California Alternate Assessment Practice Test … System –ii– Table of Contents Introduction to the California Alternate Assessments (CAAs) Practice Test Directions for Administration

2017

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

English Language Arts/Literacyand Mathematics

Practice TestGrade 8

CAASPP System

–ii–

Table of Contents Introduction to the California Alternate Assessments (CAAs) Practice Test Directions for Administration (DFA) 1 About This Directions for Administration ................................................................................................................ 2

Using This DFA ................................................................................................................................................... 2 Administering a California Alternate Assessments Practice Test Session ............................................................ 3

Testing Checklist ................................................................................................................................................ 3 How to Start a Practice Test Session Using the Same Procedures as the Operational Tests .......................... 3 How to Start a Practice Test Session Without Using the Test Administrator Interface or Secure Browser ....... 6

English Language Arts/Literacy.............................................................................................................................. 9 Mathematics .........................................................................................................................................................20 Graphic Attributions ..............................................................................................................................................39

List of Figures

Figure 1. [Practice/Training Test] button ............................................................................................................... 3 Figure 2. Session ID .............................................................................................................................................. 4 Figure 3. Enter Student Information screen .......................................................................................................... 4 Figure 4. Is This the Student? screen ................................................................................................................... 4 Figure 5. Select a test ........................................................................................................................................... 5 Figure 6. Select a practice test .............................................................................................................................. 5 Figure 7. Buttons on caaspp.org ........................................................................................................................... 6 Figure 8. [Student Interface Practice and Training Tests] button.......................................................................... 7 Figure 9. Please Sign In screen ............................................................................................................................ 7 Figure 10. Is This You? screen ............................................................................................................................. 7 Figure 11. Select a test ......................................................................................................................................... 8 Figure 12. Select test settings ............................................................................................................................... 8 Figure 13. Is This Your Test? screen .................................................................................................................... 8

California Alternate Assessments

Directions for Administration

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Practice Test Grade 8

Introduction

January 2017 CAA Practice Test Directions for Administration 1 Copyright © 2017 by the California Department of Education

Introduction to the California Alternate Assessments (CAAs) Practice Test Directions for Administration (DFA) This manual contains directions and the specific scripts you will need to administer practice tests for the California Alternate Assessments (CAAs) for English language arts/literacy and mathematics. It is a companion document to the online practice tests. The purpose of the CAA practice tests is to allow students and test examiners to become familiar with grade-level CAA test questions. The practice tests provide a sample of the question types and grade-level content that appear on the CAA operational tests. There is a grade-specific CAA practice test available for each tested grade, three through eight and eleven. Please note that the practice tests and training tests do not produce scores. These practice tests are available all year and may be used at any time in preparation for the operational CAA tests that are administered in the spring. Practice tests can be administered in one of two ways: Using the same procedures as the operational tests, with the Test Administrator

Interface, secure browser, and individual student logon information; or Using a standard supported Web browser to access the practice tests directly,

without use of the Test Administrator Interface or secure browser. For more information on all aspects of the CAAs, including test security, item types, and guidelines, refer to the Online Test Administration Manual for California Assessment of Student Performance and Progress Testing that is linked on the Manuals and Instructions Web page at http://www.caaspp.org/administration/instructions/.

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

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



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Introduction


About This Directions for Administration This Directions for Administration (DFA) contains grade-specific information needed by test examiners during test sessions.

Using This DFA

There are two parts in this DFA, one for each content area. All DFAs begin with English language arts/literacy, but either content area may be administered first. The scripts are presented in table formats with four columns. Beginning on the left, the first column of the script indicates the stage of the test. The second column indicates the item number in the test. The third column contains the administration scripts to be read to the student. The text associated with the “SAY” and “READ” prompts apply to all students. The fourth column contains alternative text, which should only be read to students with visual impairments to describe images. Follow the scripts exactly as written and in the item order presented in the document.



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Administering a California Alternate Assessments Practice Test Session

Testing Checklist

If you are administering the practice test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

If you are administering the practice test using a standard supported Web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) in the Student Testing Interface for the practice and training tests directly.

Verify you are using the correct grade-level Directions for Administration (DFA).

How to Start a Practice Test Session Using the Same Procedures as the Operational Tests

1. Launch a supported Web browser on your device to log on to the Test Administrator Interface (accessible from http://www.caaspp.org/).

2. Log on to the Test Administrator Interface using your TOMS username (your e-mail address) and password.

3. Select the [Click here to go to the Practice/Training Test] button as seen in Figure 1.

. Student Login screen

Figure 1. [Practice/Training Test] button

http://www.caaspp.org/



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Introduction


4. Select the practice test(s) you want to administer from the test selection window.

5. Select the [Start Practice Session] button.

6. Upon selecting the [Start Practice Session] button, a Session ID will appear on the top right corner of the Test Administrator Interface, shown in Figure 2.

Figure 2. Session ID

7. Launch the California Assessment of Student Performance and Progress (CAASPP) secure browser on the student’s testing device.

8. Log on for the student on the Enter Student Information screen, shown in Figure 3.

In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.

In the SSID field, enter the student’s 10-digit Statewide Student Identifier.

In the Session ID field, enter the Session ID generated from the Test Administrator Interface.

Select the [Sign In] button (circled in Figure 3).

Figure 3. Enter Student Information

screen

9. Verify the student information is correct on the Is This the Student? screen, shown in Figure 4. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your CAASPP test site coordinator if it is not.)

Figure 4. Is This the Student? screen



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10. Select a test for the student (circled in Figure 5).

Figure 5. Select a test

11. Go back to your test examiner device and in the Test Administrator Interface, select a test for the student (Figure 6).

Figure 6. Select a practice test



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Introduction


12. Verify you have selected the correct test and test settings for the student by selecting the [Approvals (#)] button.

13. Select [Approve] to begin testing. 14. Go back to the student testing device

and administer the assessment using the script that starts in the next section of this DFA.

How to Start a Practice Test Session Without Using the Test Administrator Interface or Secure Browser

1. On any supported Internet-connected device, launch a supported Web browser.

2. Go to http://www.caaspp.org/ and select the [Practice & Training Tests] button (circled in Figure 7).

Figure 7. Buttons on caaspp.org

http://www.caaspp.org/



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Introduction


3. Select the [Student Interface Practice and Training Tests] button, shown in Figure 8.

Figure 8. [Student Interface Practice

and Training Tests] button

4. Make sure the checkboxes next to “Guest User” and “Guest Session” are checked on the Please Sign In screen, shown in Figure 9.

5. Select the [Sign In] button (circled in Figure 9).

Figure 9. Please Sign In screen

6. Select the student’s grade in the drop-down (circled in Figure 10), then select the [Yes] button (also circled).

Figure 10. Is This You? screen



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7. Select the appropriate California Alternate Assessments (CAAs) practice test for your student. CAA practice tests are circled in Figure 11.

Figure 11. Select a test

8. Select the appropriate test settings for your student (Figure 12) and then the [Select] button (circled).

Figure 12. Select test settings

9. Verify that the test settings are correct on the Is This Your Test? screen, shown in Figure 13. Select [Yes] to continue. (Select [No] if the test settings are not correct.)

10. Administer the assessment using the script that starts in the next section of this DFA.

Figure 13. Is This Your Test? screen



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Practice Test Grade 8 ELA


English Language Arts/Literacy

ENGLISH LANGUAGE ARTS

PRACTICE TEST (PT)

Stage No. Administration Script Alternative Text for Students with Visual Impairments

PT 1 SAY:

PT 1

We will read a passage titled “The Carrizo Plain

National Monument.” First let’s read vocabulary from

the passage.

DESCRIBE:

The picture shows the Carrizo Plain National Monument. The picture shows a burrowing owl. The picture shows a kit fox. The picture shows the Carrizo Plain National Monument. Two pictures are shown. The first picture shows a burrowing owl. The second picture shows a kit fox. The picture shows a field of flowers at Carrizo Plain.

PT 1 [Proceed to the Vocabulary Preview.]

PT 1 READ the vocabulary words

and POINT TO each picture as the words are read.

PT 1 SAY:

PT 1

Now we will read the passage. Follow along as I

read aloud. Then I will ask you questions.

PT 1 [Proceed to the passage.]

PT 1

READ the passage aloud and POINT TO the corresponding

pictures as the passage is read.



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PRACTICE TEST (PT)


PT 1 After the passage has been read,

PT 1 SAY:

PT 1 We have finished reading. Now I will ask you

questions.

PT 1 READ the item and POINT

TO each option as it is read.

DESCRIBE:

The picture shows mountains at Carrizo Plain. The picture shows a California map with Carrizo Plain’s location. The picture shows green grasslands at Carrizo Plain.

PT 1 If the student provides only one response (correctly or

incorrectly),

PT 1 SAY:

PT 1 Which other words from

the passage describe what Carrizo Plain looks like?

PT 2 SAY:

PT 2

Which two animals can be

found at Carrizo Plain? A sea turtle [POINT], a

burrowing owl [POINT], or a kit fox [POINT]?

DESCRIBE:

The picture shows a swimming turtle. The picture shows a burrowing owl. The picture shows a kit fox.



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PRACTICE TEST (PT)



incorrectly),

PT 2 SAY:

PT 2 Which other animal can be

found at Carrizo Plain?

PT 3 SAY:

PT 3 Now I will ask you one more question about this

passage.

DESCRIBE:

The yes picture shows a thumbs-up symbol in a green box. The no picture shows a thumbs-down symbol in a red box.

PT 3 SAY:

PT 3

An inference is a conclusion that is made

using details from the passage.



PT 4 SAY:

PT 4

We will read a story titled “A Special Guest.” First

let’s read vocabulary from the story.

DESCRIBE:

The picture shows a Labrador Retriever puppy.



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PRACTICE TEST (PT)


PT 4 [Proceed to the Vocabulary Preview.]

The picture shows a service dog standing beside its owner. The picture shows a group of dogs sitting beside their owners at obedience training.

The picture shows a graduation cap and diploma. The picture shows a service dog standing beside its owner. The picture shows a group of dogs sitting beside their owners at obedience training. The picture shows a person walking a dog. The picture shows a graduation cap and diploma.

PT 4 READ the vocabulary words and POINT TO each picture

as the words are read.

PT 4 SAY:

PT 4

Now we will read the story. Follow along as I read

aloud. Then I will ask you questions.

PT 4 [Proceed to the story.]

PT 4 READ the story aloud and

POINT TO the corresponding pictures as the story is read.

PT 4 After the story has been read,

PT 4 SAY:

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

questions.

PT 4 SAY:

PT 4

An inference is a

conclusion that is made using details from the

story.



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PRACTICE TEST (PT)


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


incorrectly),  

PT 4 SAY: 

PT 4 Which other phrase from

the story supports this inference?



PT 5 If the student responds

incorrectly,

PT 5 SAY:

PT 5 Let’s try that question again.

PT 5 READ the item again and

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



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PRACTICE TEST (PT)


PT 6 SAY:

PT 6

Now I will ask you one

more question about this story.

DESCRIBE:

The picture shows a dog barking. The picture shows a puppy.

The picture shows a dog shaking a young female’s hand.



PT 7 SAY:

PT 7

A theater teacher creates a

poster to persuade students to sign up for a

talent show.

DESCRIBE:

The picture shows a boy singing.

PT 7 POINT TO the two blank boxes in the poster and

PT 7 SAY:

PT 7

You will choose words for the poster that will help

persuade students. First, we will read the poster.

PT 7 POINT TO and READ the poster.



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PRACTICE TEST (PT)


PT 7 After the poster has been read,

PT 7 SAY:

PT 7 Which words best complete the poster?

PT 7 POINT TO the first sentence

of the poster and

PT 7 SAY:

PT 7

This sentence says, “Do

you [PAUSE and POINT TO the blank box] to sing,

dance, or act?” Which word would help persuade a

student to enter the talent show – “love” [POINT] or

“dislike” [POINT]?

PT 7

READ the sentence with the green option words separated

by “or.” PROMPT the student to select the word that would

help persuade a student to enter the talent show.

PT 7 READ the next few sentences of the poster.



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PRACTICE TEST (PT)


PT 7 At the last sentence of the poster,

PT 7 SAY:

PT 7

This sentence says, “The talent show will be [PAUSE

and POINT TO the blank box] for all.” Which word would

help persuade a student to enter the talent show –

“exciting” [POINT] or “boring” [POINT]?

PT 7

READ the sentence with the

blue option words separated by “or.” PROMPT the student

to select the word that would help persuade a student to

enter the talent show.

PT 8 SAY:

PT 8

We will read a passage

titled “Connections to the Pieces.” Follow along as I

read aloud. Then I will ask you a question.

DESCRIBE:

The picture shows a jigsaw puzzle that is partially completed. The picture shows two young females working on a jigsaw puzzle.

PT 8

READ the passage aloud and

POINT TO the corresponding pictures as the passage is

read.



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PRACTICE TEST (PT)



PT 8 SAY:

PT 8 A claim is a statement that is believed to be true.



PT 9 SAY:

PT 9

We will read a passage titled “The Brooklyn

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

you a question.

DESCRIBE:

The picture shows the Brooklyn Bridge in New York City. The picture shows cars and a bicyclist crossing the Brooklyn Bridge.

PT 9

READ the passage aloud and

POINT TO the corresponding pictures as the passage is

read.



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PRACTICE TEST (PT)



PT 9 SAY:

PT 9

A claim is a statement that is believed to be true. The

writer claims that the Brooklyn Bridge is an

important part of New York.

PT 9

READ the beginning of a list of reasons that the Brooklyn

Bridge is an important part of

New York, and POINT TO the beginning section of the list as

it is read.





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PRACTICE TEST (PT)



incorrectly),

PT 9 SAY:

PT 9

Which other reason from the passage could be

added to the list to support the writer’s claim?

— End of ELA test —



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Mathematics


Mathematics

MATHEMATICS

STAGE PT


PT 1 SAY: DESCRIBE:

The graph is titled Project Work. The x-axis is labeled Day and ranges from zero to six in increments of one. The y-axis is labeled Number of Hours and ranges from zero to six in increments of one. The points are located at one, three; two, five; three, one; four, two; and five, four.

PT 1

This graph shows the

amount of time Tristin spent working on a project

for five days.

PT 1 POINT TO the graph and each point as you describe what it

means.

PT 1 SAY:

PT 1

On the first day, he worked three hours. On the second

day, he worked five hours. On the third day, he worked

one hour. On the fourth day, he worked two hours,

and on the fifth day, he worked four hours.

PT 1 SAY:

PT 1 What kind of association is

shown by the points on the graph?

PT 1 POINT TO the options as they

are read.



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Mathematics


MATHEMATICS

STAGE PT


PT 1 SAY:

PT 1

Do the points on the graph show no association? A

positive association? Or a negative association?

PT 1 SAY:

PT 1 What kind of association is

shown by the points on the graph?

PT 2 SAY: DESCRIBE:

The first two graphs range from zero to six on the x-axis in increments of one and zero to twelve on the y-axis in increments of two. The first graph shows points at zero, zero; one, two; two, four; three, six; four, eight; five, ten; and six, twelve. The points are all highlighted in yellow and the graph is titled Positive Relationship. The second graph shows points at zero, twelve; one, ten; two, eight; three, six; four, four; five, two; and six, zero. The points are all highlighted in yellow and the graph is titled Negative Relationship.

PT 2 The two graphs each shows a different type of

relationship.

PT 2

POINT TO the first graph as

you describe it.



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Mathematics


MATHEMATICS

STAGE PT


PT 2 SAY: The third graph is titled Cricket Chirps versus Temperature. The x-axis ranges from zero to fifty in intervals of ten and is labeled Cricket Chirps in Fifteen Seconds. The y-axis ranges from zero to ninety with a break between zero and forty, then increases in intervals of ten. The y-axis is labeled Temperature in degrees Fahrenheit. The points begin in the lower left and extend to the upper right corner. The points are highlighted in yellow.

PT 2 This graph shows a positive

relationship.

PT 2 POINT TO the second graph as you describe it.

PT 2 SAY:

PT 2 This graph shows a

negative relationship.

PT 2 SAY:

PT 2

This graph shows the relationship between the

number of cricket chirps

counted in fifteen seconds and the temperature in

degrees Fahrenheit.

PT 2 POINT TO the graph.

PT 2 SAY:

PT 2

Use the information from the graph to select the word

or words that make each sentence true.

PT 2 SAY:

PT 2

The relationship between

cricket chirps and temperature is positive? Or

negative?



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Mathematics


MATHEMATICS

STAGE PT


PT 2 SAY:

PT 2

When the temperature goes

up, the number of cricket

chirps goes up? Or goes down?

PT 2 SAY:

PT 2

Use the information in the graph to select the word or

words that will make each

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

you.

PT 3 SAY: DESCRIBE:

The table is titled Work Hours versus Gym Hours. The table has two columns and five rows. The first column is labeled Hours at Work and the second column is labeled Hours at the Gym. Row one contains forty and fifteen. Row two contains forty-two and twelve. Row three contains forty-five and ten. Row four contains fifty and eight. Row five contains fifty-five and four.

PT 3

The table shows the

relationship between the number of hours Ms.

Kremshaw spends at work and the number of hours

she spends at the gym per week.

PT 3 POINT TO the table titled Work Hours versus Gym Hours.



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Mathematics


MATHEMATICS

STAGE PT


PT 3 SAY: The interactive portion shows two sentences and three options for each sentence. The first sentence is “As the number of hours Ms. Kremshaw works increases, the number of hours she spends at the gym blank.” The options are “increases,” “decreases,” and “remains the same.” The second sentence is “If Ms. Kremshaw works 60 hours per week, the hours she spends at the gym will most likely be blank.” The options are “greater than four,” “less than four,” and “equal to four.”

PT 3

Use the information from

the table to select the word

or words that make each sentence true.

PT 3 SAY:

PT 3

As the number of hours Ms. Kremshaw works increases,

the number hours she

spends at the gym blank.

PT 3 POINT TO three options as

they are read.

PT 3 SAY:

PT 3

Would the number of hours she spends at the gym

increase? Decrease? Or remain the same?

PT 3 SAY:

PT 3

If Ms. Kremshaw works 60

hours per week, the hours she spends at the gym will

most likely be blank.

PT 3 POINT TO the three phrases

as they are read.



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Mathematics


MATHEMATICS

STAGE PT


PT 3 SAY:

PT 3

Will the number of hours

she spends at the gym most

likely be greater than four? Less than four? Or equal to

four?

PT 3 SAY:

PT 3

Use the information from

the table to select the word

or words that make each sentence true, or tell me

and I will select them for you.

PT 4 SAY: DESCRIBE:

The first pair of figures are circles, which are the same size. They are labeled Congruent. The second pair of figures are circles, which are not the same size. They are labeled Similar. The third pair of figures are triangles. The fourth pair of figures are stars. The fifth pair of figures are pentagons.

PT 4

Congruent figures are the same shape and same size.

These two circles are congruent.

PT 4 POINT TO the red circle and

the orange circle.

PT 4 SAY:

PT 4

Similar figures are the same

shape, but different sizes.

These two circles are similar.

PT 4 POINT TO the second green circle and the yellow circle.



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Mathematics


MATHEMATICS

STAGE PT


PT 4 SAY:

PT 4 Which pair of figures is

congruent?

PT 4 POINT TO the first option.

PT 4 SAY:

PT 4 Are these two triangles

congruent?

PT 4 POINT TO the second option.

PT 4 SAY:

PT 4 Are these two stars congruent?

PT 4 POINT TO the third option.

PT 4 SAY:

PT 4 Are these two pentagons

congruent?

PT 4 SAY:

PT 4 Which pair of figures is congruent?



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Mathematics


MATHEMATICS

STAGE PT


PT 5 SAY: DESCRIBE:

The first figure is a rectangle titled Planned patio. The length is labeled ten feet and the width is labeled eight feet. The second figure is a rectangle titled New planned patio. The width is labeled eight feet and the length shows the original ten feet and two more feet in red. The new part of the patio has a dashed vertical red line and a solid horizontal red line for the extended length of the patio.

PT 5 Luis is building a patio. He planned to make it eight

feet wide and ten feet long.

PT 5 SAY:

PT 5 The drawing shows his original plans for the patio.

PT 5 POINT TO the drawing of the

planned patio.

PT 5 SAY:

PT 5 The planned patio shows

the length is ten feet and

the width is eight feet.

PT 5 SAY:

PT 5 Luis decided to make the

patio two feet longer.

PT 5 SAY:

PT 5 The drawing shows his new plans for the patio.

PT 5

POINT TO the drawing of the

new planned patio and point to the place where it shows two

more feet for the length.



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Mathematics


MATHEMATICS

STAGE PT


PT 5 SAY:

PT 5

The new planned patio

shows the length is ten feet

plus two feet and the width is eight feet.

PT 5 SAY:

PT 5 Select the correct number or word that makes each

sentence true.

PT 5 POINT TO the first sentence as it is read.

PT 5 SAY:

PT 5 The length of the new

planned patio will now be eight feet? Or twelve feet?

PT 5 POINT TO the second sentence as it is read.

PT 5 SAY:

PT 5 The area of the new

planned patio will now be smaller? Or larger?

PT 5 SAY:

PT 5

Select the correct number

or word that makes each sentence true, or tell me

and I will select it for you.



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Mathematics


MATHEMATICS

STAGE PT


PT 6 SAY: DESCRIBE:

The first figure shows a rectangular pyramid. The second figure shows the same rectangular pyramid with red lines or red dashed lines for all of the edges.

PT 6 Here is a pyramid.

PT 6 POINT TO the pyramid.

PT 6 SAY:

PT 6 The places where the faces

of the pyramid meet are called the edges.

PT 6 SAY:

PT 6 The edges of this pyramid

are shown in red.

PT 6 POINT TO the pyramid and the red lines and dashed lines

at the edges.

PT 6 SAY:

PT 6 How many edges does this

pyramid have?

PT 6 POINT TO the options as they are read.

PT 6 SAY:

PT 6 Does this pyramid have four

edges? Or eight edges?

PT 6 SAY:

PT 6 How many edges does this pyramid have?



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Mathematics


MATHEMATICS

STAGE PT


PT 7 POINT TO the prism and each

dimension of the prism, as you . . .

DESCRIBE:

The figure is a rectangular prism. The length of the prism is labeled seven centimeters, the width is labeled five centimeters, and the height is labeled two centimeters.

PT 7 SAY:

PT 7

This rectangular prism is

seven centimeters long, five centimeters wide, and two

centimeters high.

PT 7 SAY:

PT 7

The volume (V) of the prism

can be found by multiplying the length times the width

times the height.

PT 7 POINT TO the formula as you

read it.

PT 7 SAY:

PT 7 The volume is seven times

five times two.

PT 7 SAY:

PT 7 What is the volume of this

rectangular prism?


are read.



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Mathematics


MATHEMATICS

STAGE PT


PT 7 SAY:

PT 7

Is the volume fourteen cubic centimeters? Thirty-

five cubic centimeters? Or seventy cubic centimeters?

PT 7 SAY:

PT 7 What is the volume of this rectangular prism?

PT 8 SAY: DESCRIBE:

There is an interactive number line that ranges from zero to five in increments of one. There are selectable targets between zero and one, between two and three, and between four and five. There is an interactive source that looks like a flower sticker.

PT 8

Ms. Rainey asks her students to put a flower

sticker on a number line where the number four

point three is located.

PT 8 SAY:

PT 8 Here is a number line.

PT 8 POINT TO the number line

and the flower.

PT 8 SAY:

PT 8 Place the flower on the

number line where four

point three is located.

PT 8 SAY:

PT 8 Is it located between zero

and one? Two and three? Or four and five?



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Mathematics


MATHEMATICS

STAGE PT


PT 8 SAY:

PT 8

Place the flower on the

number line where four

point three is located, or show me and I will place it

for you.

PT 9 SAY: DESCRIBE:

The three options are graphs titled Rachel’s Earnings. They all have the same x-axis and y-axis. The x-axis is labeled Hours Worked and ranges from zero to five in increments of one. The y-axis is labeled Amount Earned in Dollars and ranges from zero to fifty in increments of five. There is a line segment on the first graph that begins at zero, zero and ends at five, twenty-five. The line segment on the second graph begins at zero, zero and ends at five, fifty. The line segment on the third graph begins at zero, zero and ends at three, forty-five.

PT 9 Rachel earns ten dollars an

hour at her job.

PT 9 SAY:

PT 9 Which graph best shows

this relationship?

PT 9 POINT TO the first graph.

PT 9 SAY:

PT 9 Does this graph show that

Rachel earns ten dollars an hour?

PT 9 POINT TO the second graph.



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Mathematics


MATHEMATICS

STAGE PT


PT 9 SAY:

PT 9 Does this graph show that Rachel earns ten dollars an

hour?

PT 9 POINT TO the third graph.

PT 9 SAY:

PT 9 Does this graph show that Rachel earns ten dollars an

hour?

PT 9 SAY:

PT 9 Which graph best shows

this relationship?

PT 10 SAY: DESCRIBE:

The graph is titled Points Scored. The horizontal axis ranges from zero to six in increments of one. The top bar is labeled Japan and the bottom bar is labeled Nigeria. The bars are different lengths.

PT 10

The graph shows the number of points scored by

two soccer teams at the Olympics.

PT 10 POINT TO the graph and each bar as it is described.



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Mathematics


MATHEMATICS

STAGE PT


PT 10 SAY:

PT 10

This bar shows the points scored by Japan. This bar

shows the points scored by Nigeria.

PT 10 SAY:

PT 10 Select the number or word that makes each sentence

true.

PT 10 POINT TO the first sentence.

PT 10 SAY:

PT 10 Japan scored four or five points?

PT 10 POINT TO the second

sentence.

PT 10 SAY:

PT 10 More points were scored by Japan or Nigeria?



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Mathematics


MATHEMATICS

STAGE PT


PT 10 SAY:

PT 10

Select the number or word that makes each sentence

true, or tell me and I will select it for you.

PT 11 SAY: N/A

PT 11 The cost for riding in a taxi

cab is four dollars plus two dollars per mile.

PT 11 SAY:

PT 11 The total cost is

represented by the variable

c.

PT 11 SAY:

PT 11

This equation can be used to find the total cost (c) of

riding three miles in a taxi cab.

PT 11 POINT TO the equation.

PT 11 SAY:

PT 11 c equals two times three

plus four.



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT


PT 11 SAY:

PT 11 What is the total cost of riding three miles in a taxi

cab?

PT 11 POINT TO the options as they are read.

PT 11 SAY:

PT 11

Is the total cost of riding three miles equal to ten

dollars? Fourteen dollars? Or eighteen dollars?

PT 11 SAY:

PT 11 What is the total cost of riding three miles in a taxi

cab?

PT 12 SAY: DESCRIBE:

The graph shows a red line through the points located at zero, six and four, zero. The yellow triangle is formed by part of the red line through two, three and four, zero, the vertical line segment that starts at two, three and ends at two, zero, and the horizontal line segment that starts at two, zero and ends at four, zero.

PT 12 Here is a graph of a line.

PT 12

POINT TO the red line.



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT


PT 12 SAY:

PT 12 The line is red and goes through the points located

at zero, six and four, zero.

PT 12 SAY:

PT 12 POINT TO the yellow triangle.

PT 12

The yellow right triangle can be used to find the

slope of the line. The slope is the rise over run, or

vertical distance divided by

the horizontal distance.

PT 12 SAY:

PT 12 What is the slope of the red line?

PT 12

POINT TO the vertical line

from two, three to two, zero

and the horizontal line from two, zero to four, zero.

PT 12 SAY:

PT 12

Remember, the slope is rise

over run or vertical distance divided by horizontal

distance.



NONSECURE MATERIAL


Mathematics


MATHEMATICS

STAGE PT



are read.

PT 12 SAY:

PT 12

Is the slope negative three over four? Negative two

over three? Or negative three over two?

PT 12 SAY:

PT 12 What is the slope of the red line?

— End of Mathematics test —



NONSECURE MATERIAL



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Towles-Reeves, E., Kearns, J., Flowers, C., Hart, L., Kerbel, A., Kleinert, H., Quenemoen, R., & Thurlow, M. (2012). Learner characteristics inventory project report (A product of the NCSC validity evaluation). Minneapolis, MN: University of Minnesota, National Center and State Collaborative. © NCSC Partners 2013.

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California Alternate Assessment Practice Test … System –ii– Table of Contents Introduction to the California Alternate Assessments (CAAs) Practice Test Directions for Administration

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