WAAIM Grade 8 Performance Tasks 2019-2020

Washington Access to
Instruction and
Measurement (WA-AIM)
Grade 8 Performance Tasks

2019–2020
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WA-AIM Performance Tasks Grade 8
Change Log
Date Performance Task Explanation of Change
12/6/2017 Geometry More Answer Key to example item #2 changed from A to C.
12/6/2017 ETS Less Answer Key to example item #1 changed from 3 weights
to 2 weights.
12/6/2017 ETS Less Answer Key to example item #2 changed from 4 tires to
8 tires.
02/05/2018 LS2-1 More Answer Key to example item #5 changed from Item 5: A,
the number of salmon increased because the rainfall
decreased to Item 5: A, the number of salmon increased
because the rainfall increased
02/28/2018 MS-ESS1-1 More Answer options for Items 4 and 5 were swapped. No
change to answer key.
03/22/2018 MS-LS2-1 Less Answer Key for Item 2 changed to C (2010)
08/27/2018 ALL Update for 2018–2019
08/06/2019 ALL Updated for 2019–2020
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Adaptations
All examples and items presented in the following Performance Tasks are allowed to be
adapted to meet each individual student’s learning style and preferred mode of receptive and
expressive communication. Teachers are encouraged to present the Performance Task
components in styles that most closely resemble how daily instructional materials are presented
to the student. Below are typical adaptations and ideas for presenting the Performance Tasks.
This is not an all-inclusive or exhaustive list.
 Use graphics and/or physical models
 Enlarge text/graphics
 Simplify text/directions
 Use tactile graphics
 Use pictorial/word/object representations for numbers and graph parts
 Written material may be read aloud (unless the PT specifically requires the student to
read)
 Reenactments or computer simulations may be used to represent scenarios
 For items that require the student to do physical tasks, teacher may do the physical
tasks if directed by the student (ie-MS PS3-3)
 Replace provided graphics with graphics commonly used by student
 Teacher can use real-life objects when asking questions
 Text and vocabulary can be tailored to the student’s vocabulary in cases where the
vocabulary is not a key element of the concept
 Use graphics student is most familiar with
 Place answer choices on word cards or choice board
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ENGLISH LANGUAGE ARTS Grade 8
Strand: Reading Informational Text
Sub-strand: Craft and Structure
Washington K-12 Essential Element ACCESS POINTS Built on Three Levels of Complexity
Learning Standard
More Complex        Intermediate         Less
Complex
RI.8.6 Determine an EE.RI.8.6 Determine Student will When provided with Given an
author’s point of view or an author’s purpose or determine an an author’s purpose informational text
purpose in a text and point of view and author’s purpose or or point of view, on a familiar topic,
analyze how the author identify examples from point of view and student will identify student will identify
acknowledges and text to that [sic] identify examples specifics from a text what action the
responds to conflicting describe or support it. from a text that that describe or author wants the
evidence or viewpoints. describe or support support it. reader to take.
that purpose/point of
view.
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RI.8.6 Reading Informational Text-Craft and Structure Grade 8
ACCESS POINT (More Complex) RI.8.6.M. Student will determine an author’s purpose or
point of view and identify examples from a text that describe or support that purpose/point of
view.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items must relate to multiple texts.
 Source material must be an informational text with a clear purpose/point of view.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: This task requires the use of multiple texts.

Within each text the student must identify/select author’s
purpose/point of view AND identify more than one example that
describes or supports. Grade 8 has two Reading Informational
Text standards- ensure information is submitted under the
correct standard in the Data Collection Platform.
Example Items
Item 1:
Teacher Directions: Follow along as I read an article to you about computers. As I read,
think about why the author wrote the article. (Read the article to the student.)
Computers
Students can use computers to gather information, to take classes that are not offered in
their school, and to keep up with world news and events so they can become
knowledgeable citizens. Almost every job requires the use of some kind of computer.
Students need to be ready to use computers in their adult lives. School districts should
provide computers for students to use in school.
Why did the author most likely write the article? (Read the answer choices to the student.)
A. to tell how computers were developed
B. to explain why the Internet is dangerous for students
C. to show the importance of computers in students’ futures
Now I am going to read the article again. As I read, think about how the author supports his
purpose. (Read the article to the student.)Highlight the details in the article that support the
author’s purpose.
Answer Key (for teacher use only):
5
Item 1: Item is correct if student selected C, to show the importance of computers in
students’ future AND the student highlights at least two details to support. Possible
details include:
 Almost every job requires the use of some kind of computer.
 Students need to be ready to use computers in their adult lives.
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ACCESS POINT (Intermediate Complex) RI.8.6.I. When provided with an author’s purpose
or point of view, student will identify specifics from a text that describe or support it.
PERFORMANCE TASK
Requirements:
 Each of the five items must relate to a different text.
Restrictions: None
Note to Teacher: This task is distinguished from the More

Complex task in that the student is given the author’s purpose
or point of view. Grade 8 has two Reading Informational Text
standards- ensure information is submitted under the correct
standard in the Data Collection Platform.
Example Items
Item 1:
Teacher Directions: Here is an article about vacations. The author’s purpose is to convince
people that vacations at the beach are the best. Follow along as I read the article to you. As I
read, think about what evidence or reasons the author uses to support the idea that the beach
is best for vacations. (Read the article to the student, with accompanying visuals as needed.)
The Beach
Many people think that the mountains are the place to go for vacation. For me, it is the beach.
At the beach I can watch the waves race across the sand, even though low tide is rather smelly.
It is exciting to dive into the waves and to ride a boogie board. The beach is the better place to
go.
Which sentences in the article support the author’s point of view that the beach is
better than the mountains for vacations? Highlight two sentences or parts of sentences
that support the author’s point of view.
Answer Key (for teacher use only)

Item 1: Item is correct if student choose two sentence or details that support “vacations
at the beach are the best.” Possible answers include:
 I can watch waves race across the sand
 It is exciting to dive into the waves
 …to ride a boogie board
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ACCESS POINT (Less Complex) RI.8.6.L. Given an informational text on a familiar topic,
student will identify what action the author wants the reader to take.
PERFORMANCE TASK
Requirements:
 The five items must relate to five different topics.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Note to Teacher: Grade 8 has two Reading Informational Text

Example Items
Item 1:
Teacher Directions: Here is an article about recycling. Follow along as I read the article to you.
As I read, think about what the author wants readers to do. (Read the article, with
accompanying visuals, to the student.)
Recycling
Recycling is important to the Earth. Recycling means to use again. Recycle paper and plastic
instead of throwing it in the trash. Put paper and plastic in the blue recycling containers.
What action does the author want the reader to take? (Read the answer choices to the student.)
A. Put paper and plastic in blue recycling containers.
B. Throw paper and plastic into the trash.

Item 1: A. Put paper and plastic in blue recycling containers.
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Strand: Reading Informational Text
Sub-strand: Integration of Knowledge and Ideas
Learning Standard
Complex
RI.8.9 Analyze a case in EE.RI.8.9 Identify Student will explain Student will identify Student will identify
which two or more texts where two different how two texts on the how two texts on a detail that
provide conflicting texts on the same same topic agree or the same topic supports an
information on the same topic differ in their disagree. disagree. author’s argument
topic and identify where interpretation of the in a text.
the texts disagree on details.
matters of fact or
interpretation.
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RI.8.9 Reading Informational Text-Integration of Knowledge and Ideas Grade 8
ACCESS POINT (More Complex) RI.8.9.M. Student will explain how two texts on the
same topic agree or disagree
PERFORMANCE TASK
Requirements:
 Task can include five items that require the student to explain how two texts on the
same topic:
o agree
o disagree
o or a combination of both
 The five items can relate to one topic or to multiple topics.
 Source material must be two informational texts on the same topic that clearly agree or
disagree.
Restrictions: None
Note to Teacher: This task requires a minimum of two paired

texts per topic. All five items can relate to the same paired
texts on the same topic. Each unique agreement/disagreement
with an explanation=1 item. Grade 8 has two Reading
Informational Text standards- ensure information is submitted
under the correct standard in the Data Collection Platform.
Example Items
Example Item Set 1:

Teacher Directions: Here are two articles that express opinions about whether chewing gum
should be allowed in school. Follow along as I read the articles. As I read, think about how the
articles disagree. (Read both articles to the student.)
Article 1:
All students should be allowed to chew gum in school. Scientists have discovered that chewing
gum can help learning. The scientists learned that students who chewed gum could concentrate
longer. Students even earned better grades.
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Article 2:
Chewing gum has been found to help concentration. However, only students who follow the
rules should be allowed to chew gum in school. Students must know how to chew quietly so
they do not disturb other students. Blowing bubbles cannot be allowed.
Item 1:
What is one way the two articles disagree? (Read the answer choices to the student.)
A. Some students’ test scores improved when they chewed gum.
B. Scientists have found that chewing gum helps students concentrate.
C. All students should be allowed to chew gum in school.
Explain.
Item 2:
What is one way they agree? Explain.
Example Item Set 2:

Teacher Directions: Follow along as I read two articles about wind power. As I read, think
about how the articles agree. (Read the articles to the student. Provide word banks relating to
the topic for the student to use in the response.)
Article 1:
Using Wind Power
Wind power is popular in many countries including the United States. However, the United
States does not use wind power as much as other countries. There are many reasons for this.
One is that it is expensive to build the machines used for wind power. Another reason is that the
machines can cause problems for birds migrating throughout the year. Finally, the wind does
not always blow, which could make it hard to get wind power.
Article 2:
The Power of Wind
Wind power is becoming more and more popular in the United States. People like that wind
power does not cause pollution. The machines used for wind power used to be very expensive,
but they are not as expensive now. Unfortunately wind power does have some problems. The
machines used for wind power can harm birds as they migrate. Another problem is that the wind
isn’t always blowing. That means people will have to use another way to get power.
Item 1:
What is one way the articles agree? Explain.
Item 2:
What is another way the articles agree? Explain.

Example Item Set 1
Item 1: A, Some students’ test scores improved when they chewed gum AND
student explains the disagreement.
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Item 2: helps students concentrate AND student explains the agreement.
Example Item Set 2

Items 1 and 2: Possible answers include: wind power is popular in the United
States; the machines are expensive; the wind doesn’t always blow; can harm
migrating birds AND student explains the agreement.
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RI.8.9 Reading Informational Text-Integration of Grade 8
Knowledge and Ideas
ACCESS POINT (Intermediate Complex) RI.8.9.I. Student will identify how two texts on the
same topic disagree.
PERFORMANCE TASK
Requirements:
 The five items must relate to pairs of texts on the same topics.
 The pairs of texts must include points of difference.
 Source material must be two informational texts that provide conflicting information on
the same topic.
Restrictions: None
Note to Teacher: This task requires a minimum of two paired

texts per topic. All five items can relate to the same paired
texts on the same topic. Grade 8 has two Reading Informational
Text standards- ensure information is submitted under the
correct standard in the Data Collection Platform.
Example Items
Item 1:
Teacher Directions: Here are two speeches by people who disagree about whether students
should wear uniforms. Follow along as I read the two articles. As I read, think about how the
two speakers disagree in supporting their points of view. (Read both speeches to the
student.)
Speech 1:
I think wearing school uniforms is a good idea. Wearing uniforms would save money.
Uniforms are cheaper than many regular clothes. School uniforms also encourage school
spirit. They make everyone feel comfortable.
Speech 2:
School uniforms are a bad idea. Many students like to show their interests by what they wear.
They wear T-shirts or hats showing their favorite teams or rock stars. Students should be able
to wear whatever they feel comfortable wearing.
Which statement would the two speakers disagree on? (Read the answer choices to the
student.)
A. Wearing school uniforms is a good idea for everyone.
B. Students should feel comfortable in their clothes.
C. Wearing uniforms would save money.
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Item 1: A, Wearing school uniforms is a good idea for everyone.
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RI.8.9 Reading Informational Text-Integration of Grade 8
Knowledge and Ideas
ACCESS POINT (Less Complex) RI.8.9.L. Student will identify a detail that supports an
author’s argument in a text.
PERFORMANCE TASK
Requirements:
 The five items can relate to one text or to multiple texts.
 Source material must be an informational text that supports an author’s argument.
Restrictions: None
Note to Teacher: Grade 8 has two Reading Informational Text

Example Items
Item 1:
Teacher Directions: The author of this article says students should have homework every
day. Follow along as I read the article. As I read, think about why the author believes
students should have homework every day. (Read the article to the student.)
Homework Helps
I think students should have homework every day. Homework helps students remember what
they learn in class. Homework will make students smarter.
Highlight one detail in the article that supports the idea that students should have homework
every day.

Item 1: Possible answer include: Homework helps students remember what they learned,
homework will make students smarter
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Strand: Writing
Sub-strand: Research to Build and Present Knowledge
Learning Standard
Complex
W.8.8 Gather relevant EE.W.8.8 Select Student will Student will identify Student will identify
information from multiple quotes providing paraphrase quotes or a source that is
print and digital sources, relevant information quotations gathered information that is relevant for a given
using search terms about a topic from from multiple print relevant to a topic familiar topic.
effectively; assess the multiple print or digital or digital sources. from a print or
credibility and accuracy of sources. digital source.
each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and
following a standard
format for citation.
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W.8.8 Writing-Research to Build and Present Knowledge Grade 8
ACCESS POINT (More Complex) W.8.8.M. Student will paraphrase quotations gathered
from multiple print or digital sources.
PERFORMANCE TASK
Requirements:
 Source material must be an informational text.
Restrictions: NONE
Note to Teacher: This task requires the student to paraphrase

information from multiple sources. Items where the student
identifies information will be marked “Not Scorable.”
Example Items
Item 1:
Teacher Directions: I am going to read two selections from an article to you. As I read,
think about how you can write the sentences from these selections in your own words.
Source 1:
Many early scooters were homemade. Youths took a pair of roller skates and nailed them
to a two-by-four board. Then they nailed a crate to the top to use as a neck. Handles were
made by nailing another piece of wood to the crate.
Write what you just heard in your own words.
Teacher Directions: Now, I’m going to read the second selection. Remember to think
about how you can write these sentences in your own words.
Source 2:
Scooters were used until the fifties when the handles and neck were removed. All that was
left were the skates and the two-by-four. Young people loved the thrill of sailing down the
streets hands-free. The skateboard took over.1
Write what you just heard in your own words.

Item 1: Correct if student writes a sentence which paraphrase both sources.
1
Modified from How Stuff Works the Origins of Skateboarding
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ACCESS POINT (Intermediate Complex) W.8.8.I. Student will identify quotes or information
that is relevant to a topic from a print or digital source.
PERFORMANCE TASK
Requirements:
 Task may include five items that require the student to identify:
o quotes relevant to a topic
o information relevant to a topic
 Students must be given access to several different information sources.
Restrictions: None
Note to Teacher: This task requires the student identify

multiple pieces of information from multiple sources related to
a topic.
Example Items
Teacher Directions: Suppose you are doing a report about Washington State Symbols.
You are using multiple articles to find information about Washington’s state symbols.
(Point to the articles.) Follow along as I read different sources to you. As I read, think
about the information you should include in your report.
Source 1:
Washington State Symbols
The state of Washington has many interesting symbols. The American goldfinch is the state bird
of Washington. The male bird is bright yellow with black wings. The female is yellow-brown with
dark brown wings. The state tree of Washington is the western hemlock. The western hemlock
is an evergreen tree. That means it stays green all year. The western hemlock can live a long
time. Some trees have lived over 1200 years! Western hemlocks can be very tall. The official
state fish of Washington is the steelhead trout. The steelhead trout has a gray, spotted back.
Many people like to fish for steelhead trout.
Items 1–3:
Teacher Directions: Here is a highlighter. (Provide the student with a highlighter.)
Highlight three pieces information from the article that you want to include in your report on
Washington State Symbols.
Source 2:
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Items 4–5:
Teacher Directions: We are going to read information about Washington’s state symbols. (Go to
Washington State Legislature, State Symbols: http://leg.wa.gov/Symbols/pages/default.aspx
and read the information on the website to the student.) Here are some sentence strips with some of
the information we just read. (Create multiple sentence strips with information from selected
portions of the website.) Choose 2 more pieces of information you want to include in your report
on Washington State Symbols.
 In 1959, the Legislature designated the native species, Rhododendron

macrophyllum, as the official flower of the state of Washington.
 In 1928, legislators let school children select the state bird and the meadowlark won
hands-down.
 Steelhead trout is one of the most popular fish for recreational fishing, a major
industry in Washington State.
 Washington is the nation's top apple-producing state, so it is appropriate that the
apple was named a state symbol in 1989,
 Students from over 100 school districts statewide participated in the selection of the
common green darner dragonfly.
 Because Pacific chorus frogs live in every county in the state and on both sides of the
Cascades, they are an excellent choice as an emblem for the whole state.

Item 1–3: Correct if student selects three pieces of information from the provided source.
Items 4-5: Correct if student chooses two pieces of information from the provided
source.
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ACCESS POINT (Less Complex) W.8.8.L. Student will identify a source that is relevant for a
given familiar topic.
PERFORMANCE TASK
Requirements:
 Students must be given access to several different information sources.
Restrictions: None
Note to Teacher: This task is aligned to the sub-strand of

Research to Build and Present Knowledge so sources must be
informational.
Example Items
Item 1:
Teacher Directions: Look at the books. (Show two books to the student: one about the
Sun and another about cars.) Suppose you want to learn more about the Sun. Which
book gives information about the Sun? (Point to the answer choices.)
A. [the book about cars]
B. [the book about the Sun]

Item 1: b, the book about the sun
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Strand: Speaking and Listening
Sub-strand: Presentation of Knowledge and Ideas
Learning Standard
Complex
SL.8.4 Present claims and EE.SL.8.4 Present Student will prepare Student will present Student will identify
findings, emphasizing descriptions, facts, or and present a details to support a a fact and/or a
salient points in a focused, details supporting speech on a familiar point that can be descriptor from a
coherent manner with specific points made topic and will used in a presentation on a
relevant evidence, sound on a topic. include in that presentation. familiar topic.
valid reasoning, and well- presentation
chosen details; use supporting points.
appropriate eye contact,
adequate volume, and
clear pronunciation.
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SL.8.4 Speaking and Listening-Presentation of Grade 8
Knowledge and Ideas
ACCESS POINT (More Complex) SL.8.4.M. Student will prepare and present a speech on a
familiar topic and will include in that presentation supporting points.
PERFORMANCE TASK
Requirements:
Restrictions: NONE
Note to Teacher: All five items can relate to the entire process
of speech development. This task requires that the student
present the speech to an audience.
Example Items
Teacher Directions: You are going to give a speech to the class about a chore you do not like.
Item 1:
Teacher Directions: Think about a chore that you do not like to do. Here is a list of possible
chores to choose from (give student a list of chores) or you may come up with your own.
Items 2–3:
Teacher Directions:
Prepare a speech about the chore you dislike most. Include at least two reasons why you
dislike the chore or two reasons it is good for you to do the chore. When you have finished
preparing your speech about the chore you dislike most, you will present it.
Items 4–5:
Teacher Directions: Now it is time to present your speech to _____(Teacher should select and
audience). During your speech I am going to see if you maintain appropriate volume AND eye
contact with your audience.

Item 1: Correct if student chooses or comes up with a chore they don’t like to do.
Items 2–3: Items are correct if student has two different reasons why they do not like the
chore.
Items 4–5: Correct if student maintains appropriate volume and eye contact during
presentation to an audience.
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Knowledge and Ideas
ACCESS POINT (Intermediate Complex) SL.8.4.I. Student will present details to support a
point that can be used in a presentation.
PERFORMANCE TASK
Requirements:
 The details must support a specific point.
Restrictions:
 Student must inform the teacher, not just identify details.
Note to Teacher: This task does not require the student to give
the presentation. Each unique topic plus at least two details=1
unique item. The topic does not need to be student generated.
Teacher should clearly document the items go beyond simple
identification of details.
Example Items
Item 1:
Teacher Directions: Suppose you are preparing a presentation about why we need to
keep our lakes and rivers clean. You need to include at least two reasons why we should
keep our lakes and rivers clean. I will read an article to you. Identify the information you
need to answer the question: What are two reasons we should keep our lakes and rivers
clean?
It is important that we keep our lakes and rivers clean. Polluted lakes and rivers flow into
our reservoirs. We get our drinking water from reservoirs. They need to be clean or we
will be sick. Also, clean lakes and rivers are good for wildlife. Ducks feed off the bottoms
of lakes and rivers, fish swim in them, and other wildlife like deer drink from them. There
is a lot we should do to keep our lakes and rivers clean.
Tell me two reasons we should keep our lakes and rivers clean.
1.
2.

Item 1: Correct if student informs the teacher of two reasons why which support “keep
rivers and lakes clean.” The reasons must be beyond simple identification of a detail
from the text.
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Knowledge and Ideas
ACCESS POINT (Less Complex) SL.8.4.L. Student will identify a fact and/or a descriptor
from a presentation on a familiar topic.
PERFORMANCE TASK
Requirements:
 Items can require students to include:
o facts from a presentation
o descriptions from a presentation
Restrictions:
 Do not show the text to the student.
Example Items
Item 1:
Teacher Directions: (Prepare a presentation with accompanying visuals.) Listen as I give you
some information about a school bus. As you listen, think about what a school bus looks like.
The School Bus

Almost all school buses are yellow and black. They are like big cars with many seats. School
buses bring students to school and home again at the end of the day.
One fact in information is about the color of the bus.
What color is a school bus? (Read the answer choices to student and present two picture cards;
a red square and a yellow square.)
A. red
B. yellow
Item 2:
Teacher Directions: Follow along as I read to you about shoes. As I read, think about how I am
describing shoes. (Provide accompanying visuals.)
Shoes
There are many different kinds of shoes. Some shoes are for running and playing. Other shoes
are fancy, sparkly and shiny and are worn at special occasions like a party.
What was one word from the information that described shoes?

Item 1: B, Yellow
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Item 2: Answer may include: fancy, sparkly, or shiny.
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Strand: Language
Sub-strand: Knowledge of Language
Learning Standard
Complex
L.8.3 Use knowledge of EE.L.8.3 Use Student will use the Student will identify Student will make
language and its language to achieve correct forms of a verb to complete appropriate
conventions when writing, desired outcomes verbs in sentences simple sentences. requests.
speaking, reading, or when communicating. to communicate
listening. desired outcomes.
a. Use to-be verbs
a. Use verbs in the active (am, are, is, was,
and passive voice and in were, be, become,
the conditional and became) accurately
subjunctive mood to when writing and
achieve particular effects communicating.
(e.g., emphasizing the
actor or the action;
expressing uncertainty or
describing a state contrary
to fact).
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L.8.3 Language-Knowledge of Language Grade 8
ACCESS POINT (More Complex) L.8.3.M. Student will use the correct forms of verbs in
sentences to communicate desired outcomes.
PERFORMANCE TASK
Requirements:
 The five items can relate to one topic or multiple topics.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Follow along as I read this sentence. As I read, think about the correct
verb form for the blank.
Trudy and Mary Jane ______ calling friends today to invite them to a party. (Point to
picture.)
Which verb form best fills in the blank in the sentence? (Read the answer choices to the
student.)
A. was
B. were
C. will
Item 2:
Teacher Directions: I am going to read a sentence to you. The sentence has blanks for
two missing verbs. As I read, think about which verbs you would use to complete the
sentence. (Read the sentence to the student.)
Joe__________ hard in reading class and will ________ a good reader.
Which form of the verb “work” goes in the first blank? [Read the answer choices to the student.]
A. work
B. worked
C. working
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Item 3:
Teacher Directions: I will read the sentence again. (Read the sentence to the student.) Which
form of the verb “become” goes in the second blank? (Read the answer choices to the student.)
A. become
B. became
C. becomes
Item 4:
No one answered the door when Paul ___ the doorbell.
Which verb best fills in the blank in the sentence?

A. ranged
B. ringed
C. rang
Item 5:
Our hands felt ___ after playing in the snow.
Which verb best fills in the blank in the sentence?

A. froze
B. frozen
C. freezed

Item 1: A, were
Item 2: B, worked
Item 3: A, become
Item 4: C, rang
Item 5: B, frozen
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ACCESS POINT (Intermediate Complex) L.8.3.I. Student will identify a verb to complete
simple sentences.
PERFORMANCE TASK
Requirements:
 The five items may relate to one topic or to multiple topics.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Here is a sentence. (Present the sentence strip and an accompanying
visual of a student getting on the bus to go home.) Follow along as I read the sentence.
(Point to each word as you read the sentence and present the picture to the student.)
I go home.
This is the verb in the sentence. (Point to the word “go” and say, “go.”) Here is another
sentence. (Present the second sentence strip and an accompanying visual of a student
studying hard.)
I hard.
Follow along as I read the sentence. (Point to each word, including the blank, as you
read.) Which sentence uses the correct verb? (Read the sentence with each of the
answer choices to the student.)
A. I work hard.
B. I working hard.
C. I house hard.
Item 2:
Teacher Directions: (Use example set-up in item 1, “I go home” if needed to remind student.)
Here is another sentence. (Present the second sentence strip.)
I my homework
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A. I doing my homework.
B. I done hard.
C. I did my homework.
Item 3:
We ___ home.
A. We walking home.
B. We walked home.
C. We walks home.
Item 4:
I will ___ in class.

A. I will listening in class.
B. I will listener in class.
C. I will listen in class.
Item 5:
I am ____ in the concert.

A. I am singing in the concert.
B. I am sing in the concert.
C. I am singed in the concert.
30
Item 1: A, work
Item 2: C, did
Item 3: B, walked
Item 4: C, listen
Item 5: A, singing
31
ACCESS POINT (Less Complex) L.8.3.L. Student will make appropriate requests.
PERFORMANCE TASK
Requirements:
Restrictions: None
Example Items
Item 1:
Teacher Directions: Suppose you are working on a paper when your pencil breaks. What
should you say to your teacher? (Read the answer choices to the student.
A. May I sharpen my pencil, please?
B. Hey! I need a new pencil!
Multiple Items:
Teacher Directions: (Use a tally sheet to count the number of times a student makes an
appropriate request during a specific time period during which it would be appropriate and
expected for the student to make requests of the teacher or other students.)
Appropriate requests can include but are not limited to the following:
 “May I have a new paper, please?”
 “May I select a book to read, please?”
 “May I get a drink of water, please?”
 “Would you help me with this problem, please?”
 “Please.”

Item 1: A, May I sharpen my pencil, please?
Multiple Items: Teacher must determine appropriate requests and criteria for success
32
Mathematics Grade 8
Domain: Geometry
Cluster: Understand congruence and similarity using physical models, transparencies, or geometry
software
Washington K–12 Essential Element ACCESS POINTS Built on Three Levels of Complexity
Learning Standard
More Complex     Intermediate        Less
Complex
8. G.4. Understand EE.8.G.4. Identify Student will Student will identify Student will identify
that a two- similar shapes with demonstrate similar figures on a a similar and
dimensional figure is and without rotation. understanding of grid without rotation. congruent circles
similar to another if similar figures drawn and squares.
the second can be on a grid (with
obtained from the rotation).
first by a sequence
of rotations,
reflections,
translations, and
dilations; given two
similar two-
dimensional figures,
describe a sequence
that exhibits the
similarity between
them.
33
8.G.4 Geometry- Understand congruence and similarity Grade 8
using physical models, transparencies, or geometry
software
ACCESS POINT (More Complex) 8.G.4.M. Student will demonstrate understanding of
similar figures drawn on a grid (with rotation).
PERFORMANCE TASK
Requirements:
 Distractors must be the same shape.
Restrictions: None
Note to Teacher: This task requires that similar figures are

presented with rotation. Items not presented with rotation will be
marked “Not Scorable.”
Example Items
Item 1:
Teacher Directions: This picture shows triangles drawn on a grid. (Point to the triangles on the
grid.)
Point to the two shapes which are similar?
Item 2:
Teacher Directions: This picture shows rectangles drawn on a grid. (Point to the rectangles on
the grid.)
34
Which shape is similar to Rectangle 1? (Read the answer choices to the student.)
A. Rectangle A
B. Rectangle B
C. Rectangle C
Item 3:
Teacher Directions: This picture shows triangles drawn on a grid. (Point to the triangles on the
grid.)
Which figure A, B, or C, is similar to Figure 1?
Item 4:
Teacher Directions: This picture shows rectangles drawn on a grid. (Point to the rectangles on
the grid.)
Point to the two rectangles that are similar.

35
Item 1: Triangles 1 and 4
Item 2: C, Rectangle C
Item 3: Figure A
Item 4: Rectangles 1 and 3
36
software
ACCESS POINT (Intermediate Complex) 8.G.4.I. Student will identify similar figures on
a grid without rotation.
PERFORMANCE TASK
Requirements:
Restrictions: None
Note to Teacher: This task is distinguished from the More

Complex task in that the figures are presented WITHOUT
rotation.
Example Items
Item 1:
Teacher Directions: This picture shows shapes drawn on a grid. (Point to the shapes on the
grid.)
Which two shapes are similar?
Item 2:
Teacher Directions: This picture shows rectangle 1 drawn on a grid. (Point to the rectangle.)
This picture shows rectangles drawn on a grid. (Point to each rectangle.)
37
Teacher direction: Which shape is similar to Rectangle 1? (Read the answer choices to the
student.)
A. Rectangle A
B. Rectangle B
C. Rectangle C
Item 3:
Teacher Directions: This picture shows rectangle 1 drawn on a grid. (Point to rectangle 1.)
Teacher direction: Which shape is similar to Rectangle 1? (Read the answer choices to the
student.)
A. Rectangle A
B. Rectangle B
C. Rectangle C

Item 1: Triangle 1 and 4
Item 2: C, rectangle C
Item 3: Rectangle B
38
software
ACCESS POINT (Less Complex) 8.G.4.L. Student will identify similar and congruent circles
and squares,
PERFORMANCE TASK
Requirements:
 The set of five items must include at least:
o one item identifying similar circles
o one item identifying similar squares
o one item identifying congruent circles
o one item identifying congruent squares
Restrictions: None
Example Items
Item 1 (similar circle item):

Teacher Directions: This picture shows a circle. (Point to the circle.)
Which shape is similar to the circle? (Point to, but do not identify, the answer choices for the
student.)
A.
B.
C.
Item 2 (congruent square item):

Teacher Directions: This picture shows a square. (Point to the square.)
39
Which picture shows a shape congruent to the square? (Point to, but do not identify, the
answer choices for the student.)
A.
B.
C.
Item 3: (similar square item):

Teacher Directions: This is a square. All sides are 1 unit in length (Point to the square)
Which picture shows a similar square?
A. shape is 1 by 1.5 units
B. shape is .5 by 1 units
40
C. shape is 2 by 2 units
Item 4 (congruent circle item):

Teacher Directions: This is a circle. (Point to the circle.)
Which picture shows a congruent circle?
A.
B.
C.
Item 1: A, circle
Item 2: B, square
Item 3: C, the shape with 2 by 2 units
Item 4: B
41
Mathematics Grade 8
Domain: Expressions and Equations
Cluster: Understand the connections between proportional relationships, lines, and linear equations
Learning Standard
Complex
8. EE.5. Graph EE.8.EE.5–6. Graph Student will identify Student will locate or Student will locate or
proportional a simple ratio by a graph given a ratio identify a point in the identify a point on a
relationships, connecting the origin relationship first quadrant of a number line.
interpreting the unit to a point displayed in a table. coordinate grid.
rate as the slope of representing the
the graph. Compare ratio in the form of
two different y/x. For example,
proportional when given a ratio
relationships in standard form
represented in (2:1), convert to 2/1,
different ways. For and plot the point
example, compare a (1,2).
distance-time graph
to a distance-time
equation to
determine which of
two moving objects
has greater speed.
42
8.EE.5 Expressions and Equations- Understand the Grade 8
connections between proportional relationships, lines,
and linear equations
ACCESS POINT (More Complex) 8.EE.5.M. Student will identify a graph given a ratio
relationship displayed in a table.
PERFORMANCE TASK
Requirements:
 Line graphs must be used to represent the relationship displayed in the table.
Restrictions: None
Example Items
Item 1:
Teacher Directions: This table shows the amount of money Sam earned for a given number of
hours worked. (Point to and read the table to the student.)
Sam’s Money
Number of Money
Hours Earned
0 $0
1 $5
2 $10
3 $15
Which graph displays the information shown in the table? (Point to, but do not read, the answer
choices for the student.)
A.
43
B.
C.
Item 2:
Teacher Directions: This table shows a relationship between x and y.
x y
0 0
1 3
2 6
3 9
Which graph shows the relationship between x and y? (Point to, but do not read, the answer
44
A.
B.
C.
45
Item 3:
Teacher Directions: This table shows the total amount of rainfall that fell for each of five years.
(Point to and read the table to the student.)
A.
B.
C.
46
Item 4:
This table shows the total amount of plant growth for seven consecutive days. (Point to and
read the table to the student.)
A.
B.
47
C.
Item 5:
This table shows the number of laps Kate runs every 5 minutes. Kate runs 3 laps every 5
minutes (Point to and read the table to the student.)
A.
48
B.
C.
Item 1: B
Item 2: A
Item 3: B
Item 4: C
Item 5: B
49
ACCESS POINT (Intermediate Complex) 8.EE.5.I. . Student will locate or identify a point in
the first quadrant of a coordinate grid.
PERFORMANCE TASK
Requirements:
 Task must include five items that:
o locate a point in the first quadrant of a coordinate grid
o identify a point in the first quadrant of a coordinate grid
 At most one item, within the set of five, may have the x value equal to the y value.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Three points are shown on the coordinate grid. (Point to the coordinate
grid.)
Which point is located at (5, 3)? (Read the answer choices to the student.)
A. point A
B. point B
C. point C
Item 2:
Teacher Directions: This is a coordinate grid. (Point to the coordinate grid.) Point A is located
at (3, 2).
50
Plot point A on the coordinate grid.

Item 1: B, point B
Item 2: Correct if student plots the point at x=3 and y=2
51
ACCESS POINT (Less Complex) 8.EE.5.L. Student will locate or identify a point on a
number line.
PERFORMANCE TASK
Requirements:
 Tasks must include five items where a student:
o locates a point on a number line
o identifies a point on a number line
 Number line must include positive and negative integers.
 In a multiple-choice item, a minimum of two answer choices must be provided
Restrictions: None
Example Items
Item 1:
Teacher Directions: Point A is shown on this number line. (Point to the number line.)
What is the location of point A? [Read the answer choices to the student.]
Item 2:
Teacher Directions: This is a number line. (Point to the number line.)
Point to the location of -4.
Item 3:
Point to the location of 8.
52
Item 4:
Point to the location of -2.
Item 5:
Point to the location of 0.

Item 1: 2
Item 2: Correct if student points to -4
Item 3: Correct if student points to 8
Item 4: Correct if student points to -2
Item 5: Correct if student points to 0
53
Mathematics Grade 8
Domain: Functions
Cluster: Use functions to model relationships between quantities
Learning Standard
Complex
8. F.5. Describe EE.8.F.5. Describe Student will describe Student will identify Student will identify
qualitatively the how a graph a relationship a correct statement the topic of
functional represents a between two about a scatter plot information
relationship between relationship between quantities shown in or a line graph that represented in a
two quantities by two quantities. a scatter plot or line shows a relationship scatter plot or line
analyzing a graph graph. between two graph.
(e.g., where the quantities.
function is
increasing or
decreasing, linear or
nonlinear). Sketch a
graph that exhibits
the qualitative
features of a
function that has
been described
verbally.
54
8.F.5 Functions- Use functions to model relationships Grade 8
between quantities
ACCESS POINT (More Complex) 8.F.5.M. Student will describe a relationship between two
quantities shown in a scatter plot or a line graph.
PERFORMANCE TASK
Requirements:
 Task must include five:
o scatter plots
o line graphs
Restrictions: None
Note to Teacher: Each item requires a unique scatter plot or line graph.
Example Items
Item1:
Teacher Directions: This is a graph. (Point to and read the graph to the student.)
As the “Distance Walked” increased by 1, how do the “Calories Burned” change? (Read the
A. The “Calories Burned” increase by about 25 calories.
B. The “Calories Burned” increase by about 75 calories.
C. The “Calories Burned” increase by about 400 calories.
55
Item 2:
Describe the change in the height of the tree from the time it was planted (0 years) until five
years after it was planted (5 years).
Item 3:
For each day the plant was measured, how did the plants total growth change? (Read the
A. The plant grew every day.
B. The plant got shorter every day.
C. The plant did not grow.
56
Item 1: B, the “Calories Burned” increase by about 75 calories.
Item 2: Answer may include:
 As the tree got older the tree got taller
 The tree grew 4 feet
 The height of the tree increased over time
Item 3: C, the plant did not grow
57
between quantities
ACCESS POINT (Intermediate Complex) 8.F.5.I. Student will identify a correct statement
about a scatter plot or a line graph that shows a relationship between two quantities.
PERFORMANCE TASK
Requirements:
o scatter plots
o line graphs
Restrictions: None
Note to Teacher: Each item requires a unique scatter plot or

line graph.
Example Items
Item 1:
Teacher Directions: This is a graph. (Point to and read the graph.)
Which statement is true? (Read the answer choices to the student.)

A. Toby’s bicycle speed increased for all 16 minutes.
B. Toby’s bicycle speed increased for the first 8 minutes.
C. Toby’s bicycle speed decreased for all first 8 minutes.
Item 2:
58
Which statement is true? (Read the answer choices to the student.)
A. The height of the tree increased between year 1 and year 8.
B. The height of the tree was the tallest in year 5
C. The height of the tree stayed the same over the years.

Item 1: B, Toby’s bicycle speed increased for the first 8 minutes
Item 2: A, The height of the tree increased between year 1 and year 8.
59
between quantities
ACCESS POINT (Less Complex) 8.F.5.L. Student will identify the topic of information
represented in a scatter plot or line graph.
PERFORMANCE TASK
Requirements:
o scatter plots
o line graphs
 All graphs must have a title.
Restrictions: None
Example Items
Item 1:
Teacher Directions: This is a graph. (Point to and read the graph.)
What is the topic of the graph? (Read the answer choices to the student.)
A. Toby’s Bicycle Speed
B. Toby’s Running Speed

Item 1: A, Toby’s Bicycle Speed
60
Mathematics Grade 8
Domain: The Number System
Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers
Learning Standard
Complex
8. NS.2. Use rational EE.8.NS.2.b. Student will use Student will use Student will identify
approximations of Compare quantities models to compare models to compare the greater decimal
irrational numbers to represented as decimals to the decimals to the using models.
compare the size of decimals in real- hundredths place. tenths place.
irrational numbers, world examples to
locate them hundredths.
approximately on a
number line
diagram, and
estimate the value of
expressions (e.g.,
π2). For example,
by truncating the
decimal expansion
of √2, show that √2
is between 1 and 2,
then between 1.4
and 1.5, and explain
how to continue on
to get better
approximations.
61
8.NS.2 The Number System-Know that there are numbers Grade 8
that are not rational, and approximate them by rational
numbers
ACCESS POINT (More Complex) 8.NS.2.M. Student will use models to compare decimals
to the hundredths place.
PERFORMANCE TASK
Requirements:
Restrictions: None
Example Items
Item 1:
Teacher Directions: Here are models of 0.32 and 0.75. (Point to each model.)
Which is true? (Read the answer choices to the student.)

A. 0.32 < 0.75
B. 0.32 > 0.75
C. 0.32 = 0.75
Item 2:
Teacher Directions: Here are models of three decimals. (Place the models in a random
order on the work surface. Point to and read each model.)
0.01 0.25 0.10
Put the decimals in order from least to greatest.

Item 1: A, 0.32 < 0.75
62
Item 2: .01<0.10<0.25; penny, dime, quarter
63
numbers
ACCESS POINT (Intermediate Complex) 8.NS.2.I. Student will use models to compare
decimals to the tenths place.
PERFORMANCE TASK
Requirements:
Restrictions: None
Example Items
Item 1:
Teacher Directions: This is a model of 0.2 and a model of 0.7. (Point to and read each model.)
Which is true? (Read the answer choices to the student.)

A. 0.2 > 0.7
B. 0.2 = 0.7
C. 0.2 < 0.7
Item 2:
Teacher Directions: Here are models of three decimals. (Place the models in a random
order on the work surface. Point to and read each model.)
Put the decimals in order from least to greatest.

Item 1: C, 0.2 < 0.7
Item 2: 0.2<0.4<0.7
64
numbers
ACCESS POINT (Less Complex) 8.NS.2.L. Student will identify the greater decimal using
models
PERFORMANCE TASK
Requirements:
Restrictions: None
Example Items
Item 1:
Teacher Directions: This model shows the decimal 0.4. (Point to and read the model to the
student.)
0.4
Which model shows a decimal greater than 0.4? (Point to and read the answer choices to the
student.)
A. 0.2
B. 0.7

Item 1: B, 0.7
65
Mathematics Grade 8
Domain: Statistics and Probability
Cluster: Investigate patterns of association in bivariate data
Learning Standard
Complex
8. SP.4. Understand that EE.8.SP.4. Student will Student will identify Student will sort
patterns of association can
also be seen in bivariate Construct a graph or represent given a bar graph or given unorganized
categorical data by table from given unorganized data by picture graph that data into two
displaying frequencies and categorical data, completing a bar represents given groups.
relative frequencies in a
two-way table. Construct and compare data graph or picture unorganized data.
and interpret a two way categorized in the graph using a
table summarizing data on graph or table. template.
two categorical variables
collected from the same
subjects. Use relative
frequencies calculated for
rows or columns to
describe possible
association between the
two variables. For example,
collect data from students
in your class on whether or
not they have a curfew on
school nights and whether
or not they have assigned
chores at home. Is there
evidence that those who
have a curfew also tend to
have chores?
66
8.SP.4 Statistics and Probability- Investigate patterns of Grade 8
association in bivariate data
ACCESS POINT (More Complex) 8.SP.4.M. Student will represent given unorganized data
by completing a bar graph and picture graph using a template.
PERFORMANCE TASK
Requirements:
o one bar graph item
o one picture graph item
 Each item must include at least five pieces of data.
Restrictions:
 Multiple-choice items are not allowed.
Note to Teacher: This task is distinguished from the Intermediate in that

it requires the student to complete a graph using unorganized data.
Example Items
Item 1 (bar graph item):
Teacher Directions: These are balls in a gym. (Point to each ball.)
Complete the bar graph to show the balls in a gym.
67
Item 2 (picture graph item):
Teacher Directions: These are object found in Jenna’s backpack. (Cut out the pictures. Point
to each object.)
Complete the picture graph to show the objects that are in Jenna’s backpack by placing them
in the correct spot on the picture graph.

Item 1: Correct if student complete bar graph with the following amounts colored in for
each category: Basketball=4; Soccer ball=3; Baseball=1
Item 2: Correct if student place all objects next to the correct category: Pencils=4;
Notebook=2; Calculator=1
68
ACCESS POINT (Intermediate Complex) 8.SP.4.I. Student will identify a bar graph or
picture graph that represents given unorganized data.
PERFORMANCE TASK
Requirements:
o bar graphs
o picture graphs
 Each item must include at least five unorganized pieces of data.
Restrictions: None
Example Items
Item 1:
Teacher Directions: These are objects in Mike’s backpack. (Point to the object.)
Which graph shows the objects in Mike’s backpack? (Point to the answer choices.)
A.
69
B.
C.
Item 2:
Teacher Directions: These are objects in Mike’s backpack. (Point to the objects.)
Which picture graph shows the objects in Mike’s backpack?
A.
70
B.
C.
Item 1: C
Item 2: B
71
ACCESS POINT (Less Complex) 8.SP.4.L. Student will sort given unorganized data into
two groups.
PERFORMANCE TASK
Requirements:
 Each item must use different objects.
 Each item must sort at least five objects into at least 2 groups.
Restrictions:
 Multiple-choice items are not allowed.
Example Items
Item 1:
Teacher Directions: (Collect four books and two rulers.) Here are some books and rulers. (Place
the items on the work surface in front of the student in a random placement.) Sort the items into
two groups. Place the books here. (Point to the left side of the work surface.) Place the rulers
here. (Point to the right side of the work surface.)
Item 2:
Teacher Directions: (Collect three pencils and five notebooks.) Here are some pencils and
notebooks. (Place the items on the work surface in front of the student in a random placement.)
Sort the items into two groups. Place the pencils here. (Point to the left side of the work surface.)
Place the notebooks here. (Point to the right side of the work surface.)
Here is a pencil. (Pick up a pencil.) Where does the pencil go? (Continue with the rest of the
items.)

Item 1: Correct if student sorts all items correctly.
Item 2: Correct if student sorts all items correctly.
72
Science MS-ETS1-3 Middle School
Discipline: Engineering & Technology
Core Idea: Engineering Design
Next Generation Essential Concept ACCESS POINTS Built on Three Levels of Complexity
Science Standard
Performance More Complex        Intermediate         Less
Expectation Complex
MS-ETS1-3 Analyze data from EC.MS-ETS1-3: Student will organize and use Student will organize and Given organized data from
tests to determine similarities and data from tests to determine interpret data from several tests of several design
differences among several design
Organize and interpret data
solutions to identify the best from tests of several design similarities and differences design solutions, to select solutions, student will
characteristics of each that can be solutions in order to develop a among several design features of each solution that identify solutions that better
combined into a new solution to solution that better meets the solutions. can be combined into a new meet the criteria for
better meet the criteria for success. criteria for success. solution that better meets the success.
SEP: Analyzing and
Interpreting Data  Select features of each criteria for success.
SEP: Compare data to solution that can be
 Analyze and interpret data
determine similarities and
to determine similarities
combined into a new
and differences in findings. differences. solution that better
DCI: ETS1.B; meets the criteria for
Developing Possible Solutions: DCI: ETS1.B and success.
 There are systematic processes ETS1.C: Evaluate different
for evaluating solutions with
respect to how well they meet
solutions to determine the  Develop a design that
the criteria and constraints of a best parts of each solution better meets the
problem. (best meet design criteria criteria and evaluate
 Sometimes parts of different and constraints). its effectiveness.
solutions can be combined to
create a solution that is better CCC: None
than any of its predecessors.
ETS1.C: Optimizing the
Design Solution
 Although one design may not
perform the best across all
tests, identifying the
characteristics of the design that
performed the best in each test
can provide useful information
for the redesign process- that is,
some of those characterizes
may be incorporated into the
new design.
CCC: None
73
74
MS-ETS1-3 Engineering & Technology-Engineering Middle School
Design
ACCESS POINT (More Complex): MS-ETS1-3.M Student will organize and use data from
tests to determine similarities and differences among several design solutions AND select
features of each solution that can be combined into a new solution that better meets the
criteria for success AND develop a design that better meets the criteria and evaluate its
effectiveness
PERFORMANCE TASK
Requirements:
 Teacher will provide designs and organized data for at least three design solutions with
three criteria for success.
 The set of five items must include:
o One item that requires the student to organize data from tests of several design
solutions.
o One item that requires the student to interpret quantitative data.
o One item that requires the student to determine similarities or differences of the
design solutions based on interpreted data.
o Two items that require the student to develop a design that better meets the
criteria for success.
 In a multiple choice item, a minimum of three answer options must be provided.
Restrictions: None
Essential Concept: Organize and interpret data from tests of several design solutions in order
to develop a solution that better meets the criteria for success.
Three Dimensions
Disciplinary Core Ideas

(DCI):
Science and Engineering ETS1.B/ETS1.C Evaluate
Practices (SEP): Compare different solutions to Cross Cutting Concepts
data to determine similarities determine the best parts of (CCC): None.
and differences. each solution (best that meets
design criteria and
constraints.)
Example Items
Teacher Directions: The teacher should prepare materials prior to assessing the student.
1) Label 5 envelopes:
a. Car A
75
b. Car B
c. Car C
d. Car D
e. Car E
2) Cut out Car Features (from provided Car Features table) and place in envelopes that
correspond to the correct car.
Teacher Directions: Read to student before passing out envelopes:

A group of science students decided to have a pinewood derby race. They made
pinewood derby cars with different body designs using several different features. The
students were able to put different amounts of weights and tires on their cars. To be
successful the cars had to finish the race in the least amount of time. Cars that fell off
the side of the track had to go back to the starting line.
Teacher Direction: (Pass out all of the envelopes to the student). These envelopes contain the
different features for each of the cars that were in the pinewood derby race.
Table for Student

Pinewood Derby Car Race Information
Item 1 (organize data item):

Using data collection from the envelopes, create a table to represent the data.
76
(Before moving to Item 2, correct and explain errors in table)
Item 2 (interpret quantitative data item):

Which change would be more effective at reducing the amount of time it takes a car to finish the
race: changing the body type or changing the number of weights? Use data from the table to
support your answer.
Item 3 (similarities item):

What are two similarities and two differences between Car A and Car E?
Item 4 (better design item):

Based on the finishing times, describe each car feature so that the resulting car would finish in
the least amount of time?
Item 5 (better design item):

If you had to design your own car using only 3 weights, which features would you include that
would make your car finish in first or second place? Explain how the features made the car
faster.
Ideal Car Features

Number of tires
Number of weights
Body Shape

Item 1: Student must include all chart features including all headings and labels, and
organize data accurately.
Example:
# of Tires # of Body Shape Finishing Time Times
Weights fallen
off track
Car A 3 5 2.96s 3
Car B 6 2 3.10s 4
Car C 4 4 2.90s 2
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# of Tires # of Body Shape Finishing Time Times
Weights fallen
off track
Car D 4 2 2.80s 1
Car E 3 2 3.00s 3
Item 2: Body type is more effective. We know this because even with less weights the
Grey Ghost body type finished in the least amount of time.
Item 3: The similarities between both cars are that they fell off the track 3 times and both
cars have 3 wheels. The differences are that they had different body types and different
number of weights.
Item 4: The car would need to have Grey Ghost body style, 4 tires, 2 weights, and only
fall off the track once.
Item 5: Possible second table representing how more weights and aerodynamic car
makes it faster not more wheels.
Ideal Car Features

Number of tires 4
Number of weights 5
Body Shape Grey Ghost Body Type
The car would need to have 4 wheels, either the grey ghost or the drilled wedge body
style, and only fall off one or two times. These features made the car faster because the
most effective cars have 4 wheels and different bodies.
Resources:
Pinewood Derby National Championships
Pre-Cut Pinewood Derby Cars
Car Feature Cut-outs (cut out cards and place in corresponding envelopes). Use the first line
for headers if the student is using the cards to create the chart not just transferring the
information
CAR # of # of BODY SHAPE FINISHING # TIMES
TIRES WEIGHTS TIME FELL
OFF
TRACK
Car A 3 Tires 5 Weights Finishing Fell Off
Features Time: Track 3
2.96s Times
78
OFF
TRACK
Car B 6 Tires 2 Weights Finishing Fell Off
3.10s Times
Car C 4 Tires 4 Weights Finishing Fell Off

2.90s Times
Car D 4 Tires 2 Weights Finishing Fell Off

2.80s Time
Car E 3 Tires 2 Weights Finishing Fell Off

Features Time: Track
3.00s 3Times
Resources:
79
Design
ACCESS POINT (Intermediate Complex): MS-ETS1-3.I Student will organize and interpret
data from several design solutions, to select features of each solution that can be combined
into a new solution that better meets the criteria for success.
PERFORMANCE TASK
Requirements:
 Teacher will provide data for the student to organize.
 Data can be organized using the following formats:
o Graph
o Chart
o Table
o One item having students organize data.
o Two items that require the student to interpret quantitative data.
o Two items that require the student to select features of each solution that can be
combined into a new solution that better meets the criteria for success.
 In a multiple choice item, a minimum of three answer options must be provided
Restrictions: None
Three Dimensions

(DCI):
design criteria and
constraints.)
Example Items
Teacher Directions: The teacher should prepare materials prior to assessing the student.
3) Label 5 envelopes:
a. Car A
b. Car B
c. Car C
d. Car D
e. Car E
80
4) Cut out Car Features (from provided Car Features table) and place in envelopes that
correspond to the correct car.
Teacher Directions: Read to student before passing out envelopes:

Teacher Direction: (Pass out all of the envelopes to the student). These envelopes contain the
different features for each of the cars that were in the pinewood derby race.
Table for Student

# of # of Body Shape Finishing Times fallen
Tires Weights Time off track
(sec)
Car A
Car B
Car C
Car D
Car E
Item 1 (organize data item):

Organize data by filling in the table with the information you get in the envelopes.
(Before moving to Item 2, correct and explain errors in table)
81
Which car finished the race in the least amount of time?

Using the information about times the car has fallen off the track, put the pinewood derby cars in
order from best designed for not falling off the track to worst designed for not falling off the track.
Item 4 (select feature item):

Using the data, how can you change Car B to be faster? What data from the table did you use
to make your choice?
Item 5 (select feature item):

Using the data, what features would Car E need to be the fastest? What data from the table did
you use to make your choice?

Item 1: Make sure that students table matches Table for Teacher
Table for Teacher Pinewood Derby Car Race Information
Car 3 3 The Corvette 2.96s 3
A
Car 8 2 Drilled Car Block 3.10s 4
B
Car 4 4 Drilled Wedge 2.90s 2
C
Car 4 5 The Grey Ghost 2.80s 1
D
Car E 6 2 The Humvee Fighting 3.00s 3
Vehicle
Item 2: Car D.
Item 3:
1st: Grey Ghost (Car D)
2nd: Drilled Wedge (Car C)
3rd/4th: The Corvette and Humvee Fighting Vehicle (tied) (Cars A and E)
5th: Drilled Car Block (Car B)
Item 4: Answer can be lowering the number of tires, or increasing the number of weights.
Student should specify what information in the table helped them make this decision.
Item 5: Student must include two of the following: 5 weights, 4 tires, 1 fall off track, or
have the Grey host body type.
Resources:
Car Feature Cut-outs (cut out cards and place in corresponding envelopes). Use the first line
for headers if the student is using the cards to create the chart not just transferring the
information
82
(sec) OFF
TRACK
Car A 3 Tires 3 Weights Finishing Fell Off
2.96s Times
Car B 8 Tires 2 Weights Finishing Fell Off

3.10s Times
Car C 4 Tires 4 Weights Finishing Fell Off

2.90s Times
Car D 4 Tires 8 Weights Finishing Fell Off

2.80s Time
Car E 6 Tires 2 Weights Finishing Fell Off

3.00s Times
83
Design
ACCESS POINT (Less Complex): MS-ETS1-3.L Given organized data from tests of several
design solutions, student will identify solutions that better meet the criteria for success.
PERFORMANCE TASK
Requirements:
 Teacher will provide organized data for at least two design solutions with one criteria for
success of the design solution.
 Data can be organized using the following formats:
o Graph
o Chart
o Table
 Student must select design solutions that better meet the criteria for success.
 In a multiple choice item, a minimum of two answer options must be provided.
Restrictions: None
Three Dimensions

(DCI):
design criteria and
constraints.)
Example Items
Item 1:
Teacher Directions: Read to student:
84
This table shows the data they collected.

Car A 3 3 The Corvette 2.96s 3
Car B 8 2 Drilled Block 3.10s 4
Car C 4 4 Drilled Wedge 2.90s 2
Car D 4 5 The Grey Ghost 2.80s 1
Car E 6 2 The Humvee Fighting 3.00s 3
Vehicle
Item 1:
Using the data from the table for Cars A & B, what number of weights helped the car finish with
the slowest time?
Item 2:
Using the data from the table for Cars B & C, which number of tires allowed the car to finish with
the slowest time?
Item 3:
Using the data from the table for Cars B & C which amount of tires made the car less likely to
fall off the track?
Item 4:
Using the data from the table for Cars D & E which body type allowed the car to finish with the
fastest time?
Item 5:
Using the data from the table which car fell off the track the least?

Item 1: 2 weights
Item 2: 8 tires
Item 3: 4 tires
Item 4: The Grey Ghost body type
Item 5: The Grey Ghost body type
85
Resources:
Car Graphics
86
Science MS-LS2-1 Middle School
Discipline: Life Science
Core Idea: Ecosystems: Interactions, Energy, and Dynamics
Science Standard
Performance More Complex        Intermediate        
Expectation Less Complex
MS-LS2-1 Analyze and interpret EC.MS-LS2-1: Student will organize Student will organize Given organized data
data to provide evidence for the
effects of resource availability on Organize and interpret and interpret data to and interpret data to on resource availability,
organisms and populations of data to describe a provide evidence for describe a cause and student will identify the
organisms in an ecosystem.
cause and effect the effects of access to effect relationship of effects on organisms
SEP: Analyzing and relationship of resource resources on resource availability on and/or populations in
Interpreting Data availability on organisms and/or organisms and/or an ecosystem based on
 Analyze and interpret data to organisms and/or populations, in an populations in an specific data (i.e.,
provide evidence for
phenomena. populations in an ecosystem. ecosystem. evidence).
DCI:LS2.A: ecosystem.
Interdependent
Relationships in
Ecosystems SEP: Compare and
 Organisms, and interpret data to provide
populations of organisms,
are dependent on their
evidence for
environmental interactions phenomena.
both with other living
things and with nonliving
factors. DCI: LS2.A: Organisms
 In any ecosystem, organisms and population growth
and populations with similar are limited by access to
requirements for food, water,
oxygen, or other resources
resources in an
may compete with each other ecosystem.
for limited resources, access to
which consequently constrains
CCC: Cause and effect
their growth and reproduction.
relationships can
 Growth of organisms and
population increases are
predict phenomena in
limited by access to systems.
resources.
87
CCC: Cause and Effect
Cause and effect relationships
may be used to predict
phenomena in natural or
designed systems.
88
MS-LS2-1 Life Sciences-Ecosystems: Interactions, Middle School
Energy, and Dynamics
ACCESS POINT (More Complex): MS-LS2-1.M. Student will organize and interpret data to
provide evidence for the effects of access to resources on organisms and/or populations, in
an ecosystem.
PERFORMANCE TASK
Requirements:
 Task must include at least two of the following:
o Graph
o Chart
o Table
o One item specifying information from a graph, chart or table to support a cause
and effect conclusion.
o One item related to cause and effect establishing a cause and effect relationship.
o One item must include evidence (e.g., specific part(s) of the data, graph, etc.) to
support the student’s claim or conclusion (e.g., an evidence based selected
response item).
o One item organizing data (e.g., from table to graph) to establish a cause and
effect relationship.
Restrictions: None
Essential Concept: Organize and interpret data to describe a cause and effect relationship of
resource availability on organisms and/or populations in a system.
Three Dimensions

Science and Engineering (DCI): Cross Cutting Concepts
Practices (SEP): Compare LS2.A Organisms and (CCC): Cause and effect
and interpret data to provide population growth are limited relationships can predict
evidence for phenomena. by access to resources in an phenomena in systems.
ecosystem.
Example Items
89
Item 1:
Teacher Directions: When scientists studied salmon migrations, they notice that the salmon
population is impacted by many factors. The table below summarizes the factors that scientists
found to affect salmon migration.
Migration Barriers Number of Occurrences

Dams 6
Predators 2
Habitat Destruction 11
Pollution 7
Using the above information, complete the graph. (Student may use provided template or other
graph, chart or table template. Teacher can provide labels but the student needs to organize the
migration barriers and data).
Item 2:
Which migration barrier to the salmon migration is greatest?
A. dams
B. predators
C. habitat destruction
D. pollution
Item 3:
Which migration barrier had the least effect on salmon?
A. dams
B. predators
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C. habitat destruction
D. pollution
Item 4:
Here is a graph about salmon and rainfall in a river.
Using the information from the graph, what is the relationship between the rainfall and number
of salmon?
A. more rainfall means more salmon
B. less rainfall means more salmon
C. more rainfall means less salmon
Item 5:
In the year that had the highest rainfall, what effect did that have on salmon?
A. The number of salmon increased because the rainfall increased.
B. The number of salmon increased because the rainfall decreased.
C. The number salmon stayed the same because the rainfall had no effect.

Item 1: Student completes graph including adding x-axis labels and data from table.
Item 2: C, habitat destruction
Item 3: B, predators
Item 4: A, more rainfall means more salmon
Item 5: A, the number of salmon increased because the rainfall increased
91
ACCESS POINT (Intermediate Complex): MS-LS2-1.I. Student will organize and interpret
data to describe a cause and effect relationship of resource availability on organisms and/or
populations in an ecosystem.
PERFORMANCE TASK
Requirements:
 Task must include at least two of the following:
o Graph
o Chart
o Table
o One item having students organize data.
o One item specifying information from a graph, chart or table to support a cause
and effect conclusion.
o One item related to cause and effect establishing a cause and effect relationship.
o One item must include evidence (e.g., specific part(s) of the data, graph) to
response item).
Restrictions: None
Three Dimensions

ecosystem.
Example Items
Item 1:
Teacher Directions: Two students recently went on a fieldtrip to the wildlife refuge near their
school. While on the fieldtrip they listened to the park ranger explain that deer are a food
source for cougar in their area. The students were wondering about the number of deer and
92
cougar that live in Washington State. They called their local park ranger and were given data
about the number of both deer and cougar in their area.
Here is the data they were given:
Year Number of Cougars Number of Deer

2000 10 65
2005 5 85
2010 15 45
Organize the data provided by the park ranger into a graph.
(If student created graph is incorrect either correct the graph or use the graph provided in the
Less Performance Task or the answer key before moving on to Item 2.)
Item 2:
Teacher Directions: The teacher gives the students additional information about the
Washington deer population. The students noticed that there was a change in the deer
population in some of the years.
The teacher explained that deer populations can change due to available resources such as
food, water, shelter. Resources can also be connected to temperature change. Below is
information regarding the average temperature during the same years:
93
What is a possible reason for the increase in deer population in 2011? Provide evidence from
the information presented to support your answer?
Item 3:
What might happen to the cougar population when the deer population goes down?
A. The cougar run out of food and the population goes down.
B. The cougar has less land to live on.
C. The cold temperature killed off the cougars’ food supply.
D. The cold temperature froze the water for the cougar.
Item 4:
According to data on the Deer Population and Average Temperature graphs, what may happen
to the cougar population?
A. When the temperatures are colder the cougar population will go up
B. When the temperatures are colder the cougar population will go down
C. When the temperatures are warmer the cougar population will stay the same
D. When the temperatures are warmer the cougar leave the area.
Item 5:
Use the graph you created in Item 1 to describe what happens to the deer population when the
cougar population goes up? In your answer include specific part(s) of the data or graph to
support your claim.

Item 1: Graph must include title, all labels and data from table.
94
Item 2: The deer population increased in 2011 because of the increase in temperature the
previous years. The temperature for 2009 was 11 degree Celsius and 13 degrees Celsius
in 2007. Other acceptable answers are: the cougars are less active with lower
temperatures and the temperature in 2011 was lower than previous years. Whether the
answer is technically correct or not, the emphasis for this item is on connecting the
answer to evidence from the graph.
Item 3: A - The cougar run out of food and the population goes down.
Item 4: A - A. When the temperatures are colder the cougar population will go down
Item 5: As the deer population went up, the cougar population went up the following
years because there was more food. Between 2000 and 2005, the deer population
increased from 65 to 85 and in the following years, from 2005 to 2010 the cougar
population went from 5 to 15, increasing by 10 more cougar in sample area. This shows
the link between the more deer the more cougar in the sample area.
95
ACCESS POINT (Less): MS-LS2-1.L. Given organized data on resource availability, student
will identify the effects on organisms and/or populations in an ecosystem based on specific
data (i.e. evidence).
PERFORMANCE TASK
Requirements:
 Data must be organized using at least two of the following:
o Graph
o Chart
o Table
 Given data must focus specifically on resource availability and impact on organisms or
populations.
o One item must require the determination of the effect of an action or cause.
o One item must include evidence (e.g., specific part(s) of the data, graph) to
response item).
Restrictions: None
Three Dimensions

ecosystem.
Example Items
Item 1:
Teacher Directions: Two students are wondering about the number of deer and cougar that
live in Washington State. They have called their local park ranger and were given the data
below about the number of both deer and cougar in their area. You are going to use this graph
(point to Deer and Cougar Population Graph) and data table (point to data table) to answer
some questions.
96
Deer and Cougar Populations
Year Number of Cougars Number of Deer
2000 10 65
2005 5 85
2010 15 45
How many cougars were there in 2005?

A. 5
B. 10
C. 15
Item 2:
In which year was the cougar population the highest?
A. 2000
B. 2005
C. 2010
97
Item 3:
How many deer were there when there were 10 cougars?
A. 45
B. 65
C. 85
Item 4:
What happened when the deer population went up?
A. The cougar population decreased.
B. The cougar population increased.
C. The cougar population stayed the same.
Item 5:
Teacher Directions: Here are some cards (go through and name the cards for the student.)
Using the cards, identify two things that affect and two things that do not affect deer populations.

Item 1: A (5)
Item 2: C (2010)
Item 3: B (65)
Item 4: A (The cougar population decreased)
98
Item 5: Item is correct if student chooses two of the following from each list:
 No impact: can, glasses, television
 Impact: field, cougar, wolf, snow, woodlands, stream, bear
99
Science MS-PS3-3 Middle School
Discipline: Physical Science
Core Idea: Energy
Science Standard
Performance More Complex     Intermediate      
Expectation Less Complex
MS-PS3-3: Apply scientific EC.MS-PS3-3: Given materials Student will design, Given materials and Using a given device
principle to design, construct, and directions, design, build and
and test a device that either test a device that either build and test a device directions, student will that was designed to
minimizes or maximizes thermal increases or decreases the that either increases or build and test a device either increase or
energy transfer. transfer of thermal energy. decreases the transfer that either increases or decrease thermal
SEP: Constructing SEP: Apply scientific ideas
of thermal (heat) decreases the transfer (heat) energy transfer,
Explanations and or principles to construct, energy (movement of of thermal (heat) student will identify
Designing Solution and test a device. energy from hotter energy (movement of which the device was
 Apply scientific ideas or areas or objects to energy from hotter intended to do
principles to design, DCI: PS3.A:
Temperature is a measure of colder areas or areas or objects to (increase or decrease)
construct, and test a design
of an object, tool, process or the energy of particles of objects). colder areas or thermal (heat) energy
system. matter. objects). transfer - movement of
PS3.B: Energy moves from energy from hotter
DCI: PS3.A:
Definitions of Energy hotter areas or objects to areas or objects to
colder areas or objects. colder areas or objects)
 Temperature is a measure of
the average kinetic energy of ETS1.A: The more precisely a and test how well the
particles of matter. The device’s criteria and constraints device meets the
relationship between the can be met, the more likely it is
temperature and the total criteria.
that the solution will be
energy of a system depends successful. Constraints are
on the types, states and descriptions that limit possible
amounts of energy present. solutions.
100
PS3.B: Conservation of
Energy and Energy Transfer ETS1.B: A solution needs to be
 Energy is spontaneously tested, and then modified based
transferred out of hotter on the test results in order to
regions or objects and improve it.
into colder ones.
ETS1.A: Defining and CCC: The transfer of energy can
Delimiting an Engineering be tracked as energy flows
Problem through a system.
The more precisely a design
task’s criteria and
constraints can be defined,
the more likely it is that the
designed solution will be
successful. Specification of
constraints includes
consideration of scientific
principles and other relevant
knowledge that likely to limit
possible solutions
(secondary)
ETS1.B: Developing
Possible Solutions
 A solution needs to be
tested, and then modified
on the basis of the test
results in order to improve
it. There are systematic
processes for evaluation
solutions with respect to
how well they meet
criteria and constraints of
a problem. (secondary)
CCC: Energy and

Matter
 The transfer of energy
can be tracked as energy
flows through a designed
or natural system.
101
MS-PS3-3: Physical Sciences- Energy Middle School
ACCESS POINT (More Complex): MS-PS3-3.M Student will design, build and test a device
that either increases or decreases the transfer of thermal (heat) energy (movement of energy
from hotter areas or objects to colder areas or objects).
PERFORMANCE TASK
Requirements:
 The student must design device, however; the design can be based on materials
provided by the teacher.
 Student must build one version of the device.
 Student must measure the temperature in two areas at least three times and describe
the temperature changes over time.
o One item that requires students to design, build and test a device.
o One item that requires the student to identify changes over time using their data.
o One item that identifies where energy is being transferred in/through the device.
o One item that requires the student to identify constraints (e.g., cost, time,
material) for the device.
o One item that requires the student to describe how a constraint impacts the
device.
Restrictions: None
Essential Concept: Given materials and directions, design, build, and test a device that either
increases or decreases the transfer of thermal energy.
Three Dimensions
Disciplinary Core Ideas (DCI):

PS3.A Temperature is measure of the
energy of particles of matter.
PS2.B Energy moves from hotter areas or
Science and Engineering objects to colder areas or objects. Cross Cutting Concepts
Practices (SEP): Apply ETS1.A The more precisely a device's (CCC): The transfer of energy
scientific ideas and principles criteria and constraints can be met, the can be tracked as energy flows
more likely it is that the solution will be
to construct, and test a device successful. Constraints are descriptions through a system.
that can limit possible solutions.
ETS1.B A solution needs to be tested, an
dthen modified based on the test results in
order to imporve it.
Example Items
Teacher Directions: A student wants something to help keep his water cold while he plays
outside. He wishes he had a Styrofoam cooler or ice chest to keep his water cold. The student
wants you to design, build, and test a cooler for him. Your test should compare the temperature
102
change of a drink inside your cooler (device) and a water outside. Here are some supplies to
use in your build.
Item 1 (build and test device item):

Use the given materials, build and test your design for the cooler (device). Record your results
in the table.
Materials Given:
At least 2 Styrofoam boards (16x16x1inch)
A cutting device such as a pair of scissors or an Exacto knife
A measuring device such as ruler
Glue
Tape
Thermometer
Timer
Directions for Device Test:
1) Place a drink (i.e., cup of water) inside your built cooler (device).
2) Place cooler (device) with drink near a thermal (heat) source.
3) Place a drink not in a cooler (device) near the same thermal (heat) source.
4) Measure the temperature for both liquids and record on your table.
5) Wait 1 hour and then measure and record the temperatures again. Record in table.
6) Wait 1 more hour and then measure and record the temperature again. Record in table.
Table 1
Starting 1hr Temperature 2hr Temperature
Temperature (°C) (°C)
(°C)
Water in cooler
(device)
Water not in cooler
(device)
Item 2 (identify changes in data over time):

Using your data, describe the changes that occurred to the temperature of the water inside the
box and outside the box. Provide the data that supports if they were different or the same.
Item 3 (identify energy transfer item):

Describe how most of the heat energy got inside the cooler (device).
Item 4 (identify constraints item):

Teacher Directions: Ask the student one of the following:
 What constrained, or limited, your design of the box?
 What would you need to make the box work better?
103
Item 5 (impact of constraint item):
If you were only given one sheet of Styrofoam, how would this have constrained, or limited, your
design for the cooler (device)?

Item 1: Student builds, tests and records data accurately in the table.
Item 2: The temperature increased for both, but the water outside increased faster OR
the water inside increased slower. Student uses data from the table to support the
answer.
Item 3: Student understands heat is moving into the box from the outside either through
the walls or cracks in device.
Item 4: Student answer addresses constraints, or limitations of design, build time,
materials chosen, or cost. Possible answers could include thicker walls, different
material, better glue, sealing the device, better door, etc.
Item 5: Student answer should specifically address the Styrofoam. Possible answers
include: the thickness of the walls, the shape of the design, etc.
104
ACCESS POINT (Intermediate Complex): MS-PS3-3.I Given materials and directions,

student will build and test a device that either increases or decreases the transfer of thermal
(heat) energy (movement of energy from hotter areas or objects to colder areas or objects).
PERFORMANCE TASK
Requirements:
 Teacher must provide the design (instructions) and materials to build the device.
 Student must build device using given materials.
 Student must measure the temperature in two areas at least three times and describe
the temperature changes over time.
o One item that requires students to build and test a device.
o One item that identifies where energy is being transferred in/through the device.
o One item that requires the student to identify constraints (e.g., cost, time,
material) for the device.
o One item that requires the student to describe how a constraint impacts the
device.
Restrictions: None
Three Dimensions

Teacher Directions: Build cooler (device) prior to assessing student (directions provided)
Materials for teachers build:

Glue
Tape
105
Thermometer
Timer
Directions for build for teacher:
1) Cut four 3x3 inch squares out of Styrofoam. These will be the sides of your box.
2) Cut two 4x4 inch squares out of Styrofoam. These will be the top and bottom of your
box.
3) Glue four of the 3x3 inch squares to the one of the 4x4 inch squares in order to make a
box without a top.
4) Tape the last Styrofoam square to the top of your box so that you can open and close
the box.
Teacher Directions: A student wants to keep his water cold while he is outside playing. He
does not have a cooler (device), but he does have some Styrofoam. He decides to build his own
cooler (device) using his Styrofoam. Use the provided materials and directions below to build
and test the design the student made for a cooler (device).
Materials for test

Thermometer
Table 1 for recording data
Directions for Device Testing:

1) Place a small cup of ice water inside the Styrofoam box.
2) Place the Styrofoam box near a thermal (heat) source such as a heater or in the sun.
106
3) Place a small cup of ice water (same amount from step 1) next to your thermal (heat)
source, near your box.
4) Measure and record the temperature of water in both cups.
5) Wait 1 hour and measure and record the temperature of water in both cups again.
6) Wait 1 more hour and measure and record one final time the temperature of water in
both cups.
Table 1
(°C)
Water in cooler
(device)
Water not in cooler
(device)
Example Items
Item 1 (build and test device item):

Using the given directions build and test the design for the cooler (device).
Item 2 ((identify changes in data over time item) :

Using your data, what changes did you observe in the temperature of the water not in the cooler
(device)? Provide the data from the table that supports your answers.
Item 3 (identify energy transfer item):

Where did the thermal (heat) energy come from that heated the water?
Item 4 (identify constraints item):

What constrained, or limited, you from making the cooler (device) even better at limiting thermal
(heat) energy loss?
Item 5 (impact of constraint item):

If the student only bought one sheet of Styrofoam, how would this constrain, or limit, his design
for the cooler (device)?
107
Item 1: Student builds device and records the data accurately.
Item 2: Student identifies more than one change and use data to support the claim
Item 3: Student identifies the thermal (heat) source used: heater, the sun, or oven.
Item 4: Possible answers include: Design, build time, materials chosen, or cost.
Item 5: Possible answers could include: the size of the box, the thickness of the walls,
the shape of the box, or the material used.
108
ACCESS POINT (Less Complex): MS-PS3-3.L Using a given device that was designed to
either increase or decrease thermal (heat) energy transfer, student will identify which the
device was intended to do (increase or decrease thermal (heat) energy transfer - movement
of energy from hotter areas or objects to colder areas or objects) and test how well the device
meets the criteria.
PERFORMANCE TASK
Requirements:
 Teacher must supply a device, or a representation of a device for the student to use.
 Student must measure the temperature in two areas at least two times and describe the
temperature changes over time.
o One item that requires the student to identify the energy flow in the device.
o One item that requires the student to identify whether the device was intended to
increase or decrease thermal (heat) energy transfer.
Restrictions: None
Three Dimensions

Teacher Directions: Build cooler (device) prior to assessing student (directions provided)
Materials for teachers build:

Glue
Tape
Thermometer
109
Timer
Directions for build for teacher:
5) Cut four 3x3 inch squares out of Styrofoam. These will be the sides of your box.
6) Cut two 4x4 inch squares out of Styrofoam. These will be the top and bottom of your
box.
7) Glue four of the 3x3 inch squares to the one of the 4x4 inch squares in order to make a
box without a top.
8) Tape the last Styrofoam square to the top of your box so that you can open and close
the box.
Teacher Directions: A student wants to keep his water cold while he is outside playing. He
does not have a cooler (device) but he does have some Styrofoam. He decides to build his own
cooler (device) using his Styrofoam. He built this cooler (device) with the following materials. We
are going to test this cooler (device).
Materials for test

Thermometer
Table 1 for recording data
Directions for Device Testing:

7) Place a small cup of ice water inside the Styrofoam box.
8) Place the Styrofoam box near a thermal (heat) source such as a heater or in the sun.
9) Place a small cup of ice water (same amount from step 1) next to your thermal (heat)
source, near your box.
110
10) Measure and record the temperature of water in both cups.
11) Wait 1 hour and measure and record the temperature of water in both cups again.
12) Wait 1 more hour and measure and record one final time the temperature of water in
both cups.
Table 1
(°C)
Water in cooler
(device)
Water not in cooler
(device)
Example Items
Item 1 (measure temperature and record item):

Use the Directions for Device Testing to test the cooler (device) design. Record information in
Table 1.
Item 2 (identify changes in data item):

Using your data, (show student completed Table 1) did the water in the device get as warm as
the water outside of the device after 1 hour?
Item 3 (identify energy flow item):

Where did the thermal (heat) energy come from that increased the temperature of the water?
Item 4 (identify intended device outcome item):

Did the cooler (device) increase or decrease the amount of time it took for the water to heat up?
Was that what it was supposed to do?
Item 5:
Give an example of something that increases the amount of thermal (heat) energy an object
has.
111
Answer Key (for teachers only)
Item 1: Test is recorded appropriately in the table.
Item 2: The water in the box did not get as warm as the water outside.
Item 3: The thermal (heat) source used (heater, the sun, or oven, etc.) is identified
Item 4: It decreased the time. It was supposed to.
Item 5: Student names any heat source. Possible answers could include an oven, a
microwave, a toaster oven, a flashlight, a heater, the sun.
112
Science MS-ESS1-1 Middle School
Discipline: Earth and Space Sciences
Core Idea: Earth’s Place in the Universe
Science Standard
Performance
More Complex        Intermediate        
Expectation
Less Complex
MS-ESS1-1 Develop and EC.MS-ESS1-1 Use a model Student will develop Student will use a Student will identify
use a model of the Earth- to show how the patterns of and use a model to model to show how the parts and/or patterns of
sun-moon system to the motions of the Earth- describe and predict motions of sun, moon, a model of the phases
describe the cyclic
patterns of lunar phases, moon-sun system cause the patterns of the phases and Earth cause the of the moon, eclipses of
eclipses of the sun and phases of the moon, of the moon, eclipses of phases of the moon, the sun or moon,
moon, and seasons. eclipses of the sun or moon, the sun or moon, eclipses of the sun or and/or seasons.
and/or seasons. and/or seasons. moon, and/or seasons.
SEP: Developing and
Using Models SEP: Develop and/or use
 Develop and use a a model to describe
model to describe phenomena.
phenomena DCI: ESS1.A: Patterns of
the apparent motion of the
DCI: ESS1.A: The Earth-moon-sun system
Universe and Its Stars can be described with
 Patterns of the models.
apparent motion of the ESS1.B: Models can be
sun, moon and stars used to describe patterns
in the sky can be of lunar phases, eclipses
observed, described, of the sun or the moon,
predicted, and and/or seasons.
explained with
models. CCC: Patterns can be
ESS1.B: Earth and the used to identify cause-
Solar System and-effect relationships.
113
 This model of the solar
system can explain
eclipses of the sun and
the moon. Earth’s spin
axis is fixed in direction
over the short-term but
tilted relative to its orbit
around the sun. The
seasons are a result of
that tilts and are
caused by the
differential intensity of
sunlight on different
areas of Earth across
the year.
CCC: Patterns
 Patterns can used to
identify cause- and-
effect relationships.
Scientific Knowledge
Assumes an Order and
Consistency in Natural
Systems
 Science assumes that
objects and events in
natural systems occur
in consistent patterns
that are
understandable
through measurement
and observation.
114
MS-ESS1-1: Earth and Space Sciences- Earth’s Place in Middle School
the Universe
ACCESS POINT (More Complex): MS-ESS1-1.M Student will develop and use a model to
describe and predict patterns of the phases of the moon, eclipses of the sun or moon, and/or
seasons.
PERFORMANCE TASK
Requirements:
o One item that requires the student to develop a model
 Model must include relative size and distance (scale)
o One item that requires the student to identify components of a model
o One item that requires the student to indicate the accuracy of the scale of the
model.
o One item that requires students to use information from a model to predict an
event
o One item that requires the student to describe the patterns that are shown by the
model
 Task may use one or multiple models.
 Models must demonstrate at least one of the following:
o Lunar phases
o Eclipses (of the sun or moon)
o Seasons
Restrictions: None
Essential Concept: Use a model to show how the patterns of the motions of the Earth-moon-
sun system casue the phases of the moon, eclipses of the sun, and/or seasons.
Three Dimensions
(DCI):
ESS1.A Patterns of the
apparent motion of the Earth-
Science and Engineering moon-sun system can be Cross Cutting Concepts
Practices (SEP): Develop described with models. (CCC): Patterns can be used to
and/or use a model ot identify cause and effect
describe phenomena. relationships.
ESS1.B Models can be used
to describe patterns of lunar
phases, eclipses of the sun or
the moon, and/or seasons.
115
Example Items- Lunar Phases
Item 1 (develop model item):
Teacher Directions: You are going to use materials to build a model of the Earth, Sun and
Moon System. Models must include representations of the Earth, the moon and the sun and
their relative size and position to one another.
Use materials to create a model of the Earth, the sun and the moon system that demonstrates
the moon phases.
Item 2 (identify components of model item):

Teacher Directions: (Fix student model from Item 1 or provide a new accurate model if the
student built model in item 1 is incorrect.)
Use the model to demonstrate the movement of the components in relation to each other.
(Before moving to Item 3- correct student’s understanding if any components or movement was
incorrect)
Teacher Directions: Use your model or the provided model to answer the following questions.
Item 3 (accuracy of scale item):

Which of the following best describes the size of the moon compared to the Earth?
A. The moon is about ¼ as big as the Earth
B. The Earth is about 2 times as big as the moon
C. The moon is about 4 times as big as the Earth
116
Item 4 (identify pattern in model item):
Which series represents the pattern in the lunar cycle from Day 8 through Day 16? Describe
the pattern the series represents.
A.
B.
C.
Item 5 (predict using model item):

If the moon is on Day 12 of its cycle and it is going to be cloudy outside for the next week. What
do you predict the moon will look like for the next 2 phases? Describe the pattern of the next 2
phases.
A.
B.
C.
Moon Phase Cards
117
Answer Key (for teacher use only
Item 1: Model must include representations of the Earth, the sun, and the moon.
Item 2: Student demonstrates knowledge of the moon traveling around the earth AND the
earth traveling around the sun.
Item 3: A, The moon is about ¼ as big as the Earth
Item 4: C, The moon is getting fuller
Item 5: B, Less of the moon appears lit each day.
118
the Universe
ACCESS POINT (Intermediate): MS-ESS1-1.I Student will use a model to show how the
motions of the sun, moon, and Earth cause the phases of the moon, eclipses of the sun or
moon, and/or seasons.
PERFORMANCE TASK
Requirements:
o One item that requires the student to identify a part of a model
o One item that requires the student to use information from a model to
demonstrate OR describe the pattern
o One item that requires the student to use information from the model to answer a
question correctly
 Models must include information about the accuracy or limits of accuracy of size and
distance (scale).
o Lunar phases
o Seasons
Restrictions: None
Three Dimensions
(DCI):
Example Items-Lunar Phases

Teacher Directions: Use the model below and Moon Phase Cards to answer items 1–2.
119
Item 1 (identify part of a model item):
In this model, point to the component that represents earth/appearance of moon/direction of
rotation, etc. Identify the earth. Or
Identify the component of the model that represents the earth.

Item 2 (identify part of a model item):
Identify the part of the model that represents motion.
Item 3 (demonstrate pattern of model item);

If the moon is this shape now (point to Day 8 in the model or the First Quarter Moon graphic):
120
What phase will it be on Day 12?
Item 4 (demonstrate pattern of model item):

Teacher Directions: Use the Moon Phase Cards to finish the lunar cycle for both missing
phases.
121
Item 5 (use model to answer a question item):
Teacher Directions: Look at this model (point to model).
122
Why can you not see the moon in the night sky when it is at Day 0?
A. The moon’s surface is facing the Earth.
B. The new moon rises and sets with the sun.
C. The earth rotates around the sun.
Moon Phase Cards
123
Item 1: Student identifies the Earth.
Item 2: Student identifies the arrows.
Item 3: Student identifies waxing gibbous.
Item 4: Student identifies A: first quarter moon AND B: new moon.
Item 5: B. The new moon rises and sets with the sun.
124
the Universe
ACCESS POINT (Less): MS-ESS1-1.L Student will identify parts and/or patterns of a model
of the phases of the moon, eclipses of the sun or moon, and/or seasons.
PERFORMANCE TASK
Requirements:
o One item that requires the student to identify a part of the model
o One item that requires the student to identify a pattern in the model
question correctly
 Models must include information about the accuracy or limits of accuracy of size and
distance (scale).
o Lunar phases
o Seasons
Restrictions: None
Three Dimensions
(DCI):
Example Items-Lunar Phases

Teacher Directions: Use the model below and Moon Phase Cards to answer items 1–3.
Item 1 (identify part of the model item):
Circle or identify the part of model that shows the motion of the moon.
125
Item 2 (identify a pattern item):
Teacher Directions: (Layout New Moon card, a blank card, and First Quarter Moon Card like
the following example.)
Identify the phase of the moon that occurs BETWEEN the New Moon and First Quarter Moon.
Item 3 (identify a pattern item):

Teacher Directions: This phase of the moon cycle is called a Waxing Crescent. (Point to
graphic or card of waxing crescent.)
126
Teacher Directions: (Layout First Quarter Moon and one other Moon Phase Card). Which
phase comes next?
Teacher Directions: Use the following diagram and Moon Phase Cards to answer questions 4–
5.

Identify the Moon Phase Card for how the moon looks on Day 24.
127
Identify the Moon Phase Card for how the moon looks on day 16.
Moon Phase Cards

Item 1: Student circles, points to or indicates arrow.
Item 2: Student circles, points to or places the waxing crescent card appropriately.
Item 3: Student circles, points to or places the first quarter moon card appropriately.
Item 4: Student matches or places the last quarter moon appropriately.
128
Item 5: Student matches or places the full moon card appropriately.
129
Science MS-ESS2-6 Middle School
Discipline: Earth and Space Sciences
Core Idea: Earth’s Systems
Science Standard
Performance
More Complex        Intermediate        
Expectation
MS-ESS2-6 Develop and use EC.MS-ESS2-6: Use a model to
Less Complex
Student will develop and use a Student will use a model to Student will identify the parts
a model to describe how describe how unequal heating of model to demonstrate and/or demonstrate and/or describe of a model (factors) that
unequal heating and rotation of Earth by the sun causes describe how unequal heating how unequal heating causes interact and cause different
the Earth cause patterns of different weather and/or climates and the rotation of the Earth different weather and/or weather and/or climates in
atmospheric and oceanic in different areas on Earth. effect weather and climate climates in different areas on different areas on Earth.
circulation that determine systems. Earth.
regional climates. SEP: Develop and/or use a
model to describe
SEP: Developing and Using phenomena.
Models
 Develop and use a model DCI: ESS2.C: Uneven heating
to describe phenomena. of water causes ocean currents.
DCI: ESS2.C: The Roles of
Water in Earth’s Surface ESS2.D: Weather and climate
Processes are affected by interactions
among sunlight, the ocean,
 Variations in density due to location on Earth, and
variations in temperature geography. Ocean currents
and salinity drive a global distribute energy absorbed by
pattern of interconnected the sun to different areas on
ocean currents. Earth.
ESS2.D: Weather and
Climate CCC: Models can be used to
 Weather and climate are represent systems and their
influenced by interactions interactions (inputs and
involving sunlight, the ocean, outcomes), as well as energy
the atmosphere, ice, and matter flow within the
landforms, and living things. systems.
These interactions vary with
latitude, altitude, and local
and regional geography, all
of which can affect oceanic
and atmospheric flow
patterns.
130
 The ocean exerts a major
influence on weather and
climate by absorbing energy
from the sun, releasing it
over time, and globally
redistributing it through
ocean currents.
CCC: System and System

Models: Models can be used
to represent systems and
their interactions-such as
inputs, processes, and
outputs- and energy, matter,
and information flows within
systems.
131
MS-ESS2-6: Earth and Space Sciences-Earth’s Systems Middle School
ACCESS POINT (More): MS-ESS2-6.M Student will develop and use a model to
demonstrate and/or describe how unequal heating and the rotation of the Earth effect
weather and climate systems.
PERFORMANCE TASK
Requirements:
 Models can be one or more of the following:
o Diagrams
o Maps
o Globes
o Digital representations
 Models must include one or more of the following:
o Air currents
o Surface currents
o One item that involves developing a model.
o One item that requires the student to identify components of the model.
o One item that requires the student to identify processes shown by the model.
o One item that requires the student to use the model to explain an effect of
uneven heating on weather and climate systems.
Restrictions: Does not include dynamics of Coriolis Effect.

Essential Concept: Use a model to describe how unequal heating of the Earth by the sun
causes different weather and/or climates in different areas of the Earth
Three Dimensions

ESS2.C Uneven heating of water
causes ocean currents.
Cross Cutting Concepts
Science and Engineering (CCC): Models can be used to
Practices (SEP): Develop ESS2.D Weather and climate are represent systems and their
and/or use a model to affected by interactions among interactions (inouts and
describe phenomena. sunlight, the ocean, locations on outcomes), as well as energy
Earth, and geography. Ocean and matter flow within systems.
currents distribute energy
absorbed by the sun to different
areas on Earth.
Example Items
132
Teacher Directions: You are going to create a model to demonstrate how unequal heating and
the rotation of the Earth effect weather and climate systems. (Student is given items to create a
model, including non-examples—non-examples include boxes, stuffed animals, etc.)
Example Model for teacher reference:
Item 1:
List what needs to be represented in your model.
Item 2:
Create your model to demonstrate the processes that effect the formation of hurricanes.
Item 3:
Identify the parts of your model that represent the Earth, the sun, land and water.
Item 4:
Identify the parts of your model that represent the processes of Earth's rotation, air currents,
and water currents.
Item 5:
Use your model to explain how these processes effect the formation of hurricanes.

Item 1: Student should list items that could be used to represent: the Earth, the sun, land
and water.
Item 2: Student creates model.
Item 3: Student identifies the parts of their model that represents the Earth, the sun, the
land and the water.
Item 4: Student identifies the following processes using their model: earth rotation, air
and water currents.
Item 5: Student explanation includes all of the following:
 The sun heats the Earth’s surface greater around the equator.
 Heating of the Earth’s surface creates warm surface currents and warm air
currents.
133
 Rotation of the Earth causes movement of currents and hurricanes along a
prescribed path.
134
ACCESS POINT (Intermediate): MS-ESS2-6.I Student will use a model to demonstrate

and/or describe how unequal heating causes different weather and/or climates in different
areas on Earth.
PERFORMANCE TASK
Requirements:
o Diagrams
o Maps
o Globes
o Air currents
o Surface currents
o One item that requires the student to identify a part of the model.
o Two items that require the student to use a model to describe an effect of uneven
heating on weather and climate systems.
question.
Restrictions: None
Essential Concept Three Dimensions

(DCI):
ESS2.C: Uneven heating of
water causes ocean currents. Cross Cutting Concepts
(CCC): Models can be used to
Science and Engineering
ESS2.D: Weather and climate represent systems and their
Practices (SEP): Develop
interactions (inputs and
and/or use a model to describe are affected by interactions
among sunlight, the ocean, outcomes), as well as energy
phenomena.
location on Earth, and and matter flow within the
geography. Ocean currents systems.
distribute energy absorbed by
the sun to different areas on
Earth.
135
Example Items
Item 1:
Use the diagram to show me the movement of air currents.
Item 2:
Use the Hurricane map to identify four locations where hurricane-like weather occurs?
Item 3:
Use the model and label or identify two areas where:
 Warm surface currents are located.
 Cold surface currents are located.
136
Item 4:
Use the model to show:
 Where the sun heats the earth’s surface the most.
 Where the sun heats the earth’s surface the least.
Item 5:
Teacher Directions: Provide model from item 3.
Using information from the previous questions and the model provided, describe why hurricanes
form at the equator.

Item 1: Student should indicate a counterclockwise cyclical pattern of air currents.
137
Item 2: Student identifies four locations of hurricanes.
Item 3: Student draws two areas for the warm and two areas for the cold surface currents
Item 4:
Student indicates on the model at the center of the model to show the most heating.
Student indicates on the model toward the upper portion or lower portion of the model to
show the least heating.
Item 5: Student shows uneven heating at the equator that causes moving of air and
water. Answers could include:
a. Drawn arrows showing movement of water.
b. Drawn arrows showing movement of warm air.
Resources:
Ball/Globe Flashlight Demonstration
138
ACCESS POINT (Less): MS-ESS2-6.L Student will identify the parts of a model (factors) that
interact and cause different weather and/or climates in different areas on Earth.
PERFORMANCE TASK
Requirements:
o Diagrams
o Maps
o Globes
o Air currents
o Surface currents
o One item that requires the student to identify a part of the model.
o One item that requires the student to identify a process represented in the model.
o One item that requires the student to use information to identify causes of
different weather and or climate.
 In a multiple choice item, a minimum of two answer options must be provided
Restrictions: None
Essential Concept: Define a simple problem that relects a need or want and has specific
criteria and/or contraints.
Three Dimensions
Disciplinary Core Ideas (DCI): Cross Cutting Concepts

ETS1.A Possible solutions to a (CCC): Reflects a want or
problem are limted by available need. Influence of sicnece,
Science and Engineering materials and resources (specific
Practices (SEP): Define a engineering, and technology on
constraints.) The success of the society and the natural world.
simple design problem with solutions to the problem are
People's wants and needs
solutions that meet specific determined by the required
change over time, as do
criteria even though limited by features (specific criteria) of a demands for new technologies
specific constraints. successful design solution.
Successful design solutions can (solutions to problems).
be evaluated based on criteria Peoples needs and wants
and constraints. change over time.
Example Items
Teacher Directions: Present the Sea Breeze diagram for the student to use to answer items 1
and 2.
139
Item 1:
Identify the warm and cold air currents:
Item 2:
Look at the air current pattern in the diagram (point to or trace the pattern for the student.) What
warms the air up?
Item 3:
Look at the diagram (point to diagram) identify where the Earth is heated the most.
Item 4:
Look at the Hurricanes map.
140
Identify where on the Earth do hurricanes occur?
Teacher Directions: Place the Water Currents maps in student view.

Identify the arrows that represent cold surface currents. Identify the arrows the show warm
surface currents. (Teacher should correct understanding if student misidentifies cold or warm
current.)
Item 5:
Teacher Directions: Place both the Water Currents and Hurricane Maps in student view.
Using the Water Currents and Hurricane Maps, what causes hurricanes?
141
Item 1: Student identifies arrows on the right side of the diagram for warm air and arrows
on the left side of the diagram for cold air.
Item 2: Student identifies warm land or the sun.
Item 3: Student identifies somewhere between the middle and upper portion or middle
and lower portion of the model, noting that the surface is warmer nearest the middle of
the globe and cooler nearest the upper part of the globe. Student identifies either polar
region for where the Earth is heated least.
Item 4: Student identifies anywhere that arrows are at.
Item 5: Student states that the warm currents cause hurricanes.
Resources:
Ball/Globe Flashlight Demonstration
142
Glossary of Terms
Composite figure: A figure created using two or more figures.
Congruent figures: Figures with the same size and shape.
Connotative meaning: A meaning that is implied by a word apart from the thing which it
describes explicitly.
Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone
loud-mouthed and irritating.)
Criteria: A standard of judgement; a reference point against which other designs or solutions
can be compared.
Distractor: An incorrect answer in a multiple-choice question.
Ecosystem: All the living populations in an area along with the nonliving parts of the
environment.
Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or
heighten effect often by comparing or identifying one thing with another that has a meaning or
connotation familiar to the reader or listener.
Informational Text: Informational text is non-fiction and is organized by topic with supporting
details and is often further organized with headings, graphics and captions.
Examples: exposition, argument and functional text in the form of personal essays, speeches,
opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical,
scientific, technical or economic accounts (including digital sources)
Literary Text: Literary Text includes stories, dramas and poetry.
Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic
fiction, allegories, parodies, satire, graphic novels, one-act and multi-act plays, narrative
poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics.
Organism: A living thing.
Population: Ecology: all the members of a species living in a particular area at a particular time.
Similar figures: Figures that have the same shape, equal angles, and proportionate
corresponding sides.
143

WAAIM Grade 8 Performance Tasks 2019-2020

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Grade 8 Performance Tasks

Note to Teacher: This task requires the use of multiple texts.

Answer Key (for teacher use only):

Note to Teacher: This task is distinguished from the More

Answer Key (for teacher use only)

Note to Teacher: Grade 8 has two Reading Informational Text

Answer Key (for teacher use only)

Note to Teacher: This task requires a minimum of two paired

Example Item Set 1:

Example Item Set 2:

Answer Key (for teacher use only)

Example Item Set 2

Note to Teacher: This task requires a minimum of two paired

Note to Teacher: Grade 8 has two Reading Informational Text

Answer Key (for teacher use only)

Note to Teacher: This task requires the student to paraphrase

Write what you just heard in your own words.

Write what you just heard in your own words.

Answer Key (for teacher use only)

Note to Teacher: This task requires the student identify

 In 1959, the Legislature designated the native species, Rhododendron

Answer Key (for teacher use only)

Note to Teacher: This task is aligned to the sub-strand of

Answer Key (for teacher use only)

Answer Key (for teacher use only)

Answer Key (for teacher use only)

The School Bus

One fact in information is about the color of the bus.

Answer Key (for teacher use only)

Joe__________ hard in reading class and will ________ a good reader.

No one answered the door when Paul ___ the doorbell.

Which verb best fills in the blank in the sentence?

Our hands felt ___ after playing in the snow.

Which verb best fills in the blank in the sentence?

Answer Key (for teacher use only)

I will ___ in class.

I am ____ in the concert.

Answer Key (for teacher use only)

Note to Teacher: This task requires that similar figures are

Point to the two shapes which are similar?

Which figure A, B, or C, is similar to Figure 1?

Point to the two rectangles that are similar.

Answer Key (for teacher use only)

Note to Teacher: This task is distinguished from the More

Which two shapes are similar?

This picture shows rectangles drawn on a grid. (Point to each rectangle.)

Answer Key (for teacher use only)

Item 1 (similar circle item):

Item 2 (congruent square item):

Item 3: (similar square item):

Which picture shows a similar square?

A. shape is 1 by 1.5 units

Item 4 (congruent circle item):

Which picture shows a congruent circle?

Answer Key (for teacher use only)

Point to the location of -4.

Point to the location of 8.

Point to the location of -2.

Point to the location of 0.

Answer Key (for teacher use only)

Note to Teacher: Each item requires a unique scatter plot or

Which statement is true? (Read the answer choices to the student.)

Joe__ hard in reading class and will a good reader.