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Not supported with pagination yet | Which sentence states a fact? | [
"Atlanta is the capital of Georgia.",
"Atlanta is too hot in the summer."
] | 0 | closed choice | grade5 | social science | civics | Social studies skills | Identify facts and opinions | A fact is something that can be proved to be true. Facts can be proved by observing, measuring, or studying information.
The flag of the United States has 13 stripes.
This is a fact. It can be proved by looking at the flag and counting the number of stripes.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
The flag of the United States is easy to draw.
This is an opinion. People may have different opinions about what makes a flag "easy" to draw. | The second sentence states a fact.
Atlanta is the capital of Georgia.
It can be proved by looking at a map of Georgia.
The first sentence states an opinion.
Atlanta is too hot in the summer.
Too hot shows what a person believes, thinks, or feels. Another person might have a different opinion about how hot is too hot. |
|
Which country is highlighted? | [
"Nauru",
"Vanuatu",
"Kiribati",
"Fiji"
] | 1 | closed choice | grade6 | social science | geography | Oceania: geography | Identify and select countries of Oceania | This country is Vanuatu.
Does Vanuatu have any territorial disputes?
Vanuatu claims to own Matthew and Hunter Islands, which are disputed islands. In other words, multiple countries or groups claim that the islands rightfully belong to them.
France has controlled the islands since 1929. But shortly after gaining independence in 1980, Vanuatu claimed to rightfully own the islands. It points to underwater geographic features and legends passed down by its people to argue that it has stronger connections to the islands than France. No one lives on the islands today. |
|||
Not supported with pagination yet | How long is a bench? | [
"9 miles",
"9 feet",
"9 inches",
"9 yards"
] | 1 | Select the best estimate. | closed choice | grade8 | natural science | units-and-measurement | Units and measurement | Choose customary units of distance, mass, and volume | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
When you are using customary units, length may be written with units of inches, feet, yards, or miles.
There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile.
A football is about 1 foot long. A football field is 100 yards long. | The best estimate for the length of a bench is 9 feet.
9 inches is too short. 9 yards and 9 miles are too long. |
Not supported with pagination yet | Which confirmation email message is more formal? | [
"Thank you for choosing to receive paperless bank statements.",
"We're so happy you signed up to get your bank statements via email."
] | 0 | closed choice | grade11 | language science | writing-strategies | Audience, purpose, and tone | Which text is most formal? | Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners. | The first confirmation email message is more formal. It uses more elevated language (choosing to receive). The other confirmation email message uses contractions and is more familiar (we're so happy). |
|
What can Carrie and Matt trade to each get what they want? | [
"Carrie can trade her tomatoes for Matt's broccoli.",
"Matt can trade his almonds for Carrie's tomatoes.",
"Carrie can trade her tomatoes for Matt's carrots.",
"Matt can trade his broccoli for Carrie's oranges."
] | 0 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Carrie and Matt open their lunch boxes in the school cafeteria. Neither Carrie nor Matt got everything that they wanted. The table below shows which items they each wanted:
Look at the images of their lunches. Then answer the question below.
Carrie's lunch Matt's lunch | closed choice | grade8 | social science | economics | Basic economic principles | Trade and specialization | Look at the table and images.
Carrie wants broccoli. Matt wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. |
||
What is the capital of Michigan? | [
"Lansing",
"Grand Rapids",
"Lincoln",
"Topeka"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Midwest | Lansing is the capital of Michigan. |
|||
Which animal's feet are also adapted for digging? | [
"Malagasy giant chameleon",
"meerkat"
] | 1 | Star-nosed moles are found in many parts of North America. They live in burrows. The moles eat earthworms and nuts, which they find in the soil. The feet of the are adapted for digging.
Figure: star-nosed mole. | closed choice | grade4 | natural science | biology | Adaptations | Animal adaptations: feet and limbs | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's feet is one example of an adaptation. Animals' feet can be adapted in different ways. For example, webbed feet might help an animal swim. Feet with thick fur might help an animal walk on cold, snowy ground. | Look at the picture of the star-nosed mole.
The star-nosed mole has long, straight claws. Its feet are adapted for digging. The star-nosed mole uses its claws to break up soil and move it out of the way.
Now look at each animal. Figure out which animal has a similar adaptation.
The meerkat has long, straight claws. Its feet are adapted for digging.
The Malagasy giant chameleon has thick toes and very small claws. Its feet are not adapted for digging. The Malagasy giant chameleon uses its feet to climb twigs and branches. |
|
Select the organism in the same genus as the Burmese python. | [
"Taricha granulosa",
"Melanoplus bivittatus",
"Python bivittatus"
] | 2 | This organism is a Burmese python. Its scientific name is Python bivittatus. | closed choice | grade8 | natural science | biology | Classification and scientific names | Use scientific names to classify organisms | Scientists use scientific names to identify organisms. Scientific names are made of two words.
The first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.
A genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.
Together, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.
Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
| A Burmese python's scientific name is Python bivittatus. The first word of its scientific name is Python.
Taricha granulosa is in the genus Taricha. The first word of its scientific name is Taricha. So, Taricha granulosa and Python bivittatus are not in the same genus.
Melanoplus bivittatus and Python bivittatus are not in the same genus.
These organisms are not in the same genus, but part of their scientific names is the same. Melanoplus bivittatus and Python bivittatus have the same species name within their genus, bivittatus. But the first words of their scientific names are different. Melanoplus bivittatus is in the genus Melanoplus, and Python bivittatus is in the genus Python.
This organism and the Burmese python are in the same genus and the same species! Both organisms have the same scientific name, Python bivittatus. |
|
Identify the question that Emily and Herman's experiment can best answer. | [
"Does Emily's snowboard slide down a hill in less time when it has a thin layer of wax or a thick layer of wax?",
"Does Emily's snowboard slide down a hill in less time when it has a layer of wax or when it does not have a layer of wax?"
] | 1 | The passage below describes an experiment. Read the passage and then follow the instructions below.
Emily applied a thin layer of wax to the underside of her snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. She repeated the rides four more times, alternating whether she rode with a thin layer of wax on the board or not. Her friend Herman timed each ride. Emily and Herman calculated the average time it took to slide straight down the hill on the snowboard with wax compared to the average time on the snowboard without wax.
Figure: snowboarding down a hill. | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify the experimental question | Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.
Imagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.
First, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.
Then, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.
Experiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.
Examples of questions that this experiment can answer include:
Does soil type affect the height of daffodil plants?
Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil?
Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil? | ||
Not supported with pagination yet | Suppose Alec decides to join the Theater Club. Which result would be a cost? | [
"Alec will save some time. He would have spent more time in the Photography Club than in the Theater Club.",
"Alec will give up the chance to be in the Photography Club. He would have had more fun in the Photography Club than in the Theater Club."
] | 1 | Alec is deciding whether to join the Photography Club or the Theater Club at school. He wants the club he joins to be fun. But he doesn't want it to take up too much time. | closed choice | grade5 | social science | economics | Basic economic principles | Costs and benefits | Before you decide to do something, it is often helpful to list costs and benefits.
Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need.
Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need. | This result is a cost. It involves giving up or spending something that Alec wants or needs:
Alec will give up the chance to be in the Photography Club. He would have had more fun in the Photography Club than in the Theater Club. |
Not supported with pagination yet | Which text uses the word ironic in its traditional sense? | [
"Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.",
"Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week."
] | 0 | closed choice | grade11 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses ironic in its traditional sense: contrary to what was intended, often in an amusing way. It's ironic because Simon tried to get away from the snow but found himself in a snowstorm regardless.
Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, a rare snowstorm happened to hit Florida that week.
The second text uses ironic in its nontraditional sense: marked by coincidence. It was a coincidence that Simon's friends were in Florida the week before.
Last winter, Simon took a vacation to Florida to escape Boston's cold, snowy weather. In an ironic twist, he just missed a few of his college friends, who had been in Florida the previous week.
Most style guides recommend to avoid using the nontraditional sense of the word ironic because it is generally considered incorrect. |
|
Not supported with pagination yet | Which logical fallacy is used in the text?
Don't ever get a ride from Tisha. Her brother has been driving for only six months, and he's already gotten three speeding tickets. | [
"guilt by association: a negative association intended to discredit someone or something",
"circular reasoning: an argument that supports a claim with the claim itself"
] | 0 | closed choice | grade7 | language science | writing-strategies | Developing and supporting arguments | Classify logical fallacies | A strong argument uses valid reasoning and logic in support of a claim. When an argument or claim introduces irrelevant information or misrepresents the issues at hand, it may be committing a logical fallacy. Logical fallacies can hurt a writer's credibility and can lead readers to draw false conclusions.
A logical fallacy may present irrelevant information:
Fallacy | Description
ad hominem | a personal attack meant to discredit one's opponent
appeal to nature | an argument that assumes the natural choice is always the best choice
bandwagon fallacy | an argument that assumes the popular choice is always the best choice
circular reasoning | an argument that supports a claim with the claim itself
guilt by association | an unfair negative association with another person or group that is intended to discredit someone or something
red herring | the use of a completely unrelated topic in support of a claim
A logical fallacy may misrepresent the issues at hand:
Fallacy | Description
false causation | the assumption that because two things happened together, one caused the other
false dichotomy | an argument that presents only two choices when more options exist
hasty generalization | a very broad claim based on very little evidence
straw man | a misrepresentation of an opponent's position that makes it easier to argue against
| The text argues that Tisha must be a reckless driver, because her brother is a reckless driver. However, even though Tisha's brother is reckless, that doesn't necessarily mean that Tisha is, too. This illustrates a type of logical fallacy known as guilt by association. |
|
Not supported with pagination yet | Would you find the word darn on a dictionary page with the following guide words?
deserve - dog | [
"no",
"yes"
] | 0 | yes or no | grade7 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since darn is not between the guide words deserve - dog, it would not be found on that page. |
|
Not supported with pagination yet | What information supports the conclusion that Kristen acquired this trait? | [
"Kristen's scar is on her right elbow. Her father also has a scar on his right elbow.",
"Kristen's sister has a bruise from falling on her elbow.",
"Kristen's scar was caused by an accident. She cut her arm when she fell off her bicycle."
] | 2 | Read the description of a trait.
Kristen has a scar on her right elbow. | closed choice | grade8 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Select the bird below. | [
"zebra",
"ostrich"
] | 1 | Birds have feathers, two wings, and a beak. A painted stork is an example of a bird. | closed choice | grade3 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.
Scientists sort animals into groups based on traits they have in common. This process is called classification. | A zebra is a mammal. It has hair and feeds its young milk.
Zebras eat mostly grass. But they sometimes eat other types of plants, such as shrubs or tree bark.
An ostrich is a bird. It has feathers, two wings, and a beak.
The ostrich is the largest bird alive today. Ostriches cannot fly, but they can run very fast. |
|
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is greater in Pair 2.",
"The magnitude of the magnetic force is greater in Pair 1.",
"The magnitude of the magnetic force is the same in both pairs."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different sizes and shapes. | closed choice | grade6 | natural science | physics | Velocity, acceleration, and forces | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger. | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Magnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.
Magnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. |
|
What is the capital of Alaska? | [
"Phoenix",
"Juneau",
"Annapolis",
"Anchorage"
] | 1 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Juneau is the capital of Alaska. |
|||
Not supported with pagination yet | What information supports the conclusion that Lauren inherited this trait? | [
"Lauren has green eyes like her biological mother.",
"Lauren and her biological father wear sunglasses when they go outside.",
"Lauren's neighbor has green eyes."
] | 0 | Read the description of a trait.
Lauren has green eyes. | closed choice | grade8 | natural science | biology | Genes to traits | Inherited and acquired traits: use evidence to support a statement | Organisms, including people, have both inherited and acquired traits. Inherited and acquired traits are gained in different ways.
Inherited traits are passed down from biological parents to their offspring through genes. Genes are pieces of hereditary material that contain the instructions that affect inherited traits. Offspring receive their genes, and therefore gain their inherited traits, from their biological parents. Inherited traits do not need to be learned.
Acquired traits are gained during a person's life. Some acquired traits, such as riding a bicycle, are gained by learning. Other acquired traits, such as scars, are caused by the environment. Parents do not pass acquired traits down to their offspring. | |
Not supported with pagination yet | Is this a run-on sentence?
The octopus is often considered to be the most intelligent invertebrate and a master of disguise; it can instantly match the colors and textures of its environment to hide from predators. | [
"no",
"yes"
] | 0 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify run-on sentences | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
The band I'm in has been rehearsing daily, we have a concert in two weeks.
The band I'm in has been rehearsing daily we have a concert in two weeks.
There are several ways to fix a run-on sentence:
Use stronger punctuation, such as a period or a semicolon.
The band I'm in has been rehearsing daily. We have a concert in two weeks.
The band I'm in has been rehearsing daily; we have a concert in two weeks.
Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
The band I'm in has been rehearsing daily, and we have a concert in two weeks.
Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
The band I'm in has been rehearsing daily since we have a concert in two weeks. | This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
The octopus is often considered to be the most intelligent invertebrate and a master of disguise; it can instantly match the colors and textures of its environment to hide from predators. |
|
Which property do these four objects have in common? | [
"hard",
"rough",
"salty"
] | 2 | Select the best answer. | closed choice | grade5 | natural science | physics | Materials | Compare properties of objects | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.
Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification. | Look at each object.
For each object, decide if it has that property.
Potato chips have a salty taste. All four objects are salty.
A rough object feels scratchy when you touch it. The potato chips and the cracker are rough, but the ocean water is not.
A hard object does not change shape when pressed or squeezed. The pretzel is hard, but the ocean water is not.
The property that all four objects have in common is salty. |
|
Not supported with pagination yet | Which sentence is more formal? | [
"Sarah Newton is an ace reporter, so it was not surprising that she was nominated for an award.",
"Sarah Newton is an excellent reporter, so it came as no surprise when her work was nominated for an award."
] | 1 | closed choice | grade8 | language science | writing-strategies | Author's purpose and tone | Which sentence is more formal? | Formal writing is used for essays, business letters, and reports. The following types of informal language should be avoided in formal writing:
Type | Examples
slang | cool, awesome
idioms | knock your socks off
conversational language | gonna, kinda, yeah
abbreviated language | ASAP, FYI
overly simple or imprecise language | he got some stuff at the store
contractions | can't, won't
Contractions are not as informal as the other types, but they should be used sparingly in formal writing.
Compare the following sentences. The first is informal. The second is formal.
Informal: Yeah, ostriches can't fly, but they're awesome runners.
Formal: Though ostriches are flightless, they are remarkably adept runners.
| The second sentence is less formal. You can tell because it uses slang (ace).
The first sentence uses formal language in place of the slang, so it is more formal overall. |
|
Not supported with pagination yet | What does this Works Cited entry indicate about the cited work?
White, Julia. "In My Proud Moments." Spread My Soul. Ed. L. Noel Harvey. Santa Fe: Inhstudio, 2002. 38. Print. | [
"It has two authors.",
"It is an online source.",
"It was published in Santa Fe."
] | 2 | closed choice | grade11 | language science | reference-skills | Research skills | Understand a Works Cited entry (MLA 7th edition) | When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
Below are the basic formats for some common types of Works Cited entries. Consult the MLA Handbook for a complete list.
Books:
Format | Author(s). Book Title. City of Publication: Publisher, Year of Publication. Medium of Publication.
Example | Austen, Jane. Pride and Prejudice. New York: Dover Publications, 1995. Print.
Essays, short stories, or poems in an anthology or book:
Format | Author(s). "Essay, Poem, or Short Story Title." Anthology or Book Title. Ed. Editor Name. City of Publication: Publisher, Year of Publication. Page Number(s). Medium of Publication.
Example | James, Henry. "The Middle Years." The Oxford Book of American Short Stories. Ed. Joyce Carol Oates. Oxford: Oxford UP, 2013. 116-135. Print.
Magazine and newspaper articles:
Format | Author(s). "Article Title." Title of Magazine or Newspaper Date of Publication: Page(s). Medium of Publication.
Example | Hayes, David J., and James H. Stock. "The Real Cost of Coal." New York Times 24 Mar. 2015: n. pag. Web. 25 Mar. 2015.
Journal articles:
Format | Author(s). "Article Title." Title of Journal Volume.Issue (Year): Page(s). Medium of Publication.
Example | Gillette, Jane, et al. "Human Simulations of Vocabulary Learning." Cognition 73.2 (1999): 135-176. Print.
Web pages:
Format | Author(s). "Page Title." Name of Website. Publisher, Date of Publication. Medium of Publication. Date of Access.
Example | Gunn, Janelle P., and Lauren E. Owens. "How to Slash Sodium from Your Diet." Livestrong.com. Demand Media, 30 Mar. 2015. Web. 31 Mar. 2015.
Additional guidelines:
Author Names. The first author's name is written in last name, first name format (Smith, Jane). Additional author names are written in first name last name format (Smith, Jane, and John Doe). If there are more than three authors, the first author's name is followed by "et al.," which stands for and others (e.g., Smith, Jane, et al.).
Medium of Publication. Each entry must include information about what form the content was communicated in. The most common mediums are "Print" and "Web," but other possibilities include "Film," "E-mail," and "Lecture." Whenever the Medium of Publication is "Web," the date of access (the day, month, and year the webpage was viewed) must be listed directly after the Medium of Publication.
Editors and Translators. If a work has an editor or a translator, this information must be added to the Works Cited entry using the appropriate abbreviation. "Ed." stands for edited by. "Trans." stands for translated by.
Missing Information. If a work has no known author, the author section of the citation is simply left out. If a work has no available page numbers, the abbreviation "n. pag." is used instead. If a work has no available publication date, the abbreviation "n.d." is used instead. If a work has no available publisher or no available city of publication, the abbreviation "n.p." is used instead.
| Look closely at the Works Cited entry:
White, Julia. "In My Proud Moments." Spread My Soul. Ed. L. Noel Harvey. Santa Fe: Inhstudio, 2002. 38. Print.
You can tell that the cited work was published in Santa Fe by looking at the place of publication, which appears before the publisher name. |
|
What can Nathan and Xavier trade to each get what they want? | [
"Xavier can trade his almonds for Nathan's tomatoes.",
"Nathan can trade his tomatoes for Xavier's broccoli.",
"Nathan can trade his tomatoes for Xavier's sandwich.",
"Xavier can trade his broccoli for Nathan's oranges."
] | 1 | Trade happens when people agree to exchange goods and services. People give up something to get something else. Sometimes people barter, or directly exchange one good or service for another.
Nathan and Xavier open their lunch boxes in the school cafeteria. Both of them could be happier with their lunches. Nathan wanted broccoli in his lunch and Xavier was hoping for tomatoes. Look at the images of their lunches. Then answer the question below. | closed choice | grade6 | social science | economics | Basic economic principles | Trade and specialization | Nathan wanted broccoli in his lunch and Xavier was hoping for tomatoes. Look at the labeled part of the images.
Nathan has tomatoes. Xavier has broccoli. They can trade tomatoes for broccoli to both be happier. Trading other things would not help either person get more items they want. |
||
Not supported with pagination yet | What does the euphemism in this text suggest?
Bridgette is between jobs right now, so she's selling some of her old jewelry to help pay the bills. | [
"Bridgette is working two different jobs.",
"Bridgette is unemployed."
] | 1 | closed choice | grade11 | language science | figurative-language | Literary devices | Interpret the figure of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A euphemism is a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The head of Human Resources would never refer to firing people, only to laying them off. | The text uses a euphemism, a polite or indirect expression that is used to de-emphasize an unpleasant topic.
The euphemism between jobs means that Bridgette is unemployed. |
|
Not supported with pagination yet | Select the one true statement. | [
"The cell membrane directs cell activities by sending instructions to different parts of a plant cell.",
"In plant cells, chromosomes contain the master plan for cell activities and cell development.",
"In plant cells, the vacuoles contain the master plan for cell activities and cell development."
] | 1 | closed choice | grade7 | natural science | biology | Cells | Compare cells and cell parts | |||
Not supported with pagination yet | Is the following statement true or false?
Animal cells do not have mitochondria. | [
"false",
"true"
] | 0 | true-or false | grade4 | natural science | biology | Cells | Cell part functions: true or false | Animal cells do not have mitochondria.
This statement is false. Not all cells have mitochondria, but most plant and animal cells have them. |
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Not supported with pagination yet | Complete the sentence so that it uses personification.
Last year spring was () and warmer weather didn't begin until April. | [
"unseasonably cool",
"timid"
] | 1 | closed choice | grade10 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the word timid. It describes spring as if it were a person who is shy. |
|
What is the capital of Maine? | [
"Des Moines",
"Augusta",
"Topeka",
"Portland"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the Northeast | Augusta is the capital of Maine. |
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Not supported with pagination yet | Which memo to a manager is more formal? | [
"Please find attached my quarterly report.",
"I've attached that report that I do every quarter."
] | 0 | closed choice | grade11 | language science | writing-strategies | Audience, purpose, and tone | Which text is most formal? | Informal writing is typically used in casual situations or when communicating with someone you know well. Informal language often expresses familiarity and tends to sound more like speech. It uses more conversational language, such as slang, idioms, abbreviations, imprecise language, and contractions.
Formal writing is typically used in academic and business writing or when writing directly to an authority figure. It tends to be more courteous and impersonal, avoiding overly familiar or conversational language.
Compare the following sentences.
Informal: Yeah, ostriches can't fly, but I think they're awesome.
More formal: Ostriches may be flightless, but they're remarkable runners.
Most formal: Though flightless, ostriches are remarkable runners. | The first memo to a manager is more formal. It uses more impersonal and elevated language (please find attached). The other memo to a manager uses a contraction (I've) and sounds more conversational. |
|
What is the expected ratio of offspring with mostly plain scales to offspring with mostly iridescent scales? Choose the most likely ratio. | [
"4:0",
"0:4",
"2:2",
"1:3",
"3:1"
] | 3 | This passage describes the iridescent scales trait in bettas:
A betta, or Siamese fighting fish, is a popular aquarium pet. Many bettas have shiny iridescent scales, which contain tiny crystals that reflect light. These crystals cause the fish's color to look slightly different when seen from different angles. Some bettas are covered in mostly iridescent scales. Other bettas have mostly plain, non-iridescent scales.
In a group of bettas, some individuals have mostly iridescent scales and others have mostly plain scales. In this group, the gene for the iridescent scales trait has two alleles. The allele for mostly iridescent scales (I) is dominant over the allele for mostly plain scales (i).
This Punnett square shows a cross between two bettas. | closed choice | grade8 | natural science | biology | Genes to traits | Use Punnett squares to calculate ratios of offspring types | Offspring phenotypes: dominant or recessive?
How do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.
If an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.
If an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.
A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type.
For example, consider the Punnett square below.
| F | f
F | FF | Ff
f | Ff | ff
There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
| To determine how many boxes in the Punnett square represent offspring with mostly plain scales or mostly iridescent scales, consider whether each phenotype is the dominant or recessive allele's version of the iridescent scales trait. The question tells you that the I allele, which is for mostly iridescent scales, is dominant over the i allele, which is for mostly plain scales.
Mostly plain scales is the recessive allele's version of the iridescent scales trait. A betta with the recessive version of the iridescent scales trait must have only recessive alleles for the iridescent scales gene. So, offspring with mostly plain scales must have the genotype ii.
There is 1 box in the Punnett square with the genotype ii. This box is highlighted below.
Mostly iridescent scales is the dominant allele's version of the iridescent scales trait. A betta with the dominant version of the iridescent scales trait must have at least one dominant allele for the iridescent scales gene. So, offspring with mostly iridescent scales must have the genotype II or Ii.
There are 3 boxes in the Punnett square with the genotype II or Ii. These boxes are highlighted below.
So, the expected ratio of offspring with mostly plain scales to offspring with mostly iridescent scales is 1:3. This means that, on average, this cross will produce 1 offspring with mostly plain scales for every 3 offspring with mostly iridescent scales. |
|
Is a tooth a solid, a liquid, or a gas? | [
"a solid",
"a liquid",
"a gas"
] | 0 | closed choice | grade4 | natural science | physics | States of matter | Identify and sort solids, liquids, and gases | Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.
When matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.
Some solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.
When matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.
Some liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.
When matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.
Many gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas. | A tooth is a solid. A solid has a size and shape of its own.
A tooth may chip or break, but it still has a size and shape of its own. |
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Not supported with pagination yet | Look at the word. Does it have a closed syllable or an open syllable?
shelf | [
"open",
"closed"
] | 1 | closed choice | grade2 | language science | word-study | Short and long vowels | Is the syllable open or closed? | Words are made up of syllables. Two kinds of syllables are closed and open.
A closed syllable has one vowel and ends with a consonant. It usually has a short vowel sound.
desk: short e
kit / ten: short i / short e
An open syllable ends with one vowel. It usually has a long vowel sound.
go: long o
he / ro: long e / long o
Some open syllables end with y. The y makes a long e sound or a long i sound.
sky: long i
ba / by: long a / long e | The word shelf ends with a consonant and has a short vowel sound. So, it has a closed syllable. |
|
Which of the following organisms is the decomposer in this food web? | [
"gray fox",
"black bear",
"swallowtail caterpillar",
"bolete fungus"
] | 3 | Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade7 | natural science | biology | Ecological interactions | Interpret food webs I | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | Decomposers help break down dead organisms into simpler matter, such as nutrients. These nutrients can then help plants and other organisms grow. In a food web, there is an arrow pointing from another organism to a decomposer. There are no arrows pointing from a decomposer to another organism.
The black bear has an arrow pointing from it. So, the black bear is not a decomposer.
The bolete fungus does not have arrows pointing from it to other organisms. So, the bolete fungus is a decomposer.
The parasol fungus does not have arrows pointing from it to other organisms. So, the parasol fungus is a decomposer.
The swallowtail caterpillar has arrows pointing from it. So, the swallowtail caterpillar is not a decomposer.
The gray fox has arrows pointing from it. So, the gray fox is not a decomposer. |
|
Which of the following could Leroy's test show? | [
"how long it would take the sample fabric to dry after it absorbed one drop of water",
"if the sample fabric would absorb one drop of water in less than one second",
"how much athletes would sweat in the fabric"
] | 0 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Leroy, a materials engineer, was developing a quick-drying fabric for athletic clothing. The fabric needed to absorb one drop of water in less than one second and dry completely in less than five minutes. Leroy thought a fabric made from cotton and polyester would both absorb water well and dry quickly. But he needed to decide what percentage of each material to use.
So, he made a sample fabric that was 50% cotton and 50% polyester. Then he put one drop of water on the sample. He timed how long it took the fabric to dry after the water was absorbed.
Figure: fabric that has not absorbed drops of water. | closed choice | grade8 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Which of these cities is marked on the map? | [
"New York City",
"Pittsburgh",
"Baltimore",
"Philadelphia"
] | 3 | closed choice | grade4 | social science | geography | Cities | Cities of the Northeast | The city is Philadelphia, Pennsylvania. New York City, Baltimore, and Pittsburgh are marked with gray circles on the map below. |
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Not supported with pagination yet | Select the one animal that has all of the fish traits listed above. | [
"Great crested newts have moist brown skin with black spots. Adult great crested newts mostly live on land, but young newts live underwater. Great crested newt eggs do not have shells. The female newts wrap their eggs in leaves for protection.",
"Common clownfish are marine animals that have fins. They lay eggs with no shells. Many clownfish live within the tentacles of animals called anemones. The clownfish keeps the anemone healthy, while the anemone protects the clownfish from its predators."
] | 1 | Fish are a group of animals with similar traits. The following traits can be used to identify fish:
They have fins, not limbs.
They make eggs with no shells. Observe the animals and read the descriptions. | closed choice | grade5 | natural science | biology | Classification | Use evidence to classify mammals, birds, fish, reptiles, and amphibians | Scientists sort animals with similar traits into groups. This is called classification. Classification helps scientists learn about how animals live.
How do scientists classify animals? First, they make observations about an animal. Scientists observe the animal's traits, including its body parts and behavior. Then, scientists compare the animal's traits to other animals' traits. Scientists classify animals with similar traits into a group. | To decide if an animal is part of a group, look at the traits of the group.
Fish have the following traits:
They have fins, not limbs.
They make eggs with no shells.
Compare each animal's traits to the group's traits. Select the animal with traits similar to the group's traits.
A great crested newt has the following traits:
It spends part of its life in water and part on land.
It has moist skin.
It makes eggs with no shells.
A great crested newt does not have all of the traits of a fish. A great crested newt is an amphibian.
A common clownfish has the following traits:
It has fins, not limbs.
It makes eggs with no shells.
A common clownfish has the traits of a fish. A common clownfish is a fish. |
Not supported with pagination yet | Using only these supplies, which question can Nora investigate with an experiment? | [
"Do round rocks or flat rocks skip more times when thrown across the river?",
"Do small rocks or large rocks skip more times when thrown across the river?",
"Do rocks skip more times when thrown across a river or across a pond?"
] | 1 | Nora likes to skip rocks at the river. She notices that some of the rocks she throws skip off the surface of the water many times, while others skip once and then sink. She wonders what factors affect how well rocks skip on the water. So, she decides to design an experiment. She has the following supplies available:
10 small flat rocks
10 large flat rocks
access to the river by her school | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Select the mixture. | [
"fruit punch",
"carbon"
] | 0 | closed choice | grade2 | natural science | physics | Mixtures | Identify mixtures | A pure substance is made of only one type of matter.
A mixture is made of two or more types of matter mixed together. | ||
Not supported with pagination yet | Using only these supplies, which question can Madelyn investigate with an experiment? | [
"Does milk chocolate or dark chocolate melt faster when heated on the stove?",
"Does milk chocolate melt faster when heated in a microwave or on a stove?",
"Does dark chocolate or white chocolate melt faster when heated on the stove?"
] | 0 | Madelyn leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available:
one bar of milk chocolate
one bar of dark chocolate
a stove
a pot | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Look at the models of molecules below. Select the elementary substance. | [
"silane",
"chloroform",
"oxygen"
] | 2 | closed choice | grade6 | natural science | chemistry | Atoms and molecules | Identify elementary substances and compounds using models | There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.
A substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.
Every chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.
Scientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.
In a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance. | |||
Which of these states is farthest south? | [
"Louisiana",
"Michigan",
"Iowa",
"Kentucky"
] | 0 | closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Louisiana is farthest south. |
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Not supported with pagination yet | What does the simile in this text suggest?
Samantha rubbed coconut oil on her hands, which were like the parched earth during a drought. | [
"Samantha's hands were dry and cracked.",
"Samantha was baking something."
] | 0 | closed choice | grade9 | language science | figurative-language | Literary devices | Interpret figures of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night. | The text includes a simile, using like or as to compare two things that are not actually alike.
The simile like the parched earth during a drought suggests that Samantha's hands were dry and cracked. A drought is a period without rain; the ground during a drought can become hard and cracked. |
|
What is the capital of New Mexico? | [
"Albuquerque",
"Santa Fe",
"Honolulu",
"Sacramento"
] | 1 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the West | Santa Fe is the capital of New Mexico. |
|||
Which continent is highlighted? | [
"Europe",
"South America",
"Africa",
"Asia"
] | 1 | closed choice | grade8 | social science | geography | Physical Geography | Oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is South America. |
||
Which of the following organisms is the producer in this food web? | [
"orca",
"bat star",
"zooplankton",
"kelp"
] | 3 | Below is a food web from an ocean ecosystem in Monterey Bay, off the coast of California.
A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem. | closed choice | grade8 | natural science | biology | Ecological interactions | Interpret food webs I | A food web is a model.
A food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.
An organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.
An organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web. | Producers do not eat other organisms. So, in a food web, producers do not have arrows pointing to them from other organisms.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer.
The bat star has an arrow pointing to it, so it is not a producer.
The orca has an arrow pointing to it, so it is not a producer.
The zooplankton has an arrow pointing to it, so it is not a producer.
The kelp does not have any arrows pointing to it. So, the kelp is a producer. |
|
Look at the picture. Which word best describes how these shoes smell? | [
"flowery",
"fresh",
"stinky"
] | 2 | closed choice | grade2 | language science | writing-strategies | Descriptive details | Choose the sensory details that match the picture | When you write, you can use sensory details. These sense words help your reader understand what something looks, sounds, tastes, smells, or feels like.
Sensory Category | Description
Sight | These are words like bright, clean, and purple. A reader can imagine looking at these details.
Sound | These are words like hissing, buzzing, and ringing. A reader can imagine hearing these details.
Taste | These are words like juicy, sweet, and burnt. A reader can imagine tasting these details.
Smell | These are words like fruity, sweet, and stinky. A reader can imagine smelling these details.
Touch | These are words like fuzzy, wet, and soft. A reader can imagine feeling these details.
Many sense words can describe more than one sense. For example, soft can describe a touch or a sound. And sweet can describe a taste or a smell.
| Look at the picture.
The word stinky describes how these shoes smell. You can tell by looking at the boy's face.
Flowery and fresh can also describe how something smells. But they do not describe these shoes. |
||
What is the capital of South Carolina? | [
"Charleston",
"Madison",
"Jackson",
"Columbia"
] | 3 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Columbia is the capital of South Carolina. |
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Not supported with pagination yet | Which sentence uses a simile? | [
"The running children are a stampede of horses.",
"The children ran by like a stampede of horses."
] | 1 | closed choice | grade4 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | This sentence uses a simile:
The children ran by like a stampede of horses.
The words children and stampede are compared using the word like.
This sentence uses a metaphor:
The running children are a stampede of horses.
The words children and stampede are compared without the word like or as. |
|
Not supported with pagination yet | What kind of sentence is this?
Mackenzie gave me flowers for no reason. | [
"declarative",
"exclamatory"
] | 0 | closed choice | grade5 | language science | punctuation | Sentences, fragments, and run-ons | Is the sentence declarative, interrogative, imperative, or exclamatory? | There are four kinds of sentences.
A declarative sentence is a statement. It tells about something. A declarative sentence always ends with a period.
I have an older brother and a younger sister.
An interrogative sentence is a question. It asks something. An interrogative sentence always ends with a question mark.
How tall are you?
An imperative sentence is a command. It makes a request or tells someone to do something. An imperative sentence usually ends with a period. If the command shows strong feeling, it ends with an exclamation point.
Read the first chapter by next week.
Look out for that car!
An exclamatory sentence is like a statement, but it shows surprise or strong feeling. An exclamatory sentence always ends with an exclamation point.
Some whales are over ninety feet long!
I can't wait until tomorrow! | The sentence tells about something, and it ends with a period. It is a declarative sentence. |
|
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear Mr. keller,",
"Dear Mr. Keller,"
] | 1 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first greeting is correct:
Its first word is capitalized, and it ends with a comma. Mr. Keller is capitalized because it is a proper noun. |
|
Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
speed - sworn | [
"step",
"sank"
] | 0 | closed choice | grade6 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since step is between the guide words speed - sworn, it would be found on that page. |
|
Which better describes the Sahara Desert ecosystem? | [
"It has a small amount of rain. It also has many different types of organisms.",
"It has mostly small plants. It also has only a few types of organisms."
] | 0 | Figure: Sahara Desert.
The Sahara Desert is a hot desert ecosystem in northern Africa. | closed choice | grade4 | natural science | biology | Ecosystems | Describe ecosystems | An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.
There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:
the pattern of weather, or climate
the type of soil
the organisms that live there | A hot desert is a type of ecosystem. Hot deserts have the following features: a small amount of rain, dry, thin soil, and many different types of organisms. So, the Sahara Desert has a small amount of rain. It also has many different types of organisms. |
|
Not supported with pagination yet | Which is the most flexible? | [
"paper",
"ceramic tea cup",
"clay tile"
] | 0 | closed choice | grade4 | natural science | physics | Materials | Compare properties of materials | Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials.
A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy.
For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it. | Flexible is a property. A flexible material can be bent without breaking easily.
Look at each picture, one at a time. Imagine bending the material shown in each picture.
Of the choices, the paper is the most flexible. If you fold a piece of paper, it will not break. |
|
Not supported with pagination yet | Which text uses the word literally in its traditional sense? | [
"The curry that the chef prepared was so spicy that Mitchell literally had to drink three glasses of milk to ease the pain.",
"The curry that the chef prepared was so spicy that Mitchell's mouth was literally on fire by the time he finished his meal."
] | 0 | closed choice | grade10 | language science | writing-strategies | Word usage and nuance | Explore words with new or contested usages | Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
Britney perused her notes, carefully preparing for her exam.
The traditional usage above is considered more standard.
David perused the magazine, absentmindedly flipping through the pages.
The nontraditional usage above is now commonly used, but traditional style guides generally advise against it. | The first text uses literally in its traditional sense: in a factual, non-exaggerated way.
The curry that the chef prepared was so spicy that Mitchell literally had to drink three glasses of milk to ease the pain.
The second text uses literally in its nontraditional sense: nearly or in effect (often exaggerated). Mitchell's mouth may be in pain, but it is not actually on fire.
The curry that the chef prepared was so spicy that Mitchell's mouth was literally on fire by the time he finished his meal.
Most style guides recommend to avoid using the nontraditional sense of the word literally because it is generally considered incorrect. |
|
Which three months have an average precipitation of around 3.5inches in Seattle? | [
"February, March, and October",
"June, July, and December",
"April, May, and November"
] | 0 | Use the graph to answer the question below. | closed choice | grade3 | natural science | earth-science | Weather and climate | Use climate data to make predictions | Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data.
A bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average. | To describe the average precipitation trends in Seattle, look at the graph.
Choice "Feb" is incorrect.
Choice "Mar" is incorrect.
Choice "Apr" is incorrect.
Choice "May" is incorrect.
Choice "Jun" is incorrect.
Choice "Jul" is incorrect.
Choice "Oct" is incorrect.
Choice "Nov" is incorrect.
Choice "Dec" is incorrect.
Choice "June, July, and December" is incorrect.
The average precipitation in June and July is less than 2 inches. And, the average precipitation in December is more than 5 inches.
Choice "April, May, and November" is incorrect.
The average precipitation in April and May is less than 3 inches. And, the average precipitation in November is more than 6 inches.
Choice "February, March, and October" is incorrect.
February, March, and October each have an average precipitation of around 3.5 inches. |
|
Not supported with pagination yet | Would you find the word engine on a dictionary page with the following guide words?
eighty - expert | [
"yes",
"no"
] | 0 | yes or no | grade3 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since engine is between the guide words eighty - expert, it would be found on that page. |
|
Not supported with pagination yet | Based on this information, what is Wishbone's phenotype for the fur texture trait? | [
"soft fur",
"ff"
] | 0 | In a group of dachshund dogs, some individuals have rough fur and others have soft fur. In this group, the gene for the fur texture trait has two alleles. The allele F is for rough fur, and the allele f is for soft fur.
Wishbone, a dachshund dog from this group, has soft fur. Wishbone has two alleles for soft fur. | closed choice | grade6 | natural science | biology | Genes to traits | Genetics vocabulary: genotype and phenotype | All organisms have pieces of hereditary material called genes, which are passed from parents to offspring. Genes contain instructions for building the parts of an organism. An organism's genes affect its observable traits, including its appearance, its behavior, and which diseases it may have. Genes may have different alleles, or forms, that can cause different versions of a trait.
For example, flower color is a trait in pea plants. The gene for this trait has two possible alleles. Each allele is represented by an uppercase or lowercase letter. The allele F is for purple flowers, and the allele f is for white flowers. Each pea plant has two alleles for the flower color gene—one allele inherited from each parent.
An organism's genotype for a gene is its combination of alleles for that gene. So, a pea plant may have a genotype of FF, Ff, or ff for the flower color gene.
An organism's phenotype for a trait is its observable version of that trait, which depends on the organism's combination of alleles. A pea plant may have a phenotype of purple flowers or white flowers for the flower color trait. | An organism's phenotype for a trait is its observable version of that trait. Wishbone's observable version of the fur texture trait is soft fur. So, Wishbone's phenotype for the fur texture trait is soft fur. |
Which fish's mouth is also adapted for tearing through meat? | [
"parrotfish",
"starry moray"
] | 1 | Bull sharks eat turtles, birds, dolphins, and other fish. The mouth of the is adapted to tear through meat.
Figure: bull shark. | closed choice | grade3 | natural science | biology | Adaptations | Animal adaptations: beaks, mouths, and necks | An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.
The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths. | Look at the picture of the bull shark.
The bull shark has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat. The bull shark uses its teeth to cut up meat into pieces it can swallow.
Now look at each animal. Figure out which animal has a similar adaptation.
The starry moray has a large mouth and sharp teeth. Its mouth is adapted for tearing through meat.
The parrotfish has a small mouth and small teeth. Its mouth is not adapted for tearing through meat. The parrotfish uses its mouth to eat corals. |
|
Not supported with pagination yet | Which tense does the sentence use?
Evelyn will sweep the sidewalk in front of her store. | [
"present tense",
"past tense",
"future tense"
] | 2 | closed choice | grade4 | language science | verbs | Verb tense | Is the sentence in the past, present, or future tense? | Present tense verbs tell you about something that is happening now.
Most present-tense verbs are regular. They have no ending, or they end in -s or -es.
Two verbs are irregular in the present tense, to be and to have. You must remember their forms.
Past tense verbs tell you about something that has already happened.
Most past-tense verbs are regular. They end in -ed.
Some verbs are irregular in the past tense. You must remember their past-tense forms.
Future tense verbs tell you about something that is going to happen.
All future-tense verbs use the word will.
Present | Past | Future
walk, walks | walked | will walk
go, goes | went | will go | The sentence is in future tense. You can tell because it uses will before the main verb, sweep. The verb tells you about something that is going to happen. |
|
Not supported with pagination yet | Is this a run-on sentence?
Overcome with joy, Mrs. McBride told her husband the exciting news about her promotion. | [
"yes",
"no"
] | 1 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify run-on sentences | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
The band I'm in has been rehearsing daily, we have a concert in two weeks.
The band I'm in has been rehearsing daily we have a concert in two weeks.
There are several ways to fix a run-on sentence:
Use stronger punctuation, such as a period or a semicolon.
The band I'm in has been rehearsing daily. We have a concert in two weeks.
The band I'm in has been rehearsing daily; we have a concert in two weeks.
Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
The band I'm in has been rehearsing daily, and we have a concert in two weeks.
Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
The band I'm in has been rehearsing daily since we have a concert in two weeks. | This is not a run-on sentence. It is not formed from two sentences that have been run together without appropriate punctuation.
Overcome with joy, Mrs. McBride told her husband the exciting news about her promotion. |
|
Not supported with pagination yet | Which of the following is an example of technologies? | [
"a compass to show direction",
"a hurricane that damages homes"
] | 0 | People in early China invented many new types of technologies. Today, the word "technology" often refers to electronic objects such as computers and cell phones. But technology can be any device or object that helps people solve problems or complete tasks more easily. | closed choice | grade7 | social science | world-history | Early China | Science and technology in early China | ||
Which continent is highlighted? | [
"Australia",
"Asia",
"Africa",
"Antarctica"
] | 3 | closed choice | grade5 | social science | geography | Oceans and continents | Identify oceans and continents | A continent is one of the major land masses on the earth. Most people say there are seven continents. | This continent is Antarctica. |
||
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnetic force is weaker in Pair 2.",
"The magnetic force is weaker in Pair 1.",
"The strength of the magnetic force is the same in both pairs."
] | 0 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade3 | natural science | physics | Magnets | Compare strengths of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.
These pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart. | Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.
The magnets in Pair 2 are farther apart than the magnets in Pair 1. So, the magnetic force is weaker in Pair 2 than in Pair 1. |
|
Not supported with pagination yet | Using only these supplies, which question can Brian investigate with an experiment? | [
"Does a certain kind of tomato plant grow taller when planted in a clay pot or in a plastic pot?",
"Which type of soil will cause a certain kind of tomato plant to grow the most fruit?",
"Which of the three types of tomato seeds sprouts the fastest?"
] | 2 | Brian and his classmates are growing tomato plants in the school garden. He wonders what factors affect how tomato plants grow. So, he decides to design an experiment. He has the following supplies available:
three different types of tomato seeds
one bag of potting soil
five identical clay pots
water | closed choice | grade6 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
What is the name of the colony shown? | [
"New York",
"Iowa",
"New Jersey",
"Connecticut"
] | 2 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is New Jersey. |
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Not supported with pagination yet | What do these two changes have in common?
baking an apple pie
water evaporating from a puddle | [
"Both are chemical changes.",
"Both are caused by heating.",
"Both are only physical changes.",
"Both are caused by cooling."
] | 1 | closed choice | grade3 | natural science | chemistry | Physical and chemical change | Compare physical and chemical changes | Chemical changes and physical changes are two common ways matter can change.
In a chemical change, the type of matter changes. The types of matter before and after a chemical change are always different.
Some chemical changes are caused by heating or cooling. For example, burning a piece of paper is a chemical change caused by heating. When paper gets hot enough, it reacts with oxygen in the air and burns. The paper and oxygen change into ash and smoke.
In a physical change, the type of matter stays the same. The types of matter before and after a physical change are always the same.
A change of state is a type of physical change. Changes of state can be caused by heating or cooling. For example, ice melting is a physical change that can be caused by heating. Ice and liquid water are made of the same type of matter: water.
The law of conservation of mass says that all physical and chemical changes conserve mass. Conserve means to keep the same. So, the total mass before a physical or chemical change is equal to the total mass after the change. | Step 1: Think about each change.
Baking an apple pie is a chemical change. The type of matter in the pie changes. The apples become soft, and the crust turns brown.
Water evaporating from a puddle is a change of state. So, it is a physical change. The liquid changes into a gas, but a different type of matter is not formed.
Step 2: Look at each answer choice.
Both are only physical changes.
Water evaporating is a physical change. But baking a pie is not.
Both are chemical changes.
Baking a pie is a chemical change. But water evaporating from a puddle is not.
Both are caused by heating.
Both changes are caused by heating.
Both are caused by cooling.
Neither change is caused by cooling. |
|
Not supported with pagination yet | Select the action that doesn't belong. | [
"edit",
"rewrite",
"multiply",
"write"
] | 2 | closed choice | grade3 | language science | vocabulary | Categories | Select the words that don't belong | Multiply doesn't belong.
Rewrite, edit, and write all name things you do while writing. |
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Not supported with pagination yet | Which word would you find on a dictionary page with the following guide words?
variety - visible | [
"voyage",
"veil"
] | 1 | closed choice | grade5 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since veil is between the guide words variety - visible, it would be found on that page. |
|
What is the name of the colony shown? | [
"North Carolina",
"Mississippi",
"Florida",
"South Carolina"
] | 0 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is North Carolina. |
|||
What is the name of the colony shown? | [
"Michigan",
"Rhode Island",
"West Virginia",
"Connecticut"
] | 1 | closed choice | grade5 | social science | us-history | English colonies in North America | Identify the Thirteen Colonies | The colony is Rhode Island. |
|||
What is the capital of Alaska? | [
"Carson City",
"Juneau",
"Sacramento",
"Providence"
] | 1 | closed choice | grade4 | social science | geography | State capitals | Identify the 50 state capitals | Juneau is the capital of Alaska. |
|||
Based on the arrows, which of the following living things is a consumer? | [
"phytoplankton",
"bat star"
] | 1 | Below is a food web from an ocean ecosystem. The ecosystem is in Monterey Bay, off the coast of California.
A food web is a model that shows how the matter eaten by living things moves through an ecosystem. The arrows show how matter moves through the food web. | closed choice | grade3 | natural science | biology | Ecosystems | Interpret food webs | A food web is a model.
Models can make things in nature easier to understand. Models can be simpler than the things they represent. A food web is a model that shows where living things in an ecosystem get their food. If a food web showed every living thing in an ecosystem, the food web would be hard to understand. So, each food web shows how some living things in an ecosystem can get their food.
Arrows show how matter moves.
A food web has arrows that point from one living thing to another. Each arrow shows the direction that matter moves when one living thing eats another living thing. An arrow starts from the living thing that is eaten. The arrow points to the living thing that is doing the eating.
A living thing in a food web can have more than one arrow pointing from it. This shows that the living thing is eaten by more than one other living thing in the food web.
A living thing in a food web can also have more than one arrow pointing to it. This shows that the living thing eats more than one other living thing in the food web. | Consumers eat other living things. So, there are arrows in a food web that point from other living things to consumers.
The bat star has an arrow pointing to it from the kelp bass. So, the bat star is a consumer.
The phytoplankton does not have any arrows pointing to it. So, the phytoplankton is a producer, not a consumer. |
|
Not supported with pagination yet | Which sentence states a fact? | [
"Tomatoes can be red, pink, yellow, purple, white, or black.",
"Red tomatoes taste better when they are cooked."
] | 0 | closed choice | grade4 | language science | writing-strategies | Developing and supporting arguments | Distinguish facts from opinions | A fact is something that can be proved to be true.
The month of July has more days than the month of June.
This is a fact. It can be proved by looking at a calendar and counting the number of days in each month.
An opinion is something that a person believes, thinks, or feels. An opinion cannot be proved true.
July is a better month than June for camping.
This is an opinion. People may have different opinions about which month is "better" for camping. | The first sentence states a fact.
Tomatoes can be red, pink, yellow, purple, white, or black.
It can be proved by checking a website about tomatoes.
The second sentence states an opinion.
Red tomatoes taste better when they are cooked.
Better shows what a person believes, thinks, or feels. Another person might have a different opinion about whether cooked red tomatoes taste better. |
|
Not supported with pagination yet | Complete the sentence so that it uses personification.
I felt like my fate was () when I broke my arm right before the biggest game of the season. | [
"scheming against me",
"disastrous"
] | 0 | closed choice | grade10 | language science | writing-strategies | Creative techniques | Use personification | Personification is giving human characteristics to nonhuman things. It is a figure of speech that can be used to make writing more interesting or to emphasize a point.
The trees danced in the wind.
The word danced describes the trees as if they were people. Unlike people, however, trees can't actually dance. Instead, the personification suggests that the trees are moving. | Complete the sentence with the phrase scheming against me. It describes fate as if it were a person who is trying to make me fail. |
|
Not supported with pagination yet | What does the idiom in this text suggest?
Molly submitted her suggestions to Eddie; now the ball is in his court. | [
"Eddie feels like playing or relaxing, not working.",
"Eddie needs to act next."
] | 1 | closed choice | grade11 | language science | figurative-language | Literary devices | Interpret the figure of speech | Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake. | The text uses an idiom, an expression that cannot be understood literally.
The idiom the ball is in his court suggests that Eddie needs to act next. In tennis, when the ball is in a player's court, it is that person's turn. |
|
What is the capital of California? | [
"Sacramento",
"Nampa",
"Salem",
"Phoenix"
] | 0 | closed choice | grade4 | social science | geography | State capitals | Identify state capitals of the West | Sacramento is the capital of California. |
|||
What is the name of the colony shown? | [
"Virginia",
"New York",
"Vermont",
"Pennsylvania"
] | 1 | closed choice | grade7 | social science | us-history | Colonial America | Identify the Thirteen Colonies | The colony is New York.
During the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. |
|||
Select the reptile below. | [
"porcupinefish",
"anchovy",
"fire salamander",
"cobra"
] | 3 | Reptiles have scaly, waterproof skin. Most reptiles live on land.
Reptiles are cold-blooded. The body temperature of cold-blooded animals depends on their environment.
A Chinese alligator is an example of a reptile. | closed choice | grade4 | natural science | biology | Classification | Identify mammals, birds, fish, reptiles, and amphibians | Birds, mammals, fish, reptiles, and amphibians are groups of animals. Scientists sort animals into each group based on traits they have in common. This process is called classification.
Classification helps scientists learn about how animals live. Classification also helps scientists compare similar animals. | A fire salamander is an amphibian. It has moist skin and begins its life in water.
Fire salamanders can release poison from their skin. This poison helps protect them from predators.
A cobra is a reptile. It has scaly, waterproof skin.
Most cobras have a wide, flat hood below their head. A cobra can display its hood to scare away a predator.
An anchovy is a fish. It lives underwater. It has fins, not limbs.
An anchovy is a small fish that lives in the ocean. Like some other types of fish, anchovies swim in large groups called schools.
A porcupinefish is a fish. It lives underwater. It has fins, not limbs.
Porcupinefish can puff up their bodies with air or water to scare off predators. |
|
Which of the following statements is true? | [
"Each bryum moss cell is so small that it can be seen only with the help of a microscope.",
"The organism shown in the micrograph is made up of cells, but the organism in the photograph is not.",
"Each bryum moss cell is over 0.37 millimeters long."
] | 0 | Look at the images and read the text. Then, answer the question.
Figure 1: a photograph of bryum moss.
This image is a photograph of a plant called bryum moss. The photograph was taken with an ordinary camera. It shows what you would see if you looked at bryum moss closely.
Figure 2: a micrograph of bryum moss.
This image also shows bryum moss. The image is a micrograph, which is a magnified picture taken with the aid of a microscope. The magnified image shows a section of the plant that is only 0.37 millimeters long!
The micrograph shows that the plant is made up of small, similarly shaped units. In this image, each unit looks like it has six sides and is surrounded by a white border. These units are called cells. | closed choice | grade6 | natural science | biology | Cells | Understanding cells | |||
Which of these states is farthest west? | [
"Vermont",
"Ohio",
"Washington",
"Virginia"
] | 2 | closed choice | grade4 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Washington is farthest west. |
||
Which of these states is farthest east? | [
"Washington",
"Montana",
"Utah",
"Tennessee"
] | 3 | closed choice | grade5 | social science | geography | Maps | Read a map: cardinal directions | Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.
A compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.
The north arrow points to the North Pole. On most maps, north is at the top of the map. | To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Tennessee is farthest east. |
||
Which solution has a higher concentration of yellow particles? | [
"Solution B",
"Solution A",
"neither; their concentrations are the same"
] | 2 | The diagram below is a model of two solutions. Each yellow ball represents one particle of solute. | closed choice | grade6 | natural science | chemistry | Solutions | Compare concentrations of solutions | A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.
The concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.
concentration = particles of solute / volume of solvent | In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.
Use the concentration formula to find the number of yellow particles per milliliter.
Solution A and Solution B have the same number of yellow particles per milliliter. So, their concentrations are the same. |
|
Not supported with pagination yet | Would you find the word tie on a dictionary page with the following guide words?
thrift - tug | [
"no",
"yes"
] | 1 | yes or no | grade2 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. | Put the words in alphabetical order.
Since tie is between the guide words thrift - tug, it would be found on that page. |
|
What is the capital of Arkansas? | [
"Fayetteville",
"Little Rock",
"Provo",
"Portland"
] | 1 | closed choice | grade3 | social science | geography | State capitals | Identify state capitals of the Southeast | Little Rock is the capital of Arkansas. |
|||
In this experiment, which were part of a control group? | [
"the unpruned tomato plants",
"the pruned tomato plants"
] | 0 | The passage below describes an experiment.
Craig worked in a restaurant that had a vegetable garden. Part of his job was to care for the tomato plants. He had heard that pruning, or trimming, tomato plants can help tomatoes grow. He wondered if pruning would affect how well his tomato plants grew.
Craig chose 24 tomato plants that were similar in size. He pruned an equal number of branches from each of the first 12 plants. He left the other 12 plants unpruned. Then, each week, Craig weighed the tomatoes that he picked from each group of plants.
Figure: a tomato plant. | closed choice | grade7 | natural science | science-and-engineering-practices | Designing experiments | Identify control and experimental groups | Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.
For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:
You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.
You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.
By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height. | In this experiment, Craig investigated whether pruning tomato plants affects the weight of the tomatoes. The unpruned tomato plants were not pruned. So, they were part of a control group. |
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Not supported with pagination yet | Using only these supplies, which question can Miranda investigate with an experiment? | [
"Does a rubber inner tube sled or a plastic sled go faster down a hill?",
"Does a plastic sled or a wooden sled go down a hill faster?",
"Does a rubber inner tube sled go faster down a small hill or down a big hill?"
] | 0 | Miranda is sledding with her friends. She notices that some of them go faster down the sledding hill. She wonders what factors affect sledding speed. So, she decides to design an experiment. She has the following supplies available:
access to a small snow-covered hill at the park
a small plastic sled
a large plastic sled
a rubber inner tube sled
a stopwatch | closed choice | grade8 | natural science | science-and-engineering-practices | Designing experiments | Identify questions that can be investigated with a set of materials | Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment.
Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment?
First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available.
Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick.
So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment! | |
Not supported with pagination yet | Which sentence uses a metaphor? | [
"Mr. Smith's long legs were sunflower stalks.",
"Mr. Smith's legs were as long as sunflower stalks."
] | 0 | closed choice | grade4 | language science | figurative-language | Literary devices | Identify similes and metaphors | Similes and metaphors are figures of speech that compare two things that are not actually alike.
A simile compares two things by saying that one is like the other. Similes often use the words like and as.
My sister runs like a cheetah.
The sister's running and a cheetah's running are compared using the word like.
A cheetah is known for running fast, so the simile means that the sister also runs fast.
The cat's fur was as dark as the night.
The cat's fur and the night are compared using the word as.
The night is dark, so the simile means that the cat's fur is also dark.
A metaphor compares two things by saying that one of them is the other. Unlike similes, metaphors don't use the word like or as.
The snow formed a blanket over the town.
The snow and a blanket are compared without the word like or as.
A blanket is a large piece of cloth that completely covers a bed. The metaphor makes the reader imagine that the snow becomes a blanket, covering the town completely.
Using similes and metaphors in your writing can help you create an interesting picture for the reader. | This sentence uses a metaphor:
Mr. Smith's long legs were sunflower stalks.
The words legs and sunflower stalks are compared without the word like or as.
This sentence uses a simile:
Mr. Smith's legs were as long as sunflower stalks.
The words legs and sunflower stalks are compared using the word as. |
|
Not supported with pagination yet | Which greeting is correct for a letter? | [
"Dear Kyle,",
"Dear kyle,"
] | 0 | closed choice | grade3 | language science | punctuation | Formatting | Greetings and closings of letters | A letter starts with a greeting and ends with a closing. For each one, capitalize the first word and end with a comma. You should also capitalize proper nouns, such as Aunt Sue.
Dear Aunt Sue,
I'm glad you could come to my party, and
thank you for the birthday gift. I could not have
asked for a better one! Every time I see it, I think
of you.
With love,
Rory | The first greeting is correct:
Its first word is capitalized, and it ends with a comma. Kyle is capitalized because it is a proper noun. |
|
Not supported with pagination yet | Which plate of spaghetti has a higher temperature? | [
"the plate of spaghetti with more thermal energy",
"the plate of spaghetti with less thermal energy"
] | 0 | Two plates of spaghetti are identical except for their thermal energies. | closed choice | grade6 | natural science | physics | Thermal energy | How are temperature and mass related to thermal energy? | Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | The two plates of spaghetti are made of the same material and have the same mass. So, the plate of spaghetti with more thermal energy has a higher temperature. |
Which of the following could Mona and Bridget's test show? | [
"if a new batch of concrete was firm enough to use",
"if the concrete from each batch took the same amount of time to dry"
] | 0 | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design.
The passage below describes how the engineering-design process was used to test a solution to a problem. Read the passage. Then answer the question below.
Mona and Bridget were making batches of concrete for a construction project. To make the concrete, they mixed together dry cement powder, gravel, and water. Then, they checked if each batch was firm enough using a test called a slump test.
They poured some of the fresh concrete into an upside-down metal cone. They left the concrete in the metal cone for 30 seconds. Then, they lifted the cone to see if the concrete stayed in a cone shape or if it collapsed. If the concrete in a batch collapsed, they would know the batch should not be used.
Figure: preparing a concrete slump test. | closed choice | grade6 | natural science | science-and-engineering-practices | Engineering practices | Evaluate tests of engineering-design solutions | People can use the engineering-design process to develop solutions to problems. One step in the process is testing if a potential solution meets the requirements of the design. How can you determine what a test can show? You need to figure out what was tested and what was measured.
Imagine an engineer needs to design a bridge for a windy location. She wants to make sure the bridge will not move too much in high wind. So, she builds a smaller prototype, or model, of a bridge. Then, she exposes the prototype to high winds and measures how much the bridge moves.
First, identify what was tested. A test can examine one design, or it may compare multiple prototypes to each other. In the test described above, the engineer tested a prototype of a bridge in high wind.
Then, identify what the test measured. One of the criteria for the bridge was that it not move too much in high winds. The test measured how much the prototype bridge moved.
Tests can show how well one or more designs meet the criteria. The test described above can show whether the bridge would move too much in high winds. | ||
Not supported with pagination yet | Would you find the word regiment on a dictionary page with the following guide words?
rake - rogue | [
"yes",
"no"
] | 0 | yes or no | grade8 | language science | reference-skills | Reference skills | Use guide words | Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order.
To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on.
If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed. | Put the words in alphabetical order.
Since regiment is between the guide words rake - rogue, it would be found on that page. |
|
Complete the text to describe the diagram.
Solute particles moved in both directions across the permeable membrane. But more solute particles moved across the membrane (). When there was an equal concentration on both sides, the particles reached equilibrium. | [
"to the right than to the left",
"to the left than to the right"
] | 0 | The diagram below shows a solution with one solute. Each solute particle is represented by a yellow ball. The solution fills a closed container that is divided in half by a membrane. The membrane, represented by a dotted line, is permeable to the solute particles.
The diagram shows how the solution can change over time during the process of diffusion. | closed choice | grade6 | natural science | chemistry | Solutions | Diffusion across membranes | In a solution, solute particles move and spread throughout the solvent. The diagram below shows how a solution can change over time. Solute particles move from the area where they are at a higher concentration to the area where they are at a lower concentration. This movement happens through the process of diffusion.
As a result of diffusion, the concentration of solute particles becomes equal throughout the solution. When this happens, the solute particles reach equilibrium. At equilibrium, the solute particles do not stop moving. But their concentration throughout the solution stays the same.
Membranes, or thin boundaries, can divide solutions into parts. A membrane is permeable to a solute when particles of the solute can pass through gaps in the membrane. In this case, solute particles can move freely across the membrane from one side to the other.
So, for the solute particles to reach equilibrium, more particles will move across a permeable membrane from the side with a higher concentration of solute particles to the side with a lower concentration. At equilibrium, the concentration on both sides of the membrane is equal. | Look at the diagram again. It shows you how the solution changed during the process of diffusion.
Before the solute particles reached equilibrium, there were 4 solute particles on the left side of the membrane and 2 solute particles on the right side of the membrane.
When the solute particles reached equilibrium, there were 3 solute particles on each side of the membrane. There was 1 more solute particle on the right side of the membrane than before.
So, for the solute particles to reach equilibrium, more solute particles must have moved across the membrane to the right than to the left. |
|
Not supported with pagination yet | What is the mass of a full box of cereal? | [
"470 grams",
"470 kilograms"
] | 0 | Select the better estimate. | closed choice | grade5 | natural science | units-and-measurement | Units and measurement | Choose metric units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using metric units, mass may be written with units of grams or kilograms.
There are 1,000 grams in 1 kilogram. So, 1 gram is much less than 1 kilogram.
A paper clip has a mass of about 1 gram, while a textbook has a mass of about 1 kilogram. | The better estimate for the mass of a full box of cereal is 470 grams.
470 kilograms is too heavy. |
Which property matches this object? | [
"sticky",
"shiny"
] | 1 | Select the better answer. | closed choice | grade3 | natural science | physics | Materials | Identify properties of an object | An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. | Look at the object.
Think about each property.
A sticky object can attach or stick to other things. The crown is not sticky.
A shiny object reflects a lot of light. You can usually see your reflection in a shiny object. The crown is shiny. |
|
Not supported with pagination yet | Does this passage describe the weather or the climate?
Morning clouds usually clear up by noon where Kimi lives. | [
"climate",
"weather"
] | 0 | Hint: Weather is what the atmosphere is like at a certain place and time. Climate is the pattern of weather in a certain place. | closed choice | grade4 | natural science | earth-science | Weather and climate | What's the difference between weather and climate? | The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.
Weather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.
Climate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures. | Read the text carefully.
Morning clouds usually clear up by noon where Kimi lives.
This passage tells you about the usual pattern of clouds where Kimi lives. It does not describe what the weather is like on a particular day. So, this passage describes the climate. |
Not supported with pagination yet | Complete the sentence.
Using a large magnet to remove pieces of iron from a junkyard is a (). | [
"physical change",
"chemical change"
] | 0 | closed choice | grade5 | natural science | chemistry | Physical and chemical change | Compare physical and chemical changes | Matter is made of very small particles called atoms. Atoms can be linked together by chemical bonds. When two or more atoms link together, they form a molecule.
In a chemical change, the chemical bonds in the molecules break. The atoms then link together to form new molecules. The types of molecules in matter before and after a chemical change are always different.
Burning a piece of paper is a chemical change. As paper burns, paper molecules react with oxygen molecules in the air. This reaction breaks the chemical bonds in the molecules. The atoms then relink and form different molecules. For example, carbon dioxide molecules are created when paper burns.
In a physical change, chemical bonds do not break. The types of molecules in matter before and after a physical change are always the same.
A change of state is a type of physical change. For example, water vaporizing is a physical change. Liquid water and water vapor are made of the same type of matter: water. | Using a large magnet to remove pieces of iron from a junkyard is a physical change. Both the iron and the magnet are still made of the same type of matter as before. |
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Not supported with pagination yet | What is the mass of a fire truck? | [
"20 ounces",
"20 pounds",
"20 tons"
] | 2 | Select the best estimate. | closed choice | grade4 | natural science | units-and-measurement | Units and measurement | Choose customary units of mass | Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means.
Mass is a measurement of how much matter something contains.
There are many different units of mass. When you are using customary units, mass may be written with units of ounces, pounds, or tons.
There are 16 ounces in 1 pound and 2,000 pounds in 1 ton.
So, 1 ounce is less than 1 pound and much less than 1 ton.
A slice of bread has a mass of about 1 ounce, while a can of beans has a mass of about 1 pound. A small car has a mass of about 1 ton. | The best estimate for the mass of a fire truck is 20 tons.
20 ounces and 20 pounds are both too light. |
Think about the magnetic force between the magnets in each pair. Which of the following statements is true? | [
"The magnitude of the magnetic force is smaller in Pair 2.",
"The magnitude of the magnetic force is the same in both pairs.",
"The magnitude of the magnetic force is smaller in Pair 1."
] | 1 | The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material. | closed choice | grade5 | natural science | physics | Magnets | Compare magnitudes of magnetic forces | Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.
The strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other. | The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.
Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.
So, the magnitude of the magnetic force is the same in both pairs. |
|
Not supported with pagination yet | Which drop of dish soap has a higher temperature? | [
"the drop of dish soap with more thermal energy",
"the drop of dish soap with less thermal energy"
] | 0 | Two drops of dish soap are identical except for their thermal energies. | closed choice | grade5 | natural science | physics | Heat and thermal energy | How are temperature and mass related to thermal energy? | Matter is made of tiny particles called atoms. Atoms are always moving.
The energy of moving atoms is called thermal energy. The total amount of thermal energy in matter depends on three things: the type of matter, the amount of matter, and how fast the atoms are moving.
Temperature measures how hot or cold matter is. If the atoms in matter move faster, the temperature goes up. The matter now has both more thermal energy and a higher temperature.
What happens if the amount of matter changes? A 2-kilogram brick at 70°F has twice as much thermal energy as a 1-kilogram brick at 70°F. The two bricks have the same temperature, but the larger brick has twice as many atoms. So, it has twice as much thermal energy. | The two drops of dish soap are made of the same material and have the same mass. So, the drop of dish soap with more thermal energy has a higher temperature. |
Not supported with pagination yet | Is this a run-on sentence?
When a dog wags its tail, it doesn't always mean the dog is happy or friendly, a wag that is slow and restrained may convey a warning to "back off." | [
"yes",
"no"
] | 0 | yes or no | grade12 | language science | writing-strategies | Sentences, fragments, and run-ons | Identify run-on sentences | A sentence is a group of words that expresses a complete thought.
The band I'm in has been rehearsing daily because we have a concert in two weeks.
A run-on sentence is formed when two sentences are run together, joined by just a comma or by no punctuation at all. If only a comma is used, the run-on is called a comma splice.
The band I'm in has been rehearsing daily, we have a concert in two weeks.
The band I'm in has been rehearsing daily we have a concert in two weeks.
There are several ways to fix a run-on sentence:
Use stronger punctuation, such as a period or a semicolon.
The band I'm in has been rehearsing daily. We have a concert in two weeks.
The band I'm in has been rehearsing daily; we have a concert in two weeks.
Use a comma and a coordinating conjunction to create a compound sentence. Coordinating conjunctions include and, but, or, and so.
The band I'm in has been rehearsing daily, and we have a concert in two weeks.
Use a subordinating conjunction or a relative pronoun to create a complex sentence. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, and whose.
The band I'm in has been rehearsing daily since we have a concert in two weeks. | This is a run-on sentence. It is a comma splice formed from two sentences run together, joined by just a comma.
When a dog wags its tail, it doesn't always mean the dog is happy or friendly, a wag that is slow and restrained may convey a warning to "back off."
Here is one way to fix the run-on sentence:
When a dog wags its tail, it doesn't always mean the dog is happy or friendly. A wag that is slow and restrained may convey a warning to "back off." |
Subsets and Splits