson is the capital of Mississippi.

Based on this information, what is this pea plant's genotype for the stem height gene?

00

In a group of pea plants, some individuals have a tall stem and others have a short stem. In this group, the gene for the stem height trait has two alleles. The allele H is for a tall stem, and the allele h is for a short stem. A certain pea plant from this group has a tall stem. This plant has two alleles for a tall stem.

closed choice

grade8

natural science

biology

Genes to traits

Genetics vocabulary: genotype and phenotype

All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait. For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent. An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene. An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait.

An organism's genotype for a gene is its combination of alleles for that gene. The pea plant has two alleles for a tall stem (H). So, the plant's genotype for the stem height gene is HH.

Which property matches this object?

00

Select the better answer.

closed choice

grade2

natural science

physics

Materials

Identify properties of an object

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.

Look at the object. Think about each property. Blue is a color. This color is blue. The melted marshmallow is not blue. A stretchy object gets longer when you pull on it. The melted marshmallow is stretchy.

According to Newton's third law, what other force must be happening?

00

Isaac Newton was born in the 1600s and studied how objects move. He discovered three fundamental laws about forces and motion. According to Newton's third law, for every force, there is an equal and opposite force. Consider the following force: Darnel is pushing on his friend's wheelchair.

closed choice

grade6

natural science

physics

Velocity, acceleration, and forces

Predict forces using Newton's third law

According to Newton's third law, for every force, there is an equal and opposite force. This means that if one object is applying a force on a second object, the second object must also be applying a force on the first object, but in the opposite direction. For example, if your hand is pushing down on a table, the table is also pushing up on your hand. Or, if you are pulling forward on a rope, the rope is also pulling back on you.

Darnel is pushing on the wheelchair. So, Newton's third law tells you that the wheelchair is pushing on Darnel.

What is the temperature of a warm grilled cheese sandwich?

11

Select the better estimate.

closed choice

grade7

natural science

units-and-measurement

Units and measurement

Estimate temperatures

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units. 212°F | Water boils | 100°C 98.6°F | Body temperature | 37°C 68°F | Room temperature | 20°C 32°F | Water freezes | 0°C

The better estimate for the temperature of a warm grilled cheese sandwich is 55°C. 55°F is too cold.

How long is a hiking trail?

11

Select the better estimate.

closed choice

grade3

natural science

units-and-measurement

Units and measurement

Choose metric units of distance

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Imagine being told that a pencil is 16 long. You might be thinking, 16 what? Is the pencil 16 centimeters long? 16 meters? 16 kilometers? The number 16 on its own does not give you much information about the length of the pencil. That is because the units are missing. Now look at the drawing of the pencil and the ruler. The ruler shows that the units are centimeters. So, the length of the pencil is 16 centimeters. There are 100 centimeters in 1 meter. So, 1 centimeter is much shorter than 1 meter. There are 1,000 meters in 1 kilometer. So, 1 meter is much shorter than 1 kilometer.

The better estimate for the length of a hiking trail is 5 kilometers. 5 meters is too short.

Is Rafflesia arnoldii made up of many cells?

00

This organism is Rafflesia arnoldii. It is a member of the plant kingdom. Rafflesia arnoldii has the largest flowers in the world. A single flower can be three feet wide! R. arnoldii is commonly called a corpse flower because the flower smells like rotting meat.

yes or no

grade4

natural science

biology

Classification

Describe, classify, and compare kingdoms

In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms. Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom. | Bacteria | Archaea | Protists | Fungi | Animals | Plants How many cells do they have? | one | one | one or many | one or many | many | many Do their cells have a nucleus? | no | no | yes | yes | yes | yes Can their cells make food? | some species can | some species can | some species can | no | no | yes

Rafflesia arnoldii is a plant. Plants are made up of many cells.

What is the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit? Choose the most likely ratio.

33

In a group of tomato plants, some individuals have smooth fruit and others have fuzzy fruit. In this group, the gene for the fruit texture trait has two alleles. The allele for smooth fruit (F) is dominant over the allele for fuzzy fruit (f). This Punnett square shows a cross between two tomato plants.

closed choice

grade8

natural science

biology

Genes to traits

Use Punnett squares to calculate ratios of offspring types

Offspring phenotypes: dominant or recessive? How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype. If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait. If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait. A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type. For example, consider the Punnett square below. | F | f F | FF | Ff f | Ff | ff There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.

To determine how many boxes in the Punnett square represent offspring with smooth fruit or fuzzy fruit, consider whether each phenotype is the dominant or recessive allele's version of the fruit texture trait. The question tells you that the F allele, which is for smooth fruit, is dominant over the f allele, which is for fuzzy fruit. Smooth fruit is the dominant allele's version of the fruit texture trait. A tomato plant with the dominant version of the fruit texture trait must have at least one dominant allele for the fruit texture gene. So, offspring with smooth fruit must have the genotype FF or Ff. All 4 boxes in the Punnett square have the genotype FF or Ff. Fuzzy fruit is the recessive allele's version of the fruit texture trait. A tomato plant with the recessive version of the fruit texture trait must have only recessive alleles for the fruit texture gene. So, offspring with fuzzy fruit must have the genotype ff. There are 0 boxes in the Punnett square with the genotype ff. So, the expected ratio of offspring with smooth fruit to offspring with fuzzy fruit is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with smooth fruit. This cross is expected to never produce offspring with fuzzy fruit.

What do these two changes have in common? dry ice sublimating and becoming a gas burning a marshmallow over a campfire

22

closed choice

grade7

natural science

chemistry

Chemical reactions

Compare physical and chemical changes

Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule. In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form different molecules. The types of molecules in matter before and after a chemical change are always different. Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then link together in a different way to form different molecules. For example, carbon dioxide molecules are formed when paper burns. In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same. A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, water vaporizing is a physical change that can be caused by heating. Liquid water and water vapor are made of the same type of matter: water. The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change.

Step 1: Think about each change. Dry ice is solid carbon dioxide. When dry ice gets warm, it changes state and becomes carbon dioxide gas. This change of state, from solid to gas, is called sublimation. Dry ice becoming a gas is a physical change. A change of state does not form a different type of matter. Burning a marshmallow is a chemical change. The heat from the fire causes the type of matter in the marshmallow to change. The marshmallow becomes black and crispy. Step 2: Look at each answer choice. Both are only physical changes. Dry ice sublimating is a physical change. But burning a marshmallow is not. Both are chemical changes. Burning a marshmallow is a chemical change. But dry ice sublimating is not. Both are caused by heating. Both changes are caused by heating. Both are caused by cooling. Neither change is caused by cooling.

Which object has the most thermal energy?

00

The objects are identical except for their temperatures.

closed choice

grade4

natural science

physics

Heat and thermal energy

How is temperature related to thermal energy?

All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy. Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.

All three meatballs have the same mass but different temperatures. Since the 139°F meatball is the hottest, it has the most thermal energy.

Which correctly shows the title of a book?

00

closed choice

grade9

language science

punctuation

Formatting

Formatting titles

The title of a book, movie, play, TV show, magazine, or newspaper should be in italics. If you write it by hand, it can be underlined instead. A Midsummer Night's Dream The title of a poem, song, article, or short story should be in quotation marks. "You Are My Sunshine"

A book should be in italics. The correct title is **The Lion and the Mouse**.

Is this a run-on sentence? Dust particles around nine nearby stars may have been caused by long-ago collisions between melting comets and asteroids.

11

yes or no

grade12

language science

writing-strategies

Sentences, fragments, and run-ons

Identify run-on sentences

A sentence is a group of words that expresses a complete thought. The band I'm in has been rehearsing daily because we have a concert in two weeks. A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice. The band I'm in has been rehearsing daily, we have a concert in two weeks. The band I'm in has been rehearsing daily we have a concert in two weeks. There are several ways to fix a run-on sentence: Use stronger punctuation, such as a period or a semicolon. The band I'm in has been rehearsing daily. We have a concert in two weeks. The band I'm in has been rehearsing daily; we have a concert in two weeks. Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so. The band I'm in has been rehearsing daily, and we have a concert in two weeks. Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose. The band I'm in has been rehearsing daily since we have a concert in two weeks.

This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation. Dust particles around nine nearby stars may have been caused by long-ago collisions between melting comets and asteroids.

Which of the following could Cooper's test show?

22

People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below. Cooper was a landscape architect who was hired to design a new city park. The city council wanted the park to have space for outdoor concerts and to have at least 20% of the park shaded by trees. Cooper thought the concert area should be at least 150 meters from the road so traffic noise didn't interrupt the music. He developed three possible designs for the park with the concert area in a different location in each design. Then, he tested each design by measuring the distance between the road and the concert area. Figure: studying an architect's design.

closed choice

grade8

natural science

science-and-engineering-practices

Engineering practices

Evaluate tests of engineering-design solutions

People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured. Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves. First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind. Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved. Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds.

Will these magnets attract or repel each other?

00

Two magnets are placed as shown.

closed choice

grade5

natural science

physics

Magnets

Identify magnets that attract or repel

Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces. Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S). Here are some examples of magnets. Their poles are shown in different colors and labeled. Whether a magnet attracts or repels other magnets depends on the positions of its poles. If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.

To predict if these magnets will attract or repel, look at which poles are closest to each other. The south pole of one magnet is closest to the south pole of the other magnet. Like poles repel. So, these magnets will repel each other.

Which type of sentence is this? Mia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.

00

closed choice

grade7

language science

grammar

Phrases and clauses

Is the sentence simple, compound, complex, or compound-complex?

A clause is a group of words that contains both a subject and a predicate. An independent clause is a complete thought that can stand alone as a sentence. A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence. the oranges on our tree are ripe The clause can stand alone. It is independent. after we pick up Kevin from work The clause cannot stand alone. It is dependent. A simple sentence is made up of a single independent clause. Ben and I spent all day relaxing by the pool. Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate. In the winter, Ben usually wears his heavy coat. Ben usually wears his heavy coat in the winter. A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so. We saw the flash of lightning, and seconds later we heard a rumble of thunder. A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose. If she ever gets the chance, Terri would love to visit the Egyptian pyramids. During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome. A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses. After Samantha left work, she stopped at the bank, and then she went to the gym. Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause. Orcas that are kept in captivity often have bent dorsal fins.

The sentence is compound-complex. It is made up of two independent clauses and a dependent clause. The dependent clause begins with the relative pronoun which. Mia is a competitive horseback rider, and she will be competing in the next World Equestrian Games, which are held every four years.

Select the vertebrate.

22

Hint: Mammals, birds, fish, reptiles, and amphibians are vertebrates.

closed choice

grade4

natural science

biology

Classification

Identify vertebrates and invertebrates

Vertebrates and invertebrates are both groups of animals. A vertebrate has a backbone. The backbone is made of many bones in an animal's back. A vertebrate's backbone helps connect the different parts of its body. In the drawings below, each vertebrate's backbone is colored orange. An invertebrate does not have a backbone. In fact, invertebrates do not have any bones! Some invertebrates have an outer cover on their body called an exoskeleton. Other invertebrates have a soft body.

Like other tarantulas, a red-kneed tarantula is an invertebrate. It does not have a backbone. It has an exoskeleton. A bull ant is an insect. Like other insects, a bull ant is an invertebrate. It does not have a backbone. It has an exoskeleton. A chinchilla is a mammal. Like other mammals, a chinchilla is a vertebrate. It has a backbone. A comet moth is an insect. Like other insects, a comet moth is an invertebrate. It does not have a backbone. It has an exoskeleton.

What is the capital of Connecticut?

00

closed choice

grade5

social science

geography

State capitals

Identify state capitals of the Northeast

Hartford is the capital of Connecticut.

Which object has more thermal energy?

00

The objects are identical except for their temperatures.

closed choice

grade3

natural science

physics

Heat and thermal energy

How is temperature related to thermal energy?

All solids, liquids, and gases are made of matter. Matter is made up of tiny particles that are always moving. The energy from the motion of these particles is called thermal energy. Temperature measures how hot or cold matter is. If the particles in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.

The two cherry pies have the same mass but different temperatures. Since the 100°F pie is hotter than the 85°F pie, it has more thermal energy.

Which tense does the sentence use? Nicole learns about her ancestors in the book.

11

closed choice

grade5

language science

verbs

Verb tense

Is the sentence in the past, present, or future tense?

Present tense verbs tell you about something that is happening now. Most present-tense verbs are regular. They have no ending, or they end in -s or -es. Two verbs are irregular in the present tense, to be and to have. You must remember their forms. Past tense verbs tell you about something that has already happened. Most past-tense verbs are regular. They end in -ed. Some verbs are irregular in the past tense. You must remember their past-tense forms. Future tense verbs tell you about something that is going to happen. All future-tense verbs use the word will. Present | Past | Future walk, walks | walked | will walk go, goes | went | will go

The sentence is in present tense. You can tell because it uses a present-tense verb, learns. The verb ends in -s and tells you about something that is true or happening now.

What information supports the conclusion that Seth acquired this trait?

11

Read the description of a trait. Seth knows a lot about biology.

closed choice

grade3

natural science

biology

Heredity

Inherited and acquired traits: use evidence to support a statement

Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways. Inherited traits are passed down through families. Children gain these traits from their parents. Inherited traits do not need to be learned. Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment.

Which ocean is highlighted?

00

closed choice

grade8

social science

geography

Physical Geography

Oceans and continents

Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.

This is the Indian Ocean.

Which statement describes the Yasuni National Park ecosystem?

11

Figure: Yasuni National Park. The Amazon rain forest in South America is the largest rain forest ecosystem in the world. Ecuador's Yasuni National Park, which is in the Amazon rain forest, has many different species of plants, birds, and mammals.

closed choice

grade8

natural science

biology

Ecosystems

Describe ecosystems

An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment. There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other: the pattern of weather, or climate the type of soil the organisms that live there

A tropical rain forest is a type of ecosystem. Tropical rain forests have the following features: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. So, the following statement describes the Yasuni National Park ecosystem: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has many different types of organisms. The following statements do not describe Yasuni National Park: year-round rain and warm temperatures, soil that is poor in nutrients, and many different types of organisms. It has mostly small plants. It has soil that is rich in nutrients.

Which property do these three objects have in common?

00

Select the best answer.

closed choice

grade4

natural science

physics

Materials

Compare properties of objects

An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.

Look at each object. For each object, decide if it has that property. A fragile object will break into pieces if you drop it. All three objects are fragile. Yellow is a color. This color is yellow. None of the objects are yellow. A bouncy object will bounce back from the floor if you drop it. None of the objects are bouncy. The property that all three objects have in common is fragile.

Suppose Jordan decides to plant the chrysanthemums. Which result would be a cost?

11

Jordan is deciding whether to plant chrysanthemums or a magnolia tree in his backyard. He wants to make his backyard more beautiful. But he also wants to leave space for doing fun things.

closed choice

grade4

social science

economics

Basic economic principles

Costs and benefits

Before you decide to do something, it is often helpful to list costs and benefits. Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need. Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.

This result is a cost. It involves giving up or spending something that Jordan wants or needs: Jordan will give up the chance to look at the magnolia tree. He thinks it would have looked more beautiful than the chrysanthemums.

Look at the models of molecules below. Select the elementary substance.

22

closed choice

grade6

natural science

chemistry

Atoms and molecules

Identify elementary substances and compounds using models

There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you. A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds. Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl. Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride. In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.

Look at the word. Does it have a closed syllable or an open syllable? me

00

closed choice

grade2

language science

word-study

Short and long vowels

Is the syllable open or closed?

Words are made up of syllables. Two kinds of syllables are closed and open. A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound. desk: short e kit / ten: short i / short e An open syllable ends with one vowel. It usually has a long vowel sound. go: long o he / ro: long e / long o Some open syllables end with y. The y makes a long e sound or a long i sound. sky: long i ba / by: long a / long e

The word me ends with a vowel and has a long vowel sound. So, it has an open syllable.

Select the organism in the same species as the pink-backed pelican.

22

This organism is a pink-backed pelican. Its scientific name is Pelecanus rufescens.

closed choice

grade7

natural science

biology

Classification and scientific names

Use scientific names to classify organisms

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.

A pink-backed pelican's scientific name is Pelecanus rufescens. Pelecanus rufescens has the same scientific name as a pink-backed pelican. So, these organisms are in the same species. Balearica pavonina does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Balearica pavonina are not in the same species. Tyto alba does not have the same scientific name as a pink-backed pelican. So, Pelecanus rufescens and Tyto alba are not in the same species.

What is the capital of North Dakota?

11

closed choice

grade5

social science

geography

State capitals

Identify state capitals of the Midwest

Bismarck is the capital of North Dakota.

What does the allusion in this text suggest? With the gutters clogged and water rising in the streets, Lacey, who was watching the storm from her window, commented, "We're going to need an ark to get out of here."

11

closed choice

grade6

language science

figurative-language

Literary devices

Interpret figures of speech

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. An allusion is a brief reference to something or someone well known, often from history or literature. "I'd better get home before I turn into a pumpkin!" Lila remarked.

The text uses an allusion, a brief reference to someone or something well known. The allusion to an ark suggests that Lacey thinks the storm will cause major flooding. In the Bible, it rains for forty days and forty nights; Noah, his family, and animals of every species survive the great flood in an ark that he builds.

Which figure of speech is used in this text? Well, that's cast rather a gloom over the evening, hasn't it? —Dinner guest, after a visit from the Grim Reaper, in Monty Python's The Meaning of Life

00

closed choice

grade11

language science

figurative-language

Literary devices

Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Anaphora is the repetition of the same word or words at the beginning of several phrases or clauses. We are united. We are powerful. We are winners. Antithesis involves contrasting opposing ideas within a parallel grammatical structure. I want to help, not to hurt. Apostrophe is a direct address to an absent person or a nonhuman entity. Oh, little bird, what makes you sing so beautifully? Assonance is the repetition of a vowel sound in a series of nearby words. Try to light the fire. Chiasmus is an expression in which the second half parallels the first but reverses the order of words. Never let a fool kiss you or a kiss fool you. Understatement involves deliberately representing something as less serious or important than it really is. As you know, it can get a little cold in the Antarctic.

The text uses understatement, which involves deliberately representing something as less serious or important than it really is. Rather a gloom is an understatement, since a visit from Death would presumably ruin an evening.

Identify the question that Jeremiah's experiment can best answer.

00

The passage below describes an experiment. Read the passage and then follow the instructions below. Jeremiah set up five pairs of platform bird feeders around his yard. He filled one feeder in each pair with sunflower seeds and the other feeder with flax seeds. For one week, Jeremiah watched cardinals visiting the feeders during the same hour each morning. During his observations, Jeremiah counted the number of visits by cardinals to feeders with sunflower seeds and the number of visits by cardinals to feeders with flax seeds. Figure: a cardinal visiting a platform feeder with sunflower seeds.

closed choice

grade7

natural science

science-and-engineering-practices

Designing experiments

Identify the experimental question

Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?

What is the volume of an eyedropper?

00

Select the better estimate.

closed choice

grade5

natural science

units-and-measurement

Units and measurement

Choose metric units of volume

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Volume is a measurement of how much space something takes up. There are many different units of volume. When you are using metric units, volume may be written in units of milliliters or liters. There are 1,000 milliliters in 1 liter. So, 1 milliliter is much less than 1 liter. A raindrop has a volume of about 20 milliliters, while a large soda bottle has a volume of 2 liters. The flask shown here measures volumes up to 500 milliliters.

The better estimate for the volume of an eyedropper is 5 milliliters. 5 liters is too much.

What is the capital of Massachusetts?

22

closed choice

grade5

social science

geography

State capitals

Identify state capitals of the Northeast

Boston is the capital of Massachusetts.

Which animal is also adapted to be camouflaged in the snow?

00

Arctic wolves live in the Canadian Arctic and Greenland. The is adapted to be camouflaged in the snow. Figure: Arctic wolf.

closed choice

grade3

natural science

biology

Adaptations

Animal adaptations: skins and body coverings

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.

Look at the picture of the Arctic wolf. This Arctic wolf has white fur covering its body. It is adapted to be camouflaged in the snow. The word camouflage means to blend in. Now look at each animal. Figure out which animal has a similar adaptation. During the winter, the short-tailed weasel has white fur covering its body. It is adapted to be camouflaged in the snow. The common hawk-cuckoo has a gray head, a gray-and-brown back, and a white belly with a gray-and-brown pattern. It is not adapted to be camouflaged in the snow.

What is the source of the allusion in the sentence below? Polly anticipated that the free makeover her friend was promising would turn out to be a Trojan horse.

00

closed choice

grade9

language science

figurative-language

Literary devices

Recall the source of an allusion

An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words. "I'd better get home before I turn into a pumpkin!" Lila remarked. Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.

The source of the allusion Trojan horse is Greek mythology. In Greek mythology, the Greek army tricks the Trojan army into taking a large wooden horse into their carefully guarded city. The horse turns out to be filled with Greek warriors who, once inside the city of Troy, open the gates to the Greek army waiting outside. The allusion Trojan horse means a deceptive or harmful offering.

Select the organism in the same genus as the Goliath heron.

11

This organism is a Goliath heron. Its scientific name is Ardea goliath.

closed choice

grade4

natural science

biology

Scientific names

Use scientific names to classify organisms

Scientists use scientific names to identify organisms. Scientific names are made of two words. The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits. A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus. Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.

A Goliath heron's scientific name is Ardea goliath. The first word of its scientific name is Ardea. Ardea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea goliath are in the same genus. Falco sparverius is in the genus Falco. The first word of its scientific name is Falco. So, Falco sparverius and Ardea goliath are not in the same genus. Tigrisoma mexicanum is in the genus Tigrisoma. The first word of its scientific name is Tigrisoma. So, Tigrisoma mexicanum and Ardea goliath are not in the same genus.

Which country is highlighted?

22

closed choice

grade7

social science

geography

The Americas: geography

Identify and select countries of the Caribbean

This country is Saint Lucia.

Will these magnets attract or repel each other?

11

Two magnets are placed as shown.

closed choice

grade4

natural science

physics

Magnets

Identify magnets that attract or repel

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles: north and south. Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S. If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.

To predict if these magnets will attract or repel, look at which poles are closest to each other. The north pole of one magnet is closest to the south pole of the other magnet. Opposite poles attract. So, these magnets will attract each other.

Which is a simple sentence?

00

closed choice

grade5

language science

grammar

Sentences, fragments, and run-ons

Is the sentence simple, compound, or complex?

A clause is a group of words that contains both a subject and a predicate. An independent clause is a complete thought. It can stand alone as a sentence. A dependent clause is not a complete thought. It cannot stand alone as a sentence. the oranges on our tree are ripe The clause can stand alone. It is independent. after we pick up Kevin from work The clause cannot stand alone. It is dependent. A simple sentence is made up of a single independent clause. Ben and I spent all day relaxing by the pool. Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate. In the winter, Ben usually wears his heavy coat. Ben usually wears his heavy coat in the winter. A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so. We saw a flash of lightning, and seconds later we heard the rumble of thunder. A complex sentence is made up of an independent clause and a dependent clause. The dependent clause usually begins with a subordinating conjunction such as after, although, as, because, before, if, since, unless, until, when, or while. If she ever gets the chance, Terri would love to visit the Egyptian pyramids.

The second sentence is the simple sentence. It is a single independent clause. In June, Bridget and Max will graduate with honors from Lowell High School.

What is the temperature of the air on a warm, sunny day?

00

Select the better estimate.

closed choice

grade7

natural science

units-and-measurement

Units and measurement

Estimate temperatures

Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. Temperature can be written with units of degrees Fahrenheit (°F) or Celsius (°C). Use the list below to compare the two units. 212°F | Water boils | 100°C 98.6°F | Body temperature | 37°C 68°F | Room temperature | 20°C 32°F | Water freezes | 0°C

The better estimate for the temperature of the air on a warm, sunny day is 26°C. 26°F is too cold.

Which is bumpier?

00

closed choice

grade2

natural science

physics

Materials

Compare properties of materials

Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials. A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells.

Bumpy is a property. A bumpy material is covered in lumps and bumps. It is not flat or smooth. Look at each picture, one at a time. Imagine touching the material shown in each picture. Of the choices, the bark is bumpier. If you could touch this tree bark, it would feel lumpy and bumpy.

Can Fromia monilis cells make their own food?

11

This organism is Fromia monilis. It is a member of the animal kingdom. Fromia monilis is commonly called a tile sea star. Did you notice that this tile sea star is missing one of its arms? If a tile sea star loses an arm, it can regrow the arm over time. This ability is called regeneration.

yes or no

grade4

natural science

biology

Classification

Describe, classify, and compare kingdoms

In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms. Organisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom. | Bacteria | Archaea | Protists | Fungi | Animals | Plants How many cells do they have? | one | one | one or many | one or many | many | many Do their cells have a nucleus? | no | no | yes | yes | yes | yes Can their cells make food? | some species can | some species can | some species can | no | no | yes

Fromia monilis is an animal. Animal cells cannot make their own food. Animals get their food by digesting other organisms.

Does this passage describe the weather or the climate?

00

Figure: Tambor Beach, Costa Rica. Tambor Beach is located in Costa Rica, a country in Central America. A temperature of 84°F was measured at Tambor Beach on Friday. Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place.

closed choice

grade3

natural science

earth-science

Weather and climate

Weather and climate around the world

The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere. Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day. Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.

Read the passage carefully. Tambor Beach is located in Costa Rica, a country in Central America. A temperature of 84°F was measured at Tambor Beach on Friday. The underlined part of the passage tells you about the temperature at Tambor Beach on Friday. This passage describes the atmosphere at a certain place and time. So, this passage describes the weather.

Which text structure does the text use?

11

Read the text. Experts say that too much television can be bad for you. Watching hours of TV results in too much sitting and not enough exercise. Exercise often makes people healthier. TV also takes away from the time kids might spend reading or doing their homework. This means that they might fall behind in school. Some people don't even get enough sleep because they stay up too late watching TV.

closed choice

grade4

language science

writing-strategies

Text structure

Identify text structures

Writers can organize their ideas in different ways. These ways of organizing writing are called text structures. When you can tell how a text is organized, it's easier to understand how the writer's ideas go together. You can also use these text structures to organize your own writing. | Text structure | Where you might find it | Words and phrases to look for A sequential structure tells you about events that happen in a certain order. | a recipe for how to make a blueberry pie | first, until, second, after, next, then, before, finally, during A cause-effect structure shows the causes and the effects, or results, of an event. | an essay about how recycling helps the environment | because, led to, since, as a result, due to, so, reason A problem-solution structure explains a problem and offers possible solutions. | an article about ways to get more people to vote | issue, suggest, question, puzzle, fix, answer A compare-contrast structure shows how two (or more) things are the same or different. | a chapter about the differences between whales and sharks | like, unlike, too, on the other hand, both, while, same, instead, common, different, as well as, however A descriptive structure tells you a list of details about an object, scene, or topic. | a paragraph about what Tyrannosaurus rex looked like| for example, near, for instance beside, such as, most important, also

The text uses a cause-effect structure to show what happens if you watch too much television. In the text, certain words and phrases help to organize ideas in a cause-effect structure. Notice the phrase results in and the words makes, means, and because.

Which country is highlighted?

33

closed choice

grade8

social science

geography

Oceania: geography

Identify and select countries of Oceania

This country is Nauru.

Which rhetorical appeal is primarily used in this ad?

11

closed choice

grade12

language science

writing-strategies

Persuasive strategies

Identify appeals to ethos, pathos, and logos in advertisements

The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals. Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following: say that a brand has been trusted for many years include an endorsement from a respected organization, such as the American Dental Association feature a testimonial from a "real person" who shares the audience's values use an admired celebrity or athlete as a spokesperson Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following: use graphs or charts to display information cite results of clinical trials or independently conducted studies explain the science behind a product or service emphasize that the product is a financially wise choice anticipate and refute potential counterclaims Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following: trigger a fear, such as the fear of embarrassment appeal to a desire, such as the desire to appear attractive link the product to a positive feeling, such as adventure, love, or luxury

The ad appeals to pathos, or emotion, by evoking feelings of parental love and concern.

Which greeting is correct for a letter?

00

closed choice

grade2

language science

capitalization

Capitalization

Greetings and closings of letters

A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue. Dear Aunt Sue, I'm glad you could come to my party, and thank you for the birthday gift. I could not have asked for a better one! Every time I see it, I think of you. With love, Rory

The second greeting is correct: Its first word is capitalized, and it ends with a comma. Pablo is capitalized because it is a proper noun.

Which animal is also adapted to be camouflaged among dead leaves?

11

Orange oakleaf butterflies live in the forests of Asia. This butterfly is adapted to be camouflaged among dead leaves. Figure: orange oakleaf butterfly.

closed choice

grade5

natural science

biology

Adaptations

Animal adaptations: skins and body coverings

An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.

Look at the picture of the orange oakleaf butterfly. The orange oakleaf butterfly has a brown leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in. Now look at each animal. Figure out which animal has a similar adaptation. The Surinam horned frog has orange-and-brown skin. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The strawberry poison frog has brightly colored skin. It is not adapted to be camouflaged among dead leaves.

Which figure of speech is used in this text? Norma's phone slipped out of her pocket, landing in the toilet with a plop.

11

closed choice

grade9

language science

figurative-language

Literary devices

Classify figures of speech: review

Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive. Alliteration is the repetition of sounds at the beginning of nearby words. What a lucky little lady you are! An allusion is a brief reference to something or someone well known, often from history or literature. "I'd better get home before I turn into a pumpkin!" Lila remarked. An idiom is an expression that cannot be understood literally. Its meaning must be learned. The assignment was a piece of cake. A simile uses like or as to compare two things that are not actually alike. The cat's fur was as dark as the night. A metaphor compares two things that are not actually alike without using like or as. The snow formed a blanket over the town. Onomatopoeia involves using a word that expresses a sound. The scrambled eggs hit the floor with a splat. Personification is giving human characteristics to nonhuman things. The trees danced in the wind. A pun involves using a word or phrase in a humorous way that suggests more than one meaning. A great new broom is sweeping the nation. Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic. Olivia seems thrilled that her car keeps breaking down. Each breakdown is as enjoyable as a punch to the face.

The text uses onomatopoeia, a word that expresses a sound. Plop represents the sound of the phone landing in the toilet.

Identify the question that Helen's experiment can best answer.

11

The passage below describes an experiment. Read the passage and then follow the instructions below. Helen prepared ten buckets, each with one gallon of boiling water and three tablespoons of black fabric dye. Helen soaked white linen fabric squares in five of the buckets, and white cotton fabric squares in the other five buckets. All of the fabric squares were soaked for 15 minutes. After the fabric dried, Helen scored the darkness of the squares on a scale from light to dark. She compared the darkness of the linen fabric to the darkness of the cotton fabric. Figure: fabric that has been dyed black.

closed choice

grade8

natural science

science-and-engineering-practices

Designing experiments

Identify the experimental question

Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment. Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured. First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested. Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured. Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?

Using only these supplies, which question can Rachel investigate with an experiment?

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Rachel gets a basketball for her birthday and dribbles it around her neighborhood. She notices that sometimes the ball bounces higher than other times. She wonders what factors affect how high her ball bounces. So, she decides to design an experiment. She has the following supplies available: one basketball access to a brick patio access to a grassy lawn access to a gravel driveway a meterstick

closed choice

grade7

natural science

science-and-engineering-practices

Designing experiments

Identify questions that can be investigated with a set of materials

Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment. Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment? First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available. Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick. So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!

Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

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The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.

closed choice

grade3

natural science

physics

Magnets

Compare strengths of magnetic forces

Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.

Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger. The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.

Would you find the word nature on a dictionary page with the following guide words? neither - nuisance

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yes or no

grade2

language science

reference-skills

Reference skills

Use guide words

Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.

Put the words in alphabetical order. Since nature is not between the guide words neither - nuisance, it would not be found on that page.

What is the source of the allusion in the sentence below? Red velvet cupcakes were Mabel's Achilles's heel when she was trying to eat more healthily.

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closed choice

grade8

language science

figurative-language

Literary devices

Recall the source of an allusion

An allusion is a brief mention of something or someone well known, often from mythology, history, or literature. An allusion lets you reference ideas from an entire story in just a few words. "I'd better get home before I turn into a pumpkin!" Lila remarked. Here, Lila alludes to the fairy tale "Cinderella," in which Cinderella must leave the ball before the coach that brought her transforms into a pumpkin. The allusion shows that Lila must depart immediately.

The source of the allusion Achilles's heel is Greek mythology. In Greek mythology, Achilles's mother dips him in a river that protects his body wherever it touches. His heel does not get wet, so it is the one part of his body left unprotected. During the Trojan War, an arrow hits Achilles in the heel and kills him. The allusion Achilles's heel means a sole weakness.

What is the capital of Washington?

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closed choice

grade5

social science

geography

State capitals

Identify state capitals of the West

Olympia is the capital of Washington.

Last year, there were seven men's clothing stores on Main Street in Norwood. This year, there are only three. What probably happened to the overall supply of men's shirts in Norwood?

11

closed choice

grade8

social science

economics

Supply and demand

Understand overall supply and demand

Overall supply is the total amount of a good or service that producers make and sell. There are several things that can make overall supply go up or down. The table below shows how changes to these things might affect overall supply. | Resources | Number of producers or suppliers | Expected change in demand Supply goes up | when resources cost less or are easier to get | when there are more producers or suppliers | when demand is expected to go up Supply goes down | when resources cost more or are harder to get | when there are fewer producers or suppliers | when demand is expected to go down Producers are people or companies that make goods or provide services. Suppliers are people or companies that sell goods or services. New inventions or technologies can also help workers produce goods and services more quickly. As a result of these changes, the supply of a good or service will often go up.

When four men's clothing stores closed on Main Street, the number of suppliers went down. There were fewer stores selling men's shirts. So, the supply of men's shirts probably went down.

Which sentence uses a metaphor?

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closed choice

grade4

language science

figurative-language

Literary devices

Identify similes and metaphors

Similes and metaphors are figures of speech that compare two things that are not actually alike. A simile compares two things by saying that one is like the other. Similes often use the words like and as. My sister runs like a cheetah. The sister's running and a cheetah's running are compared using the word like. A cheetah is known for running fast, so the simile means that the sister also runs fast. The cat's fur was as dark as the night. The cat's fur and the night are compared using the word as. The night is dark, so the simile means that the cat's fur is also dark. A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as. The snow formed a blanket over the town. The snow and a blanket are compared without the word like or as. A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely. Using similes and metaphors in your writing can help you create an interesting picture for the reader.

This sentence uses a metaphor: The tired boy was a slow turtle. The words boy and turtle are compared without the word like or as. This sentence uses a simile: The tired boy was as slow as a turtle. The words boy and turtle are compared using the word as.