From ba0b2bc66edd579604f60e9d0f47e6f7bad2c99b Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Wed, 31 Jul 2024 14:35:30 +0300 Subject: [PATCH 1/7] fix: update pie-lib PD-3988 --- package.json | 4 +- src/demo/player.html | 280 +++++++++++++++++++------------------------ yarn.lock | 8 +- 3 files changed, 131 insertions(+), 161 deletions(-) diff --git a/package.json b/package.json index 545420f..096f37a 100644 --- a/package.json +++ b/package.json @@ -1,6 +1,6 @@ { "name": "@pie-framework/pie-player-components", - "version": "2.11.4", + "version": "2.11.4-beta.0", "description": "Pie Player Components", "module": "dist/index.mjs", "main": "dist/index.js", @@ -44,7 +44,7 @@ "@material/tab-bar": "^2.2.0", "@pie-framework/pie-configure-events": "^1.4.1", "@pie-framework/pie-player-events": "^0.1.0", - "@pie-lib/pie-toolbox-math-rendering-module": "1.9.3", + "@pie-lib/pie-toolbox-math-rendering-module": "1.21.0-beta.0", "async-retry": "^1.2.3", "lodash": "^4.17.15", "parse-package-name": "^0.1.0" diff --git a/src/demo/player.html b/src/demo/player.html index 7b3a86d..51c7b82 100644 --- a/src/demo/player.html +++ b/src/demo/player.html @@ -2,6 +2,20 @@ + + + + MathJax Example + + + +

MathJax Example

+

This is an example of an inline math equation: \( E = mc^2 \).

+

This is an example of a displayed equation:

+

+ \[ \int_{-\infty}^{\infty} e^{-x^2} \, dx = \sqrt{\pi} \] +

+ diff --git a/yarn.lock b/yarn.lock index 1c4b199..b230009 100644 --- a/yarn.lock +++ b/yarn.lock @@ -1054,10 +1054,10 @@ resolved "https://registry.yarnpkg.com/@pie-framework/pie-player-events/-/pie-player-events-0.1.0.tgz#0150904118fd604559982ab658967811c053ffe3" integrity sha512-6H1tlRGmcZ3Wt+8HMqu5KugVcwwyNrMylfI5rIpvOSt0T82QDmjRj+2sPgQG5zos/w6MtwUqn/QZ+8Rq2EXSOA== -"@pie-lib/pie-toolbox-math-rendering-module@1.9.3": - version "1.9.3" - resolved "https://registry.yarnpkg.com/@pie-lib/pie-toolbox-math-rendering-module/-/pie-toolbox-math-rendering-module-1.9.3.tgz#d7a8e537045c95b7f7766e5afb09957a2caefa26" - integrity sha512-MnAnXMoWJIvxyMEifI0zAM00F+9VRpzreB7mDOL6NpH2tb59wjm9KTZMAOux8yGZ0ikWPYlKAj96uuh7krPv+A== +"@pie-lib/pie-toolbox-math-rendering-module@1.21.0-beta.0": + version "1.21.0-beta.0" + resolved "https://registry.yarnpkg.com/@pie-lib/pie-toolbox-math-rendering-module/-/pie-toolbox-math-rendering-module-1.21.0-beta.0.tgz#e675d898ebea837fd96eb23b939d5fa6bafae2ec" + integrity sha512-rkj6EtNZo2fEOcV8soGtOeOnbxtmjJSHFJfVuiEV5sJtf5/Kjc1J2WJU7fE1tkAPumhcSW5Zq6k5ETj5k4+p5w== "@release-it/conventional-changelog@^1.0.0": version "1.1.4" From 03c2a71d6fb6fa15291f8e455383af1341543bbc Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Wed, 31 Jul 2024 17:00:34 +0300 Subject: [PATCH 2/7] fix: don't fetch items that are already in process PD-3989 --- src/demo/player.html | 117 +++++++++++++++++++++++++++++-------------- src/pie-loader.ts | 24 +++++++-- 2 files changed, 99 insertions(+), 42 deletions(-) diff --git a/src/demo/player.html b/src/demo/player.html index 51c7b82..763bd61 100644 --- a/src/demo/player.html +++ b/src/demo/player.html @@ -32,14 +32,16 @@ -

MathJax Example

-

This is an example of an inline math equation: \( E = mc^2 \).

-

This is an example of a displayed equation:

-

- \[ \int_{-\infty}^{\infty} e^{-x^2} \, dx = \sqrt{\pi} \] -

- + + + + + + + + + diff --git a/src/pie-loader.ts b/src/pie-loader.ts index b12f9f6..8c858cd 100644 --- a/src/pie-loader.ts +++ b/src/pie-loader.ts @@ -7,6 +7,11 @@ import { import { PieItemElement, PieContent } from "./interface"; import pickBy from "lodash/pickBy"; import { emptyConfigure } from "./components/empty-configure"; + +window["pieHelpers"] = { + loadingScripts: {} +} + /** * TODO: Clean up: PD-761 */ @@ -205,21 +210,28 @@ export class PieLoader { ); let scriptUrl = this.getScriptsUrl(options, piesToLoad); + if (!scriptUrl) { console.error("No script urls found for elements."); return; } + // These scripts are actually being added to headers ONLY when the fetch below (in loadScript) returns a value + // However, if we have multiple players that are supposed to load the same bundle on the same page, + // this means that we'll make that fetch request multiple times, which slows down the page const loadedScripts = [...head.getElementsByTagName("script")]; - if ( - loadedScripts.find(s => { - return s.src === scriptUrl; - }) - ) { + // That's why we're using this little helper to store the ones that are in the process of loading as well + const alreadyLoadingScript = window["pieHelpers"].loadingScripts[scriptUrl]; + + if (loadedScripts.find(s => (s.src === scriptUrl)) || alreadyLoadingScript) { return; } + if (!window["pieHelpers"].loadingScripts[scriptUrl]) { + window["pieHelpers"].loadingScripts[scriptUrl] = true; + } + const script = options.doc.createElement("script"); const onloadFn = (_pies => { @@ -303,6 +315,8 @@ export class PieLoader { script.onload = onloadFn; script.src = scriptUrl; head.appendChild(script); + + delete window["pieHelpers"].loadingScripts[scriptUrl]; } else { console.error("Failed to load script, status code:", response.status); } From 41d05e316d6b9fb05d69a5ce880b48d1ce7e341e Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Wed, 31 Jul 2024 17:06:19 +0300 Subject: [PATCH 3/7] v2.11.4-beta.1 --- package.json | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/package.json b/package.json index 096f37a..2bf92ce 100644 --- a/package.json +++ b/package.json @@ -1,6 +1,6 @@ { "name": "@pie-framework/pie-player-components", - "version": "2.11.4-beta.0", + "version": "2.11.4-beta.1", "description": "Pie Player Components", "module": "dist/index.mjs", "main": "dist/index.js", From 45ff127fd9b8ec5f2ea12787db752c9643fdd186 Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Fri, 2 Aug 2024 08:17:11 +0300 Subject: [PATCH 4/7] v2.11.4-beta.2 --- package.json | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/package.json b/package.json index 2bf92ce..bfb956b 100644 --- a/package.json +++ b/package.json @@ -1,6 +1,6 @@ { "name": "@pie-framework/pie-player-components", - "version": "2.11.4-beta.1", + "version": "2.11.4-beta.2", "description": "Pie Player Components", "module": "dist/index.mjs", "main": "dist/index.js", From 557beab1ce4c8d8c21fe82587c5343a54caa46a1 Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Fri, 2 Aug 2024 08:17:46 +0300 Subject: [PATCH 5/7] fix: add reFetchBundle option --- docs/components/pie-author/readme.md | 1 + docs/components/pie-player/readme.md | 1 + src/components.d.ts | 16 ++++ src/components/pie-author/pie-author.tsx | 8 +- src/components/pie-player/pie-player.tsx | 8 +- src/pie-loader.ts | 93 +++++++++++++----------- 6 files changed, 81 insertions(+), 46 deletions(-) diff --git a/docs/components/pie-author/readme.md b/docs/components/pie-author/readme.md index 724378f..c8869d8 100644 --- a/docs/components/pie-author/readme.md +++ b/docs/components/pie-author/readme.md @@ -26,6 +26,7 @@ The class `pie-loading` will be added to the element while assets are being load | `disableBundler` | `disable-bundler` | Allows disabling of the default behaviour which is to look up and load the JS bundle that define the Custom Elements used by the item config. This if for advanced use cases when using the pie-player in a container that is managing loading of Custom Elements and Controllers. | `boolean` | `false` | | `imageSupport` | -- | external providers can set this if they need to upload the assets to the cloud etc. by default we use data urls | `ExternalImageSupport` | `new DataURLImageSupport()` | | `isInsidePieApiAuthor` | `is-inside-pie-api-author` | If pie-author is used inside pie-api-author component. Do not set it manually. | `boolean` | `false` | +| `reFetchBundle` | `re-fetch-bundle` | used to automatically re-fetch the bundle (in case we get a 503) | `boolean` | `false` | | `uploadSoundSupport` | -- | external providers can set this if they need to upload the assets to the cloud etc. by default we use data urls | `ExternalUploadSoundSupport` | `new DataURLUploadSoundSupport()` | | `version` | `version` | | `string` | `VERSION` | diff --git a/docs/components/pie-player/readme.md b/docs/components/pie-player/readme.md index 281ab0f..5b52d1b 100644 --- a/docs/components/pie-player/readme.md +++ b/docs/components/pie-player/readme.md @@ -24,6 +24,7 @@ The class `pie-loading` will be added to the element while assets are being load | `disableBundler` | `disable-bundler` | Allows disabling of the default behaviour which is to look up and load the JS bundle that define the Custom Elements used by the item config. This if for advanced use cases when using the pie-player in a container that is managing loading of Custom Elements and Controllers. | `boolean` | `false` | | `env` | -- | Describes runtime environment for the player. | `{ mode: String \| Mode; role: String \| Role; partialScoring?: boolean; }` | `{mode: "gather", role: "student"}` | | `hosted` | `hosted` | Indicates if player running in the context of a PIE hosting system. Do not modify the default value for this property if you are not implementing a PIE host. If true, the host is responsible for all model updates. | `boolean` | `false` | +| `reFetchBundle` | `re-fetch-bundle` | used to automatically re-fetch the bundle (in case we get a 503) | `boolean` | `false` | | `renderStimulus` | `render-stimulus` | If the item contains a stimulus, the player will render it by default. Set this property to false to not render stimulus. | `boolean` | `true` | | `session` | -- | The Pie Session | `{ id: string; data: any[]; }` | `{id: "", data: []}` | | `showBottomBorder` | `show-bottom-border` | In evaluate mode, add a bottom border to visually separate each item in the case of a multi-item | `boolean` | `false` | diff --git a/src/components.d.ts b/src/components.d.ts index 4868e2e..614c627 100644 --- a/src/components.d.ts +++ b/src/components.d.ts @@ -88,6 +88,10 @@ export namespace Components { */ 'isInsidePieApiAuthor'?: boolean; /** + * used to automatically re-fetch the bundle (in case we get a 503) + */ + 'reFetchBundle'?: boolean; + /** * external providers can set this if they need to upload the assets to the cloud etc. by default we use data urls */ 'uploadSoundSupport': ExternalUploadSoundSupport; @@ -130,6 +134,10 @@ export namespace Components { 'hosted'?: boolean; 'provideScore': () => Promise; /** + * used to automatically re-fetch the bundle (in case we get a 503) + */ + 'reFetchBundle'?: boolean; + /** * If the item contains a stimulus, the player will render it by default. Set this property to false to not render stimulus. */ 'renderStimulus': boolean; @@ -275,6 +283,10 @@ declare namespace LocalJSX { */ 'onModelUpdated'?: (event: CustomEvent) => void; /** + * used to automatically re-fetch the bundle (in case we get a 503) + */ + 'reFetchBundle'?: boolean; + /** * external providers can set this if they need to upload the assets to the cloud etc. by default we use data urls */ 'uploadSoundSupport'?: ExternalUploadSoundSupport; @@ -331,6 +343,10 @@ declare namespace LocalJSX { */ 'onSession-changed'?: (event: CustomEvent) => void; /** + * used to automatically re-fetch the bundle (in case we get a 503) + */ + 'reFetchBundle'?: boolean; + /** * If the item contains a stimulus, the player will render it by default. Set this property to false to not render stimulus. */ 'renderStimulus'?: boolean; diff --git a/src/components/pie-author/pie-author.tsx b/src/components/pie-author/pie-author.tsx index ff15916..9235360 100644 --- a/src/components/pie-author/pie-author.tsx +++ b/src/components/pie-author/pie-author.tsx @@ -173,6 +173,11 @@ export class Author { */ @Prop() canWatchConfigSettings: boolean = false; + /** + * used to automatically re-fetch the bundle (in case we get a 503) + */ + @Prop() reFetchBundle?: boolean = false; + @Method() async validateModels() { if (!this.pieContentModel || !this.pieContentModel.models) { @@ -647,7 +652,8 @@ export class Author { doc: this.doc, endpoints, useCdn: false, - forceBundleUrl + forceBundleUrl, + reFetchBundle: this.reFetchBundle }); } } diff --git a/src/components/pie-player/pie-player.tsx b/src/components/pie-player/pie-player.tsx index e076391..49c73bb 100644 --- a/src/components/pie-player/pie-player.tsx +++ b/src/components/pie-player/pie-player.tsx @@ -122,6 +122,11 @@ export class Player { */ @Prop() showBottomBorder: boolean = false; + /** + * used to automatically re-fetch the bundle (in case we get a 503) + */ + @Prop() reFetchBundle?: boolean = false; + @Watch("addCorrectResponse") watchAddCorrectResponse(newValue, oldValue) { if (newValue !== oldValue) { @@ -223,7 +228,8 @@ export class Player { endpoints: endpoints, bundle: this.hosted ? BundleType.player : BundleType.clientPlayer, useCdn: false, - forceBundleUrl + forceBundleUrl, + reFetchBundle: this.reFetchBundle }); } } catch (err) { diff --git a/src/pie-loader.ts b/src/pie-loader.ts index 8c858cd..ac2d35a 100644 --- a/src/pie-loader.ts +++ b/src/pie-loader.ts @@ -178,9 +178,7 @@ export class PieLoader { /** * - * @param {Object} elements elements to load from pie cloud service - * @param {HTMLDocument} doc - the document to load the scripts - * @param {string} base_url - default base url for cloud service + * @param options */ public loadCloudPies = async (options: { content: PieContent; @@ -189,6 +187,7 @@ export class PieLoader { bundle?: BundleType; useCdn: boolean; forceBundleUrl: boolean; + reFetchBundle: boolean; }) => { if (!options.endpoints) { options.endpoints = this.endpoints; @@ -222,13 +221,13 @@ export class PieLoader { // this means that we'll make that fetch request multiple times, which slows down the page const loadedScripts = [...head.getElementsByTagName("script")]; // That's why we're using this little helper to store the ones that are in the process of loading as well - const alreadyLoadingScript = window["pieHelpers"].loadingScripts[scriptUrl]; + const alreadyLoadingScript = window["pieHelpers"] && window["pieHelpers"].loadingScripts[scriptUrl]; if (loadedScripts.find(s => (s.src === scriptUrl)) || alreadyLoadingScript) { return; } - if (!window["pieHelpers"].loadingScripts[scriptUrl]) { + if (window["pieHelpers"] && !window["pieHelpers"].loadingScripts[scriptUrl]) { window["pieHelpers"].loadingScripts[scriptUrl] = true; } @@ -287,48 +286,54 @@ export class PieLoader { }; })(piesToLoad); - const loadScript = async () => { - try { - const response = await withRetry( - async (currentDelay: number) => { - const res = await fetch(scriptUrl); - // if the request fails with 503 retry it - if (res.status === 503) { - console.warn( - `Service unavailable (503), retrying in ${currentDelay / 1000 || + if (options.reFetchBundle) { + const loadScript = async () => { + try { + const response = await withRetry( + async (currentDelay: number) => { + const res = await fetch(scriptUrl); + // if the request fails with 503 retry it + if (res.status === 503) { + console.warn( + `Service unavailable (503), retrying in ${currentDelay / 1000 || 1} seconds...` - ); - - throw new Error("Unavailable, retrying"); - } - - return res; - }, - 20, - 1000, - 30000 - ); - - // if the request is successful inject the response as a script tag - // to avoid doing the same call twice - if (response.status === 200) { - script.onload = onloadFn; - script.src = scriptUrl; - head.appendChild(script); - - delete window["pieHelpers"].loadingScripts[scriptUrl]; - } else { - console.error("Failed to load script, status code:", response.status); + ); + + throw new Error("Unavailable, retrying"); + } + + return res; + }, + 20, + 1000, + 30000 + ); + + // if the request is successful inject the response as a script tag + // to avoid doing the same call twice + if (response.status === 200) { + script.onload = onloadFn; + script.src = scriptUrl; + head.appendChild(script); + + delete window["pieHelpers"].loadingScripts[scriptUrl]; + } else { + console.error("Failed to load script, status code:", response.status); + } + } catch (error) { + console.error( + "Network error occurred while trying to load script:", + error + ); } - } catch (error) { - console.error( - "Network error occurred while trying to load script:", - error - ); - } - }; + }; - await loadScript(); + await loadScript(); + } else { + script.onload = onloadFn; + script.src = scriptUrl; + head.appendChild(script); + } }; /** From 9833f01e2268ef029aa061a4d3d5ee02987562f0 Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Tue, 6 Aug 2024 11:55:06 +0300 Subject: [PATCH 6/7] v2.11.4-beta.3 --- package.json | 5 +- src/demo/dib-and-passage-aws.html | 180 ++ src/demo/dib-and-passage-gcp.html | 180 ++ src/demo/mp-and-passage-aws.html | 180 ++ src/demo/player-ibx-ATD-fast.html | 4943 +++++++++++++++++++++++++++++ src/demo/player-ibx-ATD.html | 214 ++ 6 files changed, 5700 insertions(+), 2 deletions(-) create mode 100644 src/demo/dib-and-passage-aws.html create mode 100644 src/demo/dib-and-passage-gcp.html create mode 100644 src/demo/mp-and-passage-aws.html create mode 100644 src/demo/player-ibx-ATD-fast.html create mode 100644 src/demo/player-ibx-ATD.html diff --git a/package.json b/package.json index bfb956b..ae9cd95 100644 --- a/package.json +++ b/package.json @@ -1,6 +1,6 @@ { "name": "@pie-framework/pie-player-components", - "version": "2.11.4-beta.2", + "version": "2.11.4-beta.3", "description": "Pie Player Components", "module": "dist/index.mjs", "main": "dist/index.js", @@ -35,7 +35,8 @@ "yalc": "yalc push", "commit": "git-cz", "semantic-release": "semantic-release", - "pretest": "if [ -f set-version.sh ]; then ./set-version.sh $npm_package_version; else echo \"skip post-install\"; fi" + "pretest": "if [ -f set-version.sh ]; then ./set-version.sh $npm_package_version; else echo \"skip post-install\"; fi", + "full": "git clean -xdf . && yarn install && yarn pretest && yarn build && yarn demo" }, "dependencies": { "@material/select": "^2.2.0", diff --git a/src/demo/dib-and-passage-aws.html b/src/demo/dib-and-passage-aws.html new file mode 100644 index 0000000..1526753 --- /dev/null +++ b/src/demo/dib-and-passage-aws.html @@ -0,0 +1,180 @@ + + + + + + Item Player + + + + + + + + + + + + + diff --git a/src/demo/dib-and-passage-gcp.html b/src/demo/dib-and-passage-gcp.html new file mode 100644 index 0000000..1526753 --- /dev/null +++ b/src/demo/dib-and-passage-gcp.html @@ -0,0 +1,180 @@ + + + + + + Item Player + + + + + + + + + + + + + diff --git a/src/demo/mp-and-passage-aws.html b/src/demo/mp-and-passage-aws.html new file mode 100644 index 0000000..567dc1e --- /dev/null +++ b/src/demo/mp-and-passage-aws.html @@ -0,0 +1,180 @@ + + + + + + Item Player + + + + + + + + + + + + + diff --git a/src/demo/player-ibx-ATD-fast.html b/src/demo/player-ibx-ATD-fast.html new file mode 100644 index 0000000..b11c6e1 --- /dev/null +++ b/src/demo/player-ibx-ATD-fast.html @@ -0,0 +1,4943 @@ + + + + + + + + + + + + + +
+ + + + diff --git a/src/demo/player-ibx-ATD.html b/src/demo/player-ibx-ATD.html new file mode 100644 index 0000000..e18ce0b --- /dev/null +++ b/src/demo/player-ibx-ATD.html @@ -0,0 +1,214 @@ + + + + + + + MathJax Example + + + + + + + + + + Item Player + + + + + + + + + + + + + + + + + + + + + + + + + + From b25a6f8abe12159a67bd2a554ec6c041f8995aa7 Mon Sep 17 00:00:00 2001 From: andreeapescar Date: Tue, 6 Aug 2024 11:55:59 +0300 Subject: [PATCH 7/7] fix: use math-rendering again PD-3989 --- src/components/pie-author/pie-author.tsx | 4 +- src/components/pie-player/pie-player.tsx | 3 +- src/demo/player-ibx-ATD-fast.html | 9283 ++++++++++++---------- src/demo/player-ibx-ATD.html | 5129 +++++++++++- 4 files changed, 9878 insertions(+), 4541 deletions(-) diff --git a/src/components/pie-author/pie-author.tsx b/src/components/pie-author/pie-author.tsx index 9235360..e88676b 100644 --- a/src/components/pie-author/pie-author.tsx +++ b/src/components/pie-author/pie-author.tsx @@ -10,7 +10,7 @@ import { h } from "@stencil/core"; -import { _dll_pie_lib__pie_toolbox_math_rendering_accessible } from "@pie-lib/pie-toolbox-math-rendering-module/module"; +import { _dll_pie_lib__pie_toolbox_math_rendering, _dll_pie_lib__pie_toolbox_math_rendering_accessible } from "@pie-lib/pie-toolbox-math-rendering-module/module"; import {PieContent, ItemConfig, PieElement, PieModel, PieController} from "../../interface"; import { @@ -660,7 +660,7 @@ export class Author { private renderMath() { setTimeout(() => { - _dll_pie_lib__pie_toolbox_math_rendering_accessible.renderMath(this.el); + _dll_pie_lib__pie_toolbox_math_rendering.renderMath(this.el); }, 50); } diff --git a/src/components/pie-player/pie-player.tsx b/src/components/pie-player/pie-player.tsx index 49c73bb..0eeb9c8 100644 --- a/src/components/pie-player/pie-player.tsx +++ b/src/components/pie-player/pie-player.tsx @@ -1,5 +1,6 @@ import {SessionChangedEvent} from "@pie-framework/pie-player-events"; import { + _dll_pie_lib__pie_toolbox_math_rendering, _dll_pie_lib__pie_toolbox_math_rendering_accessible } from "@pie-lib/pie-toolbox-math-rendering-module/module"; import { @@ -397,7 +398,7 @@ export class Player { private renderMath() { setTimeout(() => { - _dll_pie_lib__pie_toolbox_math_rendering_accessible.renderMath(this.el); + _dll_pie_lib__pie_toolbox_math_rendering.renderMath(this.el); }, 50); } diff --git a/src/demo/player-ibx-ATD-fast.html b/src/demo/player-ibx-ATD-fast.html index b11c6e1..db51c1b 100644 --- a/src/demo/player-ibx-ATD-fast.html +++ b/src/demo/player-ibx-ATD-fast.html @@ -3,22 +3,24 @@ - + + + + - - + + @@ -29,1072 +31,1216 @@ const players = document.getElementById('players'); const configs = { - "6529fd0c117b72a3375678cf": { - "markup": "", + "66ab277164391475757b5883": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
GardenArea
Agatha{{0}}
Henry{{1}}
Perry{{2}}
\n \n\n

 

\n", - "correctResponse": { - "0": "3", - "1": "2", - "2": "4" - }, - "id": "4028e4a24d2f79c6014d5450cb273fd5", + "keyMode": "none", + "lockChoiceOrder": false, + "id": "4028e4a23d3af381013d50a0f14922fa", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "9 square feet" - }, - { - "id": "1", - "value": "10 square feet" + "correct": false, + "label": "

\"\"

", + "value": "4028e4a23d3af381013d50a0f14922fd", + "rationale": "

This drawing uses a scale of 1 cm = 700 mm, as demonstrated by a measurement of approximately 2.3 cm for the base.

" }, { - "id": "2", - "value": "16 square feet" + "correct": true, + "label": "

\"\"

", + "value": "4028e4a23d3af381013d50a0f14922fe", + "rationale": "

This scale drawing uses a scale of 1 cm = 800 mm, as demonstrated by a measurement of 2 cm for the base.

" }, { - "id": "3", - "value": "18 square feet" + "correct": false, + "label": "

\"\"

", + "value": "4028e4a23d3af381013d50a0f14922fc", + "rationale": "

This drawing uses a scale of 1 cm = 600 mm, as demonstrated by a measurement of approximately 2.7 cm for the base.

" }, { - "id": "4", - "value": "20 square feet" + "correct": false, + "label": "

\"\"

", + "value": "4028e4a23d3af381013d50a0f14922fb", + "rationale": "

This drawing uses a scale of 1 cm = 500 mm, as demonstrated by a measurement of 3.2 cm for the base.

" } ], - "prompt": "

Three people have gardens. The gardens are shown below.

\"Agatha's

What is the area of each garden?

Drag and drop the correct answer to each box.

", - "choicesPosition": "below", - "rationale": "

To find the area of a rectangle, multiply its side lengths. The area of Agatha’s garden is 6 × 3 = 18 square feet. The area of Henry’s garden is 8 × 2 = 16 square feet. The area of Perry’s garden is 4 × 5 = 20 square feet.

", - "element": "drag-in-the-blank" + "prompt": "

This scale drawing of the front end of a car is drawn with a scale of 1 cm = 400 mm.

\"\"

Which scale drawing shows the same car drawn at a scale of 1 cm = 800 mm?

", + "element": "multiple-choice" } ], - "_id": "6529fd0c117b72a3375678cf" + "_id": "66ab277164391475757b5883" }, - "64c0256f5358f544216e893a": { - "markup": "", + "64b9b43eceb629928e8d4c6a": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "pie-passage": "@pie-element/passage@2.10.5" }, "models": [ { - "duplicates": true, - "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

Mora and Leo each made a cake. Their cakes are the same size.

The shaded part below shows the amount of cake that Mora ate.

The shaded part below shows the amount of cake that Leo ate.

Drag and drop the correct choices into each box to make the sentences true. 

", - "partialScoring": true, - "markup": "

Mora ate {{0}} of her cake.

\n\n

Leo ate {{1}} of his cake.

\n\n

Leo ate {{2}} Mora.

\n", - "correctResponse": { - "0": "0", - "1": "0", - "2": "5" - }, - "id": "4028e4a24ca05186014d1fc6bae047fa", - "choices": [ - { - "id": "0", - "value": "one-third" - }, - { - "id": "1", - "value": "two-thirds" - }, - { - "id": "2", - "value": "one-fourth" - }, - { - "id": "3", - "value": "more cake than" - }, - { - "id": "4", - "value": "less cake than" - }, + "passages": [ { - "id": "5", - "value": "the same amount of cake as" + "text": "

Epilogue from The Secret of the Yellow Death: A True Story of Medical Sleuthing

by Suzanne Jurmain

[1] After December 31, 1900, the battle against yellow fever continued. 

[2] As soon as the results of the Reed team’s work were known, public health officials launched an all-out campaign against the mosquitoes that carried the disease. In the United States and Cuba a virtual army of sanitation workers used poison fumes to kill mosquitoes that lurked in buildings and wiped out eggs by spraying oil on the pools, ponds, puddles, and containers of still water where the insects liked to breed. Killing the mosquitoes killed the yellow fever germs the insects carried, and by the end of 1901 there were no cases of the illness in Havana, Cuba. By 1905 the United States was free of the disease. And between 1902 and 1914—thanks to an effective battle against germ-bearing mosquitoes in Central America—U.S. workers were able to safely build the Panama Canal. 

[3] As the threat of yellow fever gradually receded, people showered Dr. Finlay and the Reed team scientists with honors, thanks, and praise. Statues of Carlos Finlay were set up in Cuba. A medical society and an American elementary school were named after him; and—though he never won—Dr. Finlay was nominated for one of science’s greatest awards, the Nobel Prize in medicine, three times before his death in 1915. 

[4] Although Walter Reed died of appendicitis in 1902, soon after his return from Cuba, he, too, became a hero. Researchers adopted Reed’s belief that all volunteers in scientific experiments should be fully informed of all the risks. In 1909 the American government named the Walter Reed Army Hospital in Washington, D.C., after the team’s chief investigator. And in 1929, Congress awarded all the American volunteer scientists (including Dr. Jesse Lazear) one of the nation’s highest honors, the Congressional Gold Medal, for their work on yellow fever. 

[5] But while people and governments were honoring past work on the illness, twentieth-century scientists were looking for new ways to fight the terrible disease. Until his death in 1907, Dr. James Carroll continued to search for the yellow fever germ. Although his efforts were unsuccessful, Carroll ultimately came to believe that the disease is caused by a microbe that is much smaller than bacteria. Dr. Aristides Agramonte, who taught bacteriology in both the United States and Cuba before his death in 1931, tended to agree. And by 1927 scientists knew that the disease was produced by a virus—an extremely tiny, extremely simple microorganism that is so much smaller than bacteria, it cannot be seen with an ordinary microscope. 

[6] Once scientists had identified the virus, the next step was to make a vaccine that would prevent people from getting the disease. That, however, proved difficult. Although researchers worked on the problem, progress was slow until scientists discovered two facts that the Reed team had not known. In the late 1920s and early 1930s researchers learned that some types of monkeys could actually get yellow fever and that, under special conditions, the virus could sometimes be grown inside the bodies of ordinary white laboratory mice. Using animals made experimental work much easier; and, finally, in 1936, Dr. Max Theiler developed a vaccine that safely kept humans from getting the disease. 

[7] Research also continued on other fronts; and, during the twentieth century, scientists answered many of the questions about the cause and spread of yellow fever that had puzzled earlier investigators. Researchers learned that an infected female mosquito can pass the virus on to all her offspring through her eggs. They found that the yellow fever virus actually enters every cell of an infected mosquito’s body. And they discovered that a female mosquito transmits the disease by dripping infected saliva into the wound while she is sucking blood. 

[8] Additional investigation uncovered more facts, and scientists soon realized that a mosquito must bite a yellow fever patient in the first three days of the illness in order to pick up the infection. They also learned that the virus may have to remain in the insect’s body for as much as seventeen days before the bug can infect a person with the disease. To scientists, this information was particularly interesting because it explained why some of the Reed team’s volunteers did not come down with yellow fever after being bitten. In some cases, it was clear that the team’s mosquitoes weren’t carrying the germ because they hadn’t bitten yellow fever victims during the crucial three-day infectious period at the beginning of the illness. In other instances, volunteers did not get sick because the germ was not allowed to stay inside the host mosquito long enough. 

[9] Today, researchers believe that the yellow fever virus originated in West Africa and was brought to the Americas by slave ships carrying infected insects. They also know that the germ still lurks in the dense jungles of Africa and South America, where it infects monkeys and is carried by mosquitoes who transmit it to endless generations of offspring through their eggs. 

[10] Vaccination programs and mosquito extermination programs have slowed the spread of yellow fever, but it is impossible to completely eliminate the virus. Many poor countries cannot afford to pay for the lifesaving vaccine, and some people now believe that insecticides should not be used to kill mosquitoes because these poisons may damage the environment.

[11] At this moment there is still no cure for yellow fever, and deadly outbreaks of the disease can still occur. In the early 1960s, 30,000 people died during a yellow fever epidemic in Ethiopia. The illness continues to plague people in parts of Africa and South America. Only three companies—in France, Brazil, and Senegal—now rank as approved yellow fever vaccine producers and demand is sometimes high. When the government of Paraguay failed to provide enough vaccine during a 2008 outbreak of the fever, desperate people mobbed clinics, yelling, “Vaccinations! Vaccinations!” 

[12] In the twenty-first century yellow fever is still one of the many diseases that threaten humans, and doctors are still trying to develop new ways to combat the illness. Some, but not all, modern research can be done with laboratory animals. For that reason, in countries around the world, many scientists and many ordinary people—like those who worked with Reed—are now knowingly risking possible illness, injury, or even death in order to voluntarily participate in experiments that test new vaccines, new treatments, new medical techniques, and new drugs that may one day benefit humanity.

____________________________

Glossary

adopted–took on

appendicitis–disease of the appendix

campaign–set of organized actions

crucial–very important

demand–need

dense–thick

effective–successful

extermination–killing

fronts–areas fully

informed–made completely aware

fumes–gasses

generations–group of living things born in the same period

host–living thing in which something else lives

humanity–all humans

infectious–contagious

insecticides–insect poison

launched–began

microorganism–one-celled living thing

mobbed–crowded around

modern–of present or recent times

nominated–suggested for a particular position or honor

originated in–came from

plague–harm

rank–stand

receded–shrunk

saliva–spit

showered–gave a lot to

society–group

techniques–ways of doing something

threaten–put in danger

ultimately–in the end

virtual–almost

", + "title": "Epilogue from The Secret of the Yellow Death" } ], - "prompt": "

Mora and Leo each made a cake. Their cakes are the same size.

The shaded part below shows the amount of cake that Mora ate.

\"\"

The shaded part below shows the amount of cake that Leo ate.

\"\"

Drag and drop the correct choices into each box to make the sentences true. 

", - "choicesPosition": "below", - "rationale": "

Mora and Leo split their cake into thirds.

Mora ate one third of her cake.

Leo ate one third of his cake.

Leo ate the same amount of cake as Mora.

", - "element": "drag-in-the-blank" + "id": "p-00000000", + "element": "pie-passage" } ], - "_id": "64c0256f5358f544216e893a" + "_id": "64b9b43eceb629928e8d4c6a", + "layout": "layout", + "buildInfo": [ + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "6529fcdd117b72a337564c88": { - "markup": "", + "6574dd789727952b6cbebc18": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

Arturo can use the expression, {{0}} to find the weight of chips, in pounds, each of his three friends will take home.

\n\n

Each friend will receive {{1}} pound(s) of chips.

\n", - "correctResponse": { - "0": "3", - "1": "4" + "markup": "{{0}} meters", + "maxLengthPerChoice": [ + 5 + ], + "id": "487692ba-9249-4711-b824-5abec246dc96", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "8", + "value": "0" + } + ] }, - "id": "4028e4a24d2f79c6014d591da2494a9c", + "prompt": "

A golf ball is hit into the air from a platform located 6 meters above the ground. The graph represents the height above the ground of the golf ball as a function of time.

\n\n

\n\n

Part A:

\n\n

What is the maximum height, in meters, the golf ball reaches before hitting the ground?

\n", + "element": "explicit-constructed-response" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "db9e3856-4ed6-4cd4-b64b-00441a7c4637", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": " 3× 1 2 " - }, - { - "id": "1", - "value": " 1 3 ×2" - }, - { - "id": "2", - "value": " 1 3 ÷ 1 2 " - }, - { - "id": "3", - "value": " 1 2 ÷3" - }, - { - "id": "4", - "value": " 1 6 " + "correct": false, + "label": "At 0 seconds, the golf ball is on the ground.", + "value": "0" }, { - "id": "5", - "value": " 1 3 " - }, - { - "id": "6", - "value": " 2 3 " + "correct": false, + "label": "The golf ball is in the air for a total of 4 seconds.", + "value": "1" }, { - "id": "7", - "value": " 1 1 2 " + "correct": true, + "label": "The golf ball is at a height of 6 feet 2 seconds after it was hit.", + "value": "2" }, { - "id": "8", - "value": "6" + "correct": true, + "label": "Between 1 and 3 seconds, the ball is falling towards the ground.", + "value": "3" } ], - "prompt": "

Arturo has \n \n \n 1\n 2\n \n \n \n\n pound of chips left after his party. He is giving 3 friends each an equal amount of the leftover chips to take home. Drag and drop the answers into the boxes to make the statements true.

", - "choicesPosition": "below", - "rationale": "

The correct equation and its solution is 1/2 ÷ 3 = 1/6 pound. Each of the three friends will take home 1/6 pound of chips.

", - "element": "drag-in-the-blank" + "prompt": "

Part B:

\n\n

Which of the following statements describe the golf ball? Select TWO that apply.

\n", + "element": "multiple-choice" } ], - "_id": "6529fcdd117b72a337564c88" + "_id": "6574dd789727952b6cbebc18" }, - "6529fd08117b72a33756762d": { - "markup": "", + "6574dd4c9727952b6cbe6ee2": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, - "markup": "Julie can use the expression 515 {{0}} 23 or the expression 265 {{1}} 23 to find the distance she runs each day. Julie runs {{2}} miles each day. ", - "correctResponse": { - "0": "0", - "1": "0", - "2": "5" - }, - "alternateResponses": { + "markup": "{{0}} feet", + "maxLengthPerChoice": [ + 15 + ], + "id": "f580ccee-7a72-4227-ba4f-c0c7fa3de58e", + "maxLengthPerChoiceEnabled": true, + "choices": { "0": [ - "0" - ], - "1": [ - "0" - ], - "2": [ - "5" + { + "label": "8", + "value": "0" + } ] }, - "choicesPosition": "below", - "rationale": "

A correct response is shown below:

Julie can use the expression  5 1 5 × 2 3 or the expression  26 5 × 2 3 to find the distance she runs each day. Julie runs 3 7 15 miles each day.

", + "prompt": "

A soccer ball is kicked up into the air from the ground. The graph represents the height of the ball as a function of time.

\n\n

\n\n

Part A:

\n\n

What is the maximum height, in feet, the soccer ball reaches before falling back to the ground?

\n", + "element": "explicit-constructed-response" + }, + { + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "id": "0000000053323e54015338986aab048d", + "id": "e58710ea-7156-4a8d-9a3e-538106b79e5f", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": "×" - }, - { - "id": "1", - "value": "÷" - }, - { - "id": "2", - "value": "+" + "correct": true, + "label": "At 0 seconds, the ball is on the ground.", + "value": "0" }, { - "id": "3", - "value": "−" + "correct": true, + "label": "At 8 seconds, the ball is on the ground.", + "value": "1" }, { - "id": "4", - "value": "7810" + "correct": false, + "label": "The ball is in the air for a total of 4 seconds.", + "value": "2" }, { - "id": "5", - "value": "3715" + "correct": true, + "label": "The ball is at a height of 6 feet 6 seconds after it was kicked.", + "value": "3" }, { - "id": "6", - "value": "41315" + "correct": false, + "label": "Between 2 and 4 seconds, the ball is falling towards the ground.", + "value": "4" } ], - "prompt": "

Vanessa runs 5 1 5 miles every day. Julie runs 2 3 of that distance. Julie wants to know the distance she runs each day. Drag and drop the responses below to make each statement true.

", - "element": "drag-in-the-blank" + "prompt": "

Part B:

\n\n

Which of the following statements describe the soccer ball? Select ALL that apply.

\n", + "element": "multiple-choice" } ], - "_id": "6529fd08117b72a33756762d" + "_id": "6574dd4c9727952b6cbe6ee2" }, - "652f7c048b267d67aad0afe3": { - "markup": "", + "65429baee7181d22666fedf8": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, + "keyMode": "none", "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
Shape Line of SymmetryShapeLine of Symmetry
\"\"{{0}}\"\"{{1}}
\"\"{{2}}\"\"{{3}}
\n", - "correctResponse": { - "0": "0", - "1": "0", - "2": "1", - "3": "0" - }, - "id": "8a80808159843b220159850720ad00f3", + "id": "398be387-4f48-4c30-bd75-e54f93c3eb60", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "Yes" + "correct": false, + "label": "heating the mixture", + "value": "1", + "rationale": "Student(s) may have incorrectly identified that the charcoal powder could be separated from the iron filings by heating it." }, { - "id": "1", - "value": "No" + "correct": true, + "label": "using a magnet", + "value": "2", + "rationale": "Correct answer
Student(s) may have correctly identified that iron filings would have magnetic property and the easiest method to separate them from charcoal powder would be to use a magnet." + }, + { + "correct": false, + "label": "using a magnifying glass", + "value": "3", + "rationale": "Student(s) may have incorrectly determined that using a magnifying glass would be the easiest way to separate iron filings from charcoal powder. Student(s) may have been able to distinguish between the two components while using the magnifying glass but this will not allow them to separate the two components." + }, + { + "correct": false, + "label": "adding water to the mixture", + "value": "4", + "rationale": "Student(s) may have thought that adding water to the mixture will lead to charcoal powder dissolving in water." } ], - "prompt": "

Decide whether the line shown is a line of symmetry for the shape. Drag and drop Yes or No into the box to the right of each shape.

", - "choicesPosition": "left", - "rationale": "

A correct response is shown below:

\"image

", - "element": "drag-in-the-blank" + "prompt": "Part A:

When charcoal powder and iron filings are mixed together, it looks like a black powder.  Which of the following can be used to easily separate these two substances?", + "element": "multiple-choice" + }, + { + "markup": "Part B:

You measured the mass of the iron filings and charcoal mixture in a plastic bowl before separating it and recorded that the total initial mass was 246 grams.  An empty plastic bowl weighs 35 grams.  After you separated the mixture, you weighed the charcoal powder that was left in a bowl and recorded that charcoal powder and the bowl weighed 104 grams.  Calculate the mass of the mixture without the bowl and the mass of each ingredient.

ObjectMass (in grams)
total mixture with the bowl 246
bowl 35
total mixture 111
charcoal powder in a bowl 104
charcoal powder {{0}}
iron filings {{1}}
", + "maxLengthPerChoice": [ + 5, + 5 + ], + "id": "1c8da7ae-2637-4f6b-b772-141eb85bc64b", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "69", + "value": "0" + } + ], + "1": [ + { + "label": "142", + "value": "0" + } + ] + }, + "element": "explicit-constructed-response" } ], - "_id": "652f7c048b267d67aad0afe3" + "_id": "65429baee7181d22666fedf8" }, - "652f7be38b267d67aad093fe": { - "markup": "", + "65429bafe7181d22666fee44": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, + "keyMode": "none", "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

Lilian can use the equation {{0}} to find how many pizzas she needs.

\n\n

Lilian needs {{1}} pizzas for the 6 girls at her party.

\n", - "correctResponse": { - "0": "0", - "1": "6" - }, - "id": "4028e4a248cc8a8d0148e6d9ce855136", + "id": "15da70df-ae27-4580-8858-464d2908685d", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": " 1 3 ×6=n " - }, - { - "id": "1", - "value": " 1 6 ×3=n " - }, - { - "id": "2", - "value": " 1 3 +6=n " - }, - { - "id": "3", - "value": " 6×3=n " - }, - { - "id": "4", - "value": "18" + "correct": false, + "label": "The ball will have a larger mass than the flat piece of clay.", + "value": "1", + "rationale": "Student(s) may have thought that the ball would have more mass because the flat piece may look lighter because it is thinner." }, { - "id": "5", - "value": " 1 2 " + "correct": false, + "label": "The ball will have less mass than the flat piece of clay.", + "value": "2", + "rationale": "Student(s) may have thought that because the flat piece is longer, that it must have larger mass." }, { - "id": "6", - "value": "2" + "correct": true, + "label": "The ball and the flat piece have the same mass.", + "value": "3", + "rationale": "Correct answer
Student(s) may have correctly identified that when the shape of the substance is physically changed, the mass of the substance stays the same." }, { - "id": "7", - "value": " 6 1 3 " + "correct": false, + "label": "The mass of the flat piece will depend on how wide it is.", + "value": "4", + "rationale": "Student(s) may have thought that the wider the flat piece is the more its mass would be." } ], - "prompt": "

Lilian wants to give \n \n \n 1\n 3\n \n \n \n of a pizza to each of 6 girls at her party. Drag and drop the correct equation and answer to find how many pizzas Lilian needs.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown below:

  • Lilian can use the equation 1/3 x 6 = n to find how many pizzas she needs.
  • Lilian needs 2 pizzas for the 6 girls at her party.

The equation that correctly represents the number of pizzas Lillian needs for 6 girls is 1/3 × 6 = n. The correct answer selection of 2 is likely the result of correctly multiplying 1 × 6 for the numerator of the product and 3 × 1 for its denominator and correctly renaming the fraction 6/3 as 2.

", - "element": "drag-in-the-blank" + "prompt": "Part A:

You have a piece of clay rolled into a ball that has a mass of 32 grams.  What will be the mass of the clay if you make it into a flat piece?

\"\"", + "element": "multiple-choice" + }, + { + "markup": "Part B:

Fill in the table to show the mass for each shape of clay.

ShapeMass (in grams)
ball {{0}}
flat piece {{1}}
", + "maxLengthPerChoice": [ + 5, + 5 + ], + "id": "5ac35949-2e33-4643-9b17-db23a865e08f", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "32", + "value": "0" + } + ], + "1": [ + { + "label": "32", + "value": "0" + } + ] + }, + "element": "explicit-constructed-response" } ], - "_id": "652f7be38b267d67aad093fe" + "_id": "65429bafe7181d22666fee44" }, - "650e27f50ac30de9507d5e98": { - "markup": "", + "65e4dde69ebd0fe7895235f0": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, + "keyMode": "none", "lockChoiceOrder": true, - "partialScoring": true, - "markup": "{{0}} x {{1}} = {{2}}", - "correctResponse": { - "0": "7", - "1": "5", - "2": "1" - }, - "alternateResponses": { - "0": [ - "5" - ], - "1": [ - "7" - ], - "2": [ - "1" - ] - }, - "id": "4028e4a2468b89410146b0562ebf3898", + "id": "37c3f2ac-ed91-45c5-aae4-1e52d171a24e", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": "25" - }, - { - "id": "1", - "value": "30" - }, - { - "id": "2", - "value": "3" - }, - { - "id": "3", - "value": "7" - }, - { - "id": "4", - "value": "21" - }, - { - "id": "5", - "value": "6" - }, - { - "id": "6", - "value": "42" + "correct": false, + "label": "five hundred sixty-eight and forty-two", + "value": "1", + "rationale": "Student(s) may not have correctly understood how to display decimals in number names." }, { - "id": "7", - "value": "5" + "correct": true, + "label": "five hundred sixty-eight and forty-two hundredths", + "value": "2", + "rationale": "Correct answer" }, { - "id": "8", - "value": "36" + "correct": true, + "label": "500+60+8+410+2100", + "value": "3", + "rationale": "Correct answer" }, { - "id": "9", - "value": "4" + "correct": false, + "label": "5+6+8+.4+.2", + "value": "4", + "rationale": "Student(s) may not have completely understood expanded form. Student(s) may have added each digit, rather than taking into account place value." } ], - "prompt": "

Jeremiah set up chairs for the school play, as shown below.

\"Five

Drag and drop the numbers to create a multiplication sentence that describes the chairs.

", - "choicesPosition": "below", - "rationale": "

A correct response is 5 x 6 = 30 or 6 x 5 = 30.

", - "element": "drag-in-the-blank" + "prompt": "Part A:
\n
\nWhich of the following represents the number 568.42?  Select all that are correct.", + "element": "multiple-choice" + }, + { + "lockChoiceOrder": true, + "partialScoring": true, + "markup": "568.42 {{0}} five hundred sixty-seven and forty-eight hundredths", + "id": "b08c7506-6251-4971-8ced-1e72659dbf23", + "choices": { + "0": [ + { + "correct": true, + "label": ">", + "value": "0" + }, + { + "correct": false, + "label": "<", + "value": "1" + } + ] + }, + "prompt": "Part B:
\n
\nSelect the symbol that correctly completes this comparison.", + "element": "inline-dropdown" } ], - "_id": "650e27f50ac30de9507d5e98" + "_id": "65e4dde69ebd0fe7895235f0" }, - "65aeac1d3a9a5edeffd4e2c7": { - "markup": "", + "652f7b208b267d67aad01717": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
Exponent ExpressionValue of Expression
{{0}}36
{{1}}256
2 5{{2}}
8 3{{3}}
\n

", - "correctResponse": { - "0": "8", - "1": "6", - "2": "2", - "3": "4" + "markup": "A system of three equations in three variables is shown below.
\n
\nEquation 1: 2x+y-3z=5
\nEquation 2: -10x-5y+15z=-25
\nEquation 3: 4x+2y-z=-5
\n
\nPart A:
\n
\nWhat is the value of z in the solution to this system of linear equations?
\n
\nz = {{0}}", + "maxLengthPerChoice": [ + 5 + ], + "id": "77a5e0c7-e0a8-454c-beb2-dec7493895c6", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "-3", + "value": "0" + } + ] }, - "id": "4028e4a243f9dd100144227659c741fe", + "element": "explicit-constructed-response" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "485c9c69-68cc-4f10-b323-76a1b7387c49", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "16" - }, - { - "id": "1", - "value": "24" - }, - { - "id": "2", - "value": "32" - }, - { - "id": "3", - "value": "64" - }, - { - "id": "4", - "value": "512" - }, - { - "id": "5", - "value": "2 56 " - }, - { - "id": "6", - "value": "4 4 " + "correct": false, + "label": "The system of equations has no solution.", + "value": "1", + "rationale": "Student(s) may have thought that since the second equation is a multiple of the first equation, the system would have no solutions (i.e. confused a system with infinitely many solutions with a system with no solution)." }, { - "id": "7", - "value": "4 9 " + "correct": false, + "label": "The system of equations has exactly one solution.", + "value": "2", + "rationale": "Student(s) may have thought that since there is only one value for z, the system only has one solution." }, { - "id": "8", - "value": "6 2 " + "correct": false, + "label": "The system of equations has exactly three solutions.", + "value": "3", + "rationale": "Student(s) may have thought the system has exactly the same number of solutions as there are variables." }, { - "id": "9", - "value": "6 6 " + "correct": true, + "label": "The system of equations has infinitely many solutions.", + "value": "4", + "rationale": "Correct answer" } ], - "prompt": "

Johan is filling out the table below by matching exponent expressions and its numerical value. Drag and drop the missing expressions and values into the appropriate boxes in the table.

", - "choicesPosition": "below", - "rationale": "

36 can be found as the product (6)(6). Since 6 is used as a factor 2 times, this is equal to 6 to the second power, which is written as 62. 256 can be found as the product (4)(4)(4)(4). Since 4 is used as a factor 4 times, this is equal to 4 to the fourth power, which is written as 44. 25 means using 2 as a factor 5 times, or (2)(2)(2)(2)(2) = 32. 83 means using 8 as a factor 3 times, or (8)(8)(8) = 512.

", - "element": "drag-in-the-blank" + "prompt": "Part B:

Which of the following statements describes the solution(s) to this system of linear equations?", + "element": "multiple-choice" } ], - "_id": "65aeac1d3a9a5edeffd4e2c7" + "_id": "652f7b208b267d67aad01717" }, - "6584db4d169f87c3da339886": { - "markup": "", + "64b9b445ceb629928e8d5409": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "pie-passage": "@pie-element/passage@2.10.5" }, "models": [ { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
YearValue of Car
1{{0}}
4{{1}}
\n", - "correctResponse": { - "0": "1", - "1": "3" - }, - "id": "4028e4a24b9010f8014b98f554580b7e", - "choices": [ - { - "id": "0", - "value": "$37,240" - }, - { - "id": "1", - "value": "$38,760" - }, - { - "id": "2", - "value": "$40,326" - }, - { - "id": "3", - "value": "$41,132" - }, - { - "id": "4", - "value": "$41,954" - }, + "passages": [ { - "id": "5", - "value": "$42,793" + "text": "

Today you will read two passages from the articles “Understanding Insects as Friends or Foes” and “Grasshopper Plague of 1874.” As you read these texts, you will gather information to help you understand ideas about insects. At the end of the task, you will be asked to write an analytical essay comparing the points of view in the texts.

Read the passage from “Understanding Insects as Friends or Foes.” Then answer the questions.

from “Understanding Insects as Friends or Foes”

by Michigan Department of Agriculture and Rural Development

  1. Insects can be found nearly everywhere. Some insects are helpful to people. Other insects are harmful and cause damage to trees and crops. Farmers and gardeners need to know which insects are friends and which are not. Insects can carry diseases, damage crops, make fruits and vegetables look bad and can even destroy entire crops, which limits the amount of food available for people and animals to eat. Integrated pest management (IPM) is a pest management system that focuses on managing pests with the least possible impact on people, property, and the environment. Farmers use tools like crop rotation, sprays or good bugs to help their crops. Using traps, scouting and identifying insects, and controlling bugs are all important tools for farmers to use.

Farmers/Growers use:

  1. Chemical crop sprays or powders—farmers use as little as needed, to protect the environment and to protect the water and food supplies. Pesticide applications are a useful tool, when applied according to label instructions by registered and certified pesticide applicators.

  1. Crop Rotation—farmers do not grow the same crop every year, but instead rotate which crops they plant in each field. For instance, one year a farmer may grow a field of corn. The next year, the farmer may grow alfalfa hay in that field. Farmers do this because certain bugs like certain crops. By growing different crops year after year, bugs will leave. Crop rotation is a common practice on sloping soils because of its potential for saving soil. Rotation also reduces fertilizer needs, because alfalfa and other legumes replace some of the nitrogen corn and other grain crops remove. With crop rotation, pesticide costs may be reduced by naturally breaking the cycles of weeds, insects and diseases. As added benefits, grass and legumes in a rotation protect water quality by preventing excess nutrients or chemicals from entering water supplies; meadow or small grains cut soil erosion dramatically; and crop rotations add diversity to a farming operation.

  2. Good Insects—farmers also use “good” or beneficial insects to protect their crops and get rid of harmful insects. Some insects can do a lot of damage to crops and orchards. An insect’s worst enemies are other insects. Of the millions of insects that eat animals instead of plants, most feed on other insects. Using insects to control insects is called a “biocontrol” method. Biological control is the use of naturally occurring organisms that act as natural enemies to the pests in question. These approaches to pest management may be used to reduce pesticide use. The introduction and encouragement of natural predators is a highly effective method of controlling many bugs. Some quick biocontrol definitions: Pest—an unwanted insect or weed; Pathogen—bacterium or fungus that causes disease in a pest; Parasite—an insect that feeds in a living pest; and Predator—an insect that eats pests. When used effectively, biocontrol methods can be a safe and effective approach to pest management.

  3. Scouting/Trapping—farmers must watch their fields or orchards closely. Farmers look on the leaves of the trees or plants for bugs. This is called scouting. To help find the insects, farmers use traps. When pests are found that could damage the crop, the farmer must choose the best way to get rid of the pest. Traps are hung in fruit trees, in greenhouses and on posts in fields for other crops. A scent, called a pheromone, is used inside the trap. This attracts the bugs to the trap. The trap is sticky inside, so when the bugs fly into the trap to smell the pheromone they get stuck. Killing adult bugs stops the cycle of egg laying or larval development and reduces pest populations. Sometimes farmers need help identifying the insects they find. They use a key, or guide. A key uses color, the number of legs or other things to determine what bug they have found.

  1. In addition to the pest management tools listed above, keeping things clean goes a long way toward reducing pest problems, especially indoor pests like cockroaches, ants and houseflies. Cleanliness is also important on farms for pest control, especially around feed piles and manure-prone areas.

  2. The most important thing you can do to control bugs is to learn as much as you can about the life cycles and preventative treatments for bugs that are bugging you.

Printed with permission of Michigan Farm Bureau.

", + "title": "Understanding Insects as Friends or Foes" } ], - "prompt": "

The value of a 1964 Mustang was $38,000 at the end of year 0. Each year the value of the car increases by 2%.

What will be the value of the car at the end of year 1 and the end of year 4? Round your answers to the nearest dollar.

Drag and drop the correct response into each box to complete the table.

", - "choicesPosition": "below", - "rationale": "

Year 1: 38,000 × 1.02 = 38,760

Year 2: 38,760 × 1.02 ≈ 39,535

Year 3: 39,535 × 1.02 ≈ 40,326

Year 4: 40,326 × 1.02 ≈ 41,132

", - "element": "drag-in-the-blank" + "id": "p-00000000", + "element": "pie-passage" } ], - "_id": "6584db4d169f87c3da339886" + "_id": "64b9b445ceb629928e8d5409", + "layout": "layout", + "buildInfo": [ + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "652f7c0d8b267d67aad0b851": { - "markup": "", + "65d81815475028a845556301": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, "lockChoiceOrder": true, "partialScoring": true, - "markup": "The number line shows that if you multiply {{0}} and {{1}} the result is {{2}}.", - "correctResponse": { - "0": "0", - "1": "3", - "2": "1" - }, - "alternateResponses": { + "markup": "{{0}} ×112=812", + "id": "1c822fc1-47db-4dbe-9c25-8b655273ee09", + "choices": { "0": [ - "3" - ], - "1": [ - "0" - ], - "2": [ - "1" + { + "correct": true, + "label": "8", + "value": "0" + }, + { + "correct": false, + "label": "7", + "value": "1" + }, + { + "correct": false, + "label": "4", + "value": "2" + } ] }, - "id": "4028e4a24d2f79c6014d9227bc99318f", + "prompt": "Part A:
\n
\nChoose the correct number to make the number sentence true.", + "element": "inline-dropdown" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "24f92ea2-08af-4166-92fc-80d352e6e539", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": " 1 6 " - }, - { - "id": "1", - "value": " 5 6 " + "correct": true, + "label": "4×212", + "value": "1", + "rationale": "Correct answer" }, { - "id": "2", - "value": "1" + "correct": false, + "label": "8×1212", + "value": "2", + "rationale": "Student(s) may have believed that the whole number would replace the 12 in the numerator." }, { - "id": "3", - "value": "5" + "correct": false, + "label": "4×412", + "value": "3", + "rationale": "Student(s) may have believed that the whole number would be added to the numerator instead of multiplied." }, { - "id": "4", - "value": "6" + "correct": true, + "label": "2×412", + "value": "4", + "rationale": "Correct answer" } ], - "prompt": "

Look at the number line below.

\"The

Drag and drop the numbers into the boxes to make the sentence true.

", - "choicesPosition": "below", - "rationale": "

The number line shows five jumps of 1/6, ending at 5/6: 5 × 1/6 = 5/6.

", - "element": "drag-in-the-blank" + "prompt": "Part B:
\n
\nWhich fractions are equivalent to 812? Choose all that are correct.", + "element": "multiple-choice" } ], - "_id": "652f7c0d8b267d67aad0b851" + "_id": "65d81815475028a845556301" }, - "6529fcfa117b72a33756624d": { - "markup": "", + "656ccb16794b522979c858cf": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

Jamal is measuring the length of his hand, the length of a book, and the length around a milk jug.

Help Jamal choose the best tool to measure each. Drag and drop the answer into the correct box.

", - "partialScoring": true, - "markup": "

Jamal should use a {{0}} to measure the length of his hand. He should use a {{1}} to measure the length of the book. Jamal should use a {{2}} to measure the length around a milk jug.

\n", - "correctResponse": { - "0": "0", - "1": "0", - "2": "3" - }, - "id": "8a8080815cea5985015ceb11ab650069", + "id": "23b0dd21-35c5-4a2c-9729-fe359640e752", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "ruler" + "correct": true, + "label": "m = 5(12) + 14", + "value": "1", + "rationale": "The total amount of money in Jackson's piggy bank is the $14, the money he started with, plus $5 times the number of months. The 5 is the only value multiplied by 12 because his grandfather gives him $5 each month.
m = 5(12) + 14" }, { - "id": "1", - "value": "yardstick" + "correct": false, + "label": "m = 5 + (14)12", + "value": "2", + "rationale": "Student(s) may have multiplied the 14 the initial amount of money in his piggy bank, by 12 the number of months, instead of the 5." }, { - "id": "2", - "value": "meter stick" + "correct": false, + "label": "m = (5 + 14)12", + "value": "3", + "rationale": "Student(s) may have multiplied both the 5 and 14 by the number of months, instead of just the 5." }, { - "id": "3", - "value": "measuring tape" + "correct": false, + "label": "m = (5 × 12)(14)", + "value": "4", + "rationale": "Student(s) may have recognized that they needed to multiply the 5 by 12, but may have multiplied instead of added the 14 to the expression 5 × 12." } ], - "prompt": "

Jamal is measuring the length of his hand, the length of a book, and the length around a milk jug.

Help Jamal choose the best tool to measure each. Drag and drop the answer into the correct box.

", - "choicesPosition": "below", - "rationale": "

Jamal should use a ruler measure the length of his hand and the length of a book because they are shorter lengths. Jamal should use a measuring tape to measure the length around a milk jug because it is flexible to wrap around the curves of a rounded figure. 

", - "element": "drag-in-the-blank" + "prompt": "Jackson has $14.00 in his piggy bank.  His grandfather gives him $5.00 each month to put in his piggy bank.  The only money he adds to his piggy bank is the money from his grandfather.

Part A:

Which equation can be used to determine the total amount of money in Jackson's piggy bank, m, after 12 months?", + "element": "multiple-choice" + }, + { + "markup": "Part B:

How much money, in dollars, does Jackson have in his piggy bank after 12 months?

$ {{0}} ", + "maxLengthPerChoice": [ + 5 + ], + "id": "dbfcffaf-2ce7-4cf8-881a-87b0338bc37b", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "74", + "value": "0" + }, + { + "label": "74.00", + "value": "1" + } + ] + }, + "element": "explicit-constructed-response" } ], - "_id": "6529fcfa117b72a33756624d" + "_id": "656ccb16794b522979c858cf" }, - "6529fcff117b72a337566865": { - "markup": "", + "65e4ddb19ebd0fe789520937": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

How long is each of these?

Drag and drop the correct number into each box to make the sentences true.

", - "partialScoring": true, - "markup": "

The pencil is {{0}} inches long.

\n\n

The phone is {{1}} inches long.

\n\n

The carrot is {{2}} inches long.

\n", - "correctResponse": { - "0": "1", - "1": "3", - "2": "4" - }, - "id": "4028e4a24ca05186014d2f7bf41a676c", + "id": "792a2f1d-6cf6-4445-9389-8e32e6ff8742", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": "2" + "correct": false, + "label": "five hundred sixty-eight and forty-two", + "value": "1", + "rationale": "Student(s) may not have correctly understood how to display decimals in number names. " }, { - "id": "1", - "value": "3" + "correct": true, + "label": "five hundred sixty-eight and forty-two hundredths", + "value": "2", + "rationale": "Correct answer" }, { - "id": "2", - "value": "6" - }, - { - "id": "3", - "value": "7" - }, - { - "id": "4", - "value": "8" - }, - { - "id": "5", - "value": "9" + "correct": true, + "label": " 500+60+8+ 4 10 + 2 100 ", + "value": "3", + "rationale": "Correct answer" }, { - "id": "6", - "value": "11" + "correct": false, + "label": " 5+6+8+0.4+0.2 ", + "value": "4", + "rationale": "Student(s) may not have completely understood expanded form. Student(s) may have added each digit, rather than taking into account place value." } ], - "prompt": "

How long is each of these?

\"\"

Drag and drop the correct number into each box to make the sentences true.

", - "choicesPosition": "below", - "rationale": "

The pencil is 3 inches long.

The phone is 7 inches long.

The carrot is 8 inches long.

", - "element": "drag-in-the-blank" + "prompt": "Part A:
\n
\nWhich of the following represents the number 568.42? Select all that are correct.", + "element": "multiple-choice" + }, + { + "lockChoiceOrder": true, + "partialScoring": true, + "markup": " {{0}} five hundred sixty-seven and forty-eight hundredths", + "id": "43f5d005-f7dd-42d7-8a0b-a94bd8f1f7d4", + "choices": { + "0": [ + { + "correct": true, + "label": ">", + "value": "0" + }, + { + "correct": false, + "label": "<", + "value": "1" + }, + { + "correct": false, + "label": "=", + "value": "2" + } + ] + }, + "prompt": "Part B:

Select the symbol that correctly completes this comparison.

568.42", + "element": "inline-dropdown" } ], - "_id": "6529fcff117b72a337566865" + "_id": "65e4ddb19ebd0fe789520937" }, - "6529fcfa117b72a3375666cb": { - "markup": "", + "656ccb77794b522979c8fb6f": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
how long the car is{{0}}
how tall her drinking glass is{{1}}
how long her foot is{{2}}
how tall the door is{{3}}
\n\n

 

\n", - "correctResponse": { - "0": "0", - "1": "1", - "2": "1", - "3": "0" + "markup": "James works for a delivery company.  He gets paid a flat rate of $5 each day he works, plus an additional amount of money for every delivery he makes.  The total amount of money he earns per day is a function of the number of deliveries he makes, as represented on the graph below.

\"\"

Part A:

Enter the rate of change for the money earned, measured as dollars per delivery, between 0 and 2 deliveries.

${{0}} ", + "maxLengthPerChoice": [ + 5 + ], + "id": "bc6031af-b34b-4263-9da2-44eb8b9c6d4a", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "2", + "value": "0" + }, + { + "label": "2.00", + "value": "1" + } + ] }, - "alternateResponses": {}, - "choicesPosition": "below", - "rationale": "

A car is much longer than 12 inches, so it would be better to use the tape measure to measure something of this size.

A drinking glass is less than 12 inches, so it would be best to measure it with a ruler.  

A person’s foot is less than 12 inches, so it would be best to measure it with a ruler. 

A door is much longer than 12 inches, so it would be better to use the tape measure to measure something of this size. 

", + "element": "explicit-constructed-response" + }, + { + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

Ingrid is measuring a car, a drinking glass, her foot, and a door. She has a measuring tape and a ruler. Which should she use to measure each? 

Drag and drop the correct answer into each box. 

", - "partialScoring": true, - "id": "4028e4a24ca05186014d2ee668cf642b", + "id": "a2eb923f-501d-4c91-9d44-2bd2fc017219", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "measuring tape" + "correct": true, + "label": "The rate of change is the same between the two time intervals.", + "value": "1", + "rationale": "Correct answer" }, { - "id": "1", - "value": "ruler" + "correct": false, + "label": "The rate of change is larger between 2 and 4 deliveries than 6 to 8 deliveries. ", + "value": "2", + "rationale": "Student(s) may have miscalculated the rate of change between the specified intervals." + }, + { + "correct": false, + "label": "The rate of change is smaller between 2 and 4 deliveries than 6 to 8 deliveries.", + "value": "3", + "rationale": "Student(s) may have misread the graph within this item." + }, + { + "correct": false, + "label": "The rate of change is a positive value between 2 and 4 deliveries and a negative value between 6 and 8 deliveries.", + "value": "4", + "rationale": "Student(s) may have miscalculated the rate of change between the specified intervals or may have misread the graph." } ], - "prompt": "

Ingrid is measuring a car, a drinking glass, her foot, and a door. She has a measuring tape and a ruler. Which should she use to measure each? 

Drag and drop the correct answer into each box. 

", - "element": "drag-in-the-blank" + "prompt": "Part B:

Which of the following statements correctly compares the rate of change for the money earned, measured as dollars per delivery, between 2 and 4 deliveries and 6 and 8 deliveries?", + "element": "multiple-choice" } ], - "_id": "6529fcfa117b72a3375666cb" + "_id": "656ccb77794b522979c8fb6f" }, - "657e123f562580e778f8f631": { - "markup": "", + "65387f0dad317f2148b0295c": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "

The expression {{0}} can be used to find the number of snack bags he will need.  

\n\n

The student will need {{1}} snack bags to hold all of the pumpkin seeds.

\n", - "correctResponse": { - "0": "2", - "1": "7" - }, - "id": "8a8080818c3ff073018c5f51c68227bb", + "id": "0b752d67-20b0-4db1-a505-c3dd8a40cf0d", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "14×16" - }, - { - "id": "1", - "value": "14÷16" - }, - { - "id": "2", - "value": "16÷14" - }, - { - "id": "3", - "value": "16-14" - }, - { - "id": "4", - "value": "4" + "correct": false, + "label": "a=43", + "value": "1", + "rationale": "Student(s) may have correctly found the cube root of 64, but they may have put it under a cube root sign." }, { - "id": "5", - "value": "15" + "correct": false, + "label": "a=8", + "value": "2", + "rationale": "Student(s) may have mistaken the exponent of 3 for an exponent of 2 and may have correctly found the square root of 64 and put it under a square root sign." }, { - "id": "6", - "value": "16" + "correct": true, + "label": "a=643", + "value": "3", + "rationale": "Correct answer" }, { - "id": "7", - "value": "64" + "correct": false, + "label": "a=64", + "value": "4", + "rationale": "Student(s) may have mistaken the exponent of 3 for an exponent of 2." } ], - "prompt": "

A student has 16 ounces of pumpkin seeds. He needs to place all of the seeds into snack bags. The student can fill each snack bag with 1 4 ounce of seeds.

Drag and drop the correct answers into the boxes to make the statements true.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown.

  • The expression 16 ÷ 1/4 can be used to find the number of snack bags he will need.
  • The student will need 64 snack bags to hold all of the pumpkins seeds.
", - "element": "drag-in-the-blank" + "prompt": "Consider the equation a3=64.
\n
\nPart A:
\n
\nWhat is the solution to the equation?", + "element": "multiple-choice" + }, + { + "markup": "Part B:
\n
\nWhat is the value of a written as a whole number?
\n
\na= {{0}}", + "maxLengthPerChoice": [ + 5 + ], + "id": "94e3bca7-20f4-4b91-9d6a-37c3f567de89", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "4", + "value": "0" + } + ] + }, + "element": "explicit-constructed-response" } ], - "_id": "657e123f562580e778f8f631" + "_id": "65387f0dad317f2148b0295c" }, - "656cca0e794b522979c6a986": { - "markup": "", + "65592ec0cabd2fffa3edf9da": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "

Approximate area: {{0}} square millimeters

\n\n

Approximate circumference: {{1}} millimeters

\n", - "correctResponse": { - "0": "6", - "1": "3" - }, - "id": "8a808081892c67a7018930e54a3a0199", + "id": "2af1a4a7-596d-41e7-8e5d-e2731854dc65", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": "17.27" - }, - { - "id": "1", - "value": "25.14" - }, - { - "id": "2", - "value": "34.54" - }, - { - "id": "3", - "value": "69.08" - }, - { - "id": "4", - "value": "124.14" + "correct": true, + "label": "f(x)=2.5x", + "value": "1", + "rationale": "Correct answer" }, { - "id": "5", - "value": "138.16" + "correct": true, + "label": "gx=654x", + "value": "2", + "rationale": "Correct answer" }, { - "id": "6", - "value": "379.94" + "correct": true, + "label": "h(x)=(1.05)5x", + "value": "3", + "rationale": "Correct answer" }, { - "id": "7", - "value": "1,519.76" + "correct": false, + "label": "g(x)=1.5(0.4)x", + "value": "4", + "rationale": "Student(s) may have thought that the function represented exponential growth since the coefficient of 1.5 is greater than 1." } ], - "prompt": "

Don measured the radius of the front side of a quarter to be 11 millimeters.

\"The

Based on Don's measurement, what is the approximate area and circumference of the front side of the quarter? Use 3.14 for π.

Drag and drop the correct values into the boxes below.

", - "choicesPosition": "below", - "rationale": "

The correct responses are shown.

  • Approximate area: 379.94 square millimeters
  • Approximate circumference: 69.08 millimeters
", - "element": "drag-in-the-blank" + "prompt": "Part A:

Which of the following functions represent exponential growth?  Select all that apply.", + "element": "multiple-choice" + }, + { + "markup": "{{0}}%", + "maxLengthPerChoice": [ + 5 + ], + "id": "808ce685-ecd0-4831-99c1-427456ba8e39", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "25", + "value": "0" + } + ] + }, + "prompt": "Part B:
\n
\nWhat is the percent rate of change for the function gx=654x?", + "element": "explicit-constructed-response" } ], - "_id": "656cca0e794b522979c6a986" + "_id": "65592ec0cabd2fffa3edf9da" }, - "6571742582ded862da63a010": { - "markup": "", + "65d82318475028a84556f1ae": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, "lockChoiceOrder": true, - "teacherInstructions": "", "partialScoring": true, - "markup": "

The total number of students surveyed is {{0}}.

\n\n

The number of students who watched more than 30 minutes of television is {{1}}.

\n\n

There are exactly 10 students who watched {{2}} minutes of television.

\n", - "correctResponse": { - "0": "9", - "1": "8", - "2": "4" + "markup": "38,972 {{0}} 38,795", + "id": "3a6bb58e-5554-4e59-9644-79f25fda54c3", + "choices": { + "0": [ + { + "correct": true, + "label": ">", + "value": "0" + }, + { + "correct": false, + "label": "<", + "value": "1" + } + ] }, - "id": "4028e4a24d3edf7c014db0b5679f24ea", + "prompt": "Part A:
\n
\nChoose the symbol that correctly completes the number sentence below.", + "element": "inline-dropdown" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "4a3abc65-99a4-4734-8a89-4220d427010b", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "1-15" - }, - { - "id": "1", - "value": "16-30" - }, - { - "id": "2", - "value": "31-45" + "correct": true, + "label": "thirty-eight thousand, seven hundred ninety-five", + "value": "1", + "rationale": "Correct answer" }, { - "id": "3", - "value": "46-60" + "correct": false, + "label": "(3 × 10,000) + (8 × 1000) + (7 × 100) + (9 × 10) + (5 × 1)", + "value": "2", + "rationale": "Student(s) may have confused word form with expanded form." }, { - "id": "4", - "value": "more than 60" + "correct": false, + "label": "thirty-eight thousand, nine hundred seventy-two", + "value": "3", + "rationale": "Student(s) may have gotten the answer to part A incorrect." }, { - "id": "5", - "value": "10" - }, + "correct": false, + "label": "(3 × 10,000) + (8 × 1000) + (9 × 100) + (7 × 10) + (2 × 1)", + "value": "4", + "rationale": "Student(s) may have found the incorrect answer to part A and may have confused word form with expanded form." + } + ], + "prompt": "Part B:

How is the smaller number from part A written in word form?", + "element": "multiple-choice" + } + ], + "_id": "65d82318475028a84556f1ae" + }, + "65e4ddb19ebd0fe7895208c7": { + "markup": "

", + "elements": { + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "4e0db01b-fdaa-4d19-b63a-0973f036c249", + "choiceMode": "radio", + "choices": [ { - "id": "6", - "value": "15" + "correct": false, + "label": "Jerry had a package of 9 sodas.  He shared his sodas with 7 friends.  How many sodas did Jerry have left?", + "value": "1", + "rationale": "Student(s) may not have understood when to use subtraction and when to use multiplication. " }, { - "id": "7", - "value": "30" + "correct": false, + "label": "Mary had 7 shirts. She then bought 9 more.  How many shirts does Mary have?", + "value": "2", + "rationale": "Student(s) may have confused addition with multiplication." }, { - "id": "8", - "value": "55" + "correct": true, + "label": "Jenny earned $7 an hour, and worked for 9 hours.  How much money did Jenny have?", + "value": "3", + "rationale": "Correct answer" }, { - "id": "9", - "value": "80" + "correct": false, + "label": "Sandra sold 9 cars.  The next day, she sold 7 cars.  How many cars did Sandra sell in all?", + "value": "4", + "rationale": "Student(s) may have confused addition with multiplication." } ], - "prompt": "

The histogram below represents the number of minutes a random sample of seventh graders spent watching television the previous day.

\"The

Drag and drop the correct response into each box to make the statements true.

", - "choicesPosition": "below", - "rationale": "

The correct responses are shown.

  • ​The total number of students surveyed is 80.
  • The number of students who watched more than 30 minutes of television is 55.
  • There are exactly 10 students who watched more than 60 minutes of television.

From the histogram you can see that 5 students watched for 1–15 minutes; 20 students watched for 16–30 minutes; 15 students watched for 31–45 minutes; 30 students watched for 46–60 minutes; and 10 students watched for more than 60 minutes. So a total of 5 + 20 + 15 + 30 + 10 = 80 students were surveyed.

Students in the categories 31–45 minutes, 46–60 minutes, and more than 60 minutes watched for more than 30 minutes. So 15 + 30 + 10 = 55 students watched for more than 30 minutes.

The bar with the height of 10 students corresponds to the category more than 60 minutes.

", - "element": "drag-in-the-blank" + "prompt": "Part A:
\n
\nJames solved the math problem 7 × 9 = _____.  Choose a situation that could be described by this problem.", + "element": "multiple-choice" + }, + { + "lockChoiceOrder": true, + "partialScoring": true, + "markup": "Part B:
\n
\n7 × 9 = {{0}}", + "id": "f9774f44-ce3e-4b92-8d42-38e4a28af4fe", + "choices": { + "0": [ + { + "correct": false, + "label": "49", + "value": "0" + }, + { + "correct": true, + "label": "63", + "value": "1" + }, + { + "correct": false, + "label": "72", + "value": "2" + } + ] + }, + "element": "inline-dropdown" } ], - "_id": "6571742582ded862da63a010" + "_id": "65e4ddb19ebd0fe7895208c7" }, - "6571741a82ded862da63883a": { - "markup": "", + "65429d03e7181d226670fdf3": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, - "markup": "

The inequality that represents the number of cupcakes Rachael must sell is x {{0}} {{1}}.

\n\n

The value of 110 {{2}} a solution to the inequality.

\n", - "correctResponse": { - "0": "4", - "1": "1", - "2": "8" - }, - "alternateResponses": { + "markup": "Part A:
\n
\nWhat number should go in the denominator to create equivalent fractions?
\n \n\n\t\n\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\n\t\n
1
2
\n  =\n\n\n\t\n\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\n\t\n
4
{{0}}
\n", + "maxLengthPerChoice": [ + 5 + ], + "id": "33a62ca6-ab44-415d-bd23-a626cdf61baa", + "maxLengthPerChoiceEnabled": true, + "choices": { "0": [ - "6" - ], - "1": [ - "0" - ], - "2": [ - "8" + { + "label": "8", + "value": "0" + } ] }, - "choicesPosition": "below", - "rationale": "

The correct responses are shown.

  • ​The inequality that represents the number of cupcakes Rachael must sell is x > 110.
  • The value of 110 is not a solution to the inequality.

Because Rachael must sell more than 110 cupcakes, 110 is not included in the solution set. The phrase "more than" indicates a "greater than" symbol. So, the correct inequality is x>110 . Because it is unlikely that a partial cupcake would be sold, the inequality x≥111 would be an equivalent representation.

", + "element": "explicit-constructed-response" + }, + { + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "id": "4028e4a248f722cc01493dea88692cd2", + "id": "dfbba09a-1707-435e-8bb2-519752fb1f00", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": "111" - }, - { - "id": "1", - "value": "110" - }, - { - "id": "2", - "value": "109" - }, - { - "id": "3", - "value": "<" - }, - { - "id": "4", - "value": ">" + "correct": false, + "label": "14", + "value": "1", + "rationale": "Student(s) may have thought this fraction was equivalent because the numerators were the same." }, { - "id": "5", - "value": "≤" + "correct": true, + "label": "36", + "value": "2", + "rationale": "Correct answer" }, { - "id": "6", - "value": "≥" + "correct": false, + "label": "910", + "value": "3", + "rationale": "Student(s) may have thought they needed to add the same number to the numerator and denominator to create an equivalent fraction instead of multiplying." }, { - "id": "7", - "value": "is" + "correct": false, + "label": "1112", + "value": "4", + "rationale": "Student(s) may have believed this fraction was equivalent because both digits from the original fraction appear." }, { - "id": "8", - "value": "is not" + "correct": true, + "label": "50100", + "value": "5", + "rationale": "Correct answer" } ], - "prompt": "

Rachael must sell more than 110 cupcakes in order to cover her cost for making the cupcakes.

Drag and drop the responses into the boxes below that will make the statements true.

", - "element": "drag-in-the-blank" + "prompt": "Part B:
\n
\nWhich of the fractions below are equivalent to 12? Pick all that are correct.", + "element": "multiple-choice" } ], - "_id": "6571741a82ded862da63883a" + "_id": "65429d03e7181d226670fdf3" }, - "8a8080818381b3740183ebf760bf31fe": { - "id": "8a8080818381b3740183ebf760bf31fe", - "markup": "", + "65e4ddb19ebd0fe7895208bb": { + "markup": "

", "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "passages": [ + "lockChoiceOrder": true, + "partialScoring": true, + "markup": "Part A:
\n
\nChoose the statement that correctly completes the statement below.
\n
\nThe place value of 5 in the number 50 is {{0}} the place value of 5 in the number 500.", + "id": "5801b7b7-55cd-4474-86f3-519444ccf639", + "choices": { + "0": [ + { + "correct": false, + "label": "10 times more than", + "value": "0" + }, + { + "correct": false, + "label": "equal to", + "value": "1" + }, + { + "correct": true, + "label": "10 times less than", + "value": "2" + } + ] + }, + "element": "inline-dropdown" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "35ac9b65-2eb7-47d5-8eaf-6cf6488a3d06", + "choiceMode": "checkbox", + "choices": [ { - "teacherInstructions": "", - "author": "", - "subtitle": "A World of Knowledge and Fun at Your Fingertips", - "text": "

YouTube:

A World of Knowledge and Fun at Your Fingertips

1

In 2004, three PayPal employees had a light bulb moment. Chad Hurley, Steve Chen, and Jawed Karim envisioned a place on the internet where people could share their home movies with the world. They set up shop in a Silicon Valley garage, and Karim posted the first ever YouTube video in May of 2005. “Me at the Zoo” was just 19 seconds long, and it featured Karim casually speaking in front of the elephant enclosure. The video bore little semblance to the sophisticated productions often seen on YouTube today. In 2006, Google acquired YouTube for $1.65 billion. If the original YouTube founders had had a crystal ball, they might not have been so quick to sign on the dotted line!

\"\"

2

It is difficult to overstate just how popular YouTube currently is. There are 2.1 billion monthly active users all over the world. Unlike TikTok, which has a mostly young user base, suggesting young people prefer entertainment over educational content, YouTube appeals to people of all ages. In fact, the majority of internet users in the U.S., whether they are 15 or over the age of 56, use YouTube. In some places outside of the U.S., the internet can, of course, be more difficult to access.

3

Think of video sharing platforms like candy stores. While some offer just a few flavors, YouTube has a treat to satisfy absolutely any taste or craving. Want to get help with a difficult math concept? You’ll likely have no trouble at all finding a tutorial. Looking for some entertainment? There are videos featuring pranks, fictional characters, and hilarious cats. Videos can be up to twelve hours long, while a YouTube short is, like most TikTok videos, less than a minute. The amount of content on YouTube is also constantly increasing. A 2020 estimate stated that 500 hours of content were being uploaded every single minute!

4

Some young people who may have once said they wanted to be movie stars or professional sports players now aspire to be YouTubers. Those who can get enough views and subscribers on YouTube can indeed make money—serious money. In 2021, YouTuber Mr. Beast earned a staggering $54 million in gross revenue, making him the highest earning YouTube creator in history. It is hard not to feel a vague sense of injustice when there are so many doctors, nurses, firefighters, and police officers who will never come close to earning even a fraction of this amount. With that being said, the YouTube millionaire Mr. Beast is admittedly an inspiration to many. Stories like his show young people that with enough creativity, perseverance, and hard work, anyone with a camera and a YouTube account can make their dreams come true.

", - "title": "YouTube:" + "correct": false, + "label": "700 × 10 = 70", + "value": "1", + "rationale": "Student(s) may not have realized that they would need to divide 700 by 10 to get 70." }, { - "teacherInstructions": "", - "author": "", - "subtitle": "The Source for Bite-Sized Entertainment!", - "text": "

TikTok:

The Source for Bite-Sized Entertainment!

1

There is something about lip-synching and dancing to a favorite song turned up loud that is pure bliss. In 2014, Musical.ly, a social media app, offered users the chance to share their lip-synching skills with the world. Over the next few years, the app racked up hundreds of millions of users. A rival app called Douyin, which was developed by the company ByteDance, appeared on the scene in 2016. Outside of China, Douyin was rebranded as TikTok, which is now a household name. In late 2017, ByteDance acquired Musical.ly, instantly—and substantially—increasing TikTok's user base.

2

As of 2021, TikTok had more than one billion monthly active users in more than 150 countries, but it is undoubtedly a young person's app. TikTok videos can take many forms and be about practically any subject. There are videos of people completing challenges, sharing photos, responding to other TikTok creations, and, yes, lip-synching and dancing.

\"\"

3

TikTok can be described as a form of micro-entertainment. Unlike movies or episodes of a television series, most TikTok videos are mere seconds long. So, TikTok does not require users to invest a substantial amount of time. People with just a few minutes to spare before a sports practice or class can log in and escape with some lighthearted fun. The popularity of TikTok among young users suggests they would prefer to see many videos in a given amount of time instead of just one.

4

Interestingly, while TikTok is known for short videos, the maximum video length seems to keep going up. At first, a TikTok video could only be 15 seconds long, but this was later changed to 60 seconds. In 2022, the maximum length was increased to 10 minutes. This change could be an effort to appeal to a broader range of users, and it might reflect TikTok's desire to compete with YouTube more effectively.

5

Some people who spend a lot of time generating TikTok videos want to know: Can I make money doing this? The answer is yes! TikTok does have an ad revenue sharing program, but the payout is a drop in the bucket compared to what some TikTokers can make by becoming \"influencers.\" If TikTokers have a huge following, corporations will sometimes pay these influencers to feature and promote brands in their videos. And earnings can be mind-boggling. For example, TikTok personality Addison Rae earned an estimated $5 million in 2020. Success stories like these do have a downside, however. They can mislead people into thinking they, too, can make millions from TikTok, something only a miniscule percentage of people can do. If someone wants to make TikTok videos, the main goal should not be getting rich quick, but simply having fun.

", - "title": "TikTok:" + "correct": true, + "label": "40 ÷ 10 = 4", + "value": "2", + "rationale": "Correct answer" + }, + { + "correct": true, + "label": "30 × 10 = 300", + "value": "3", + "rationale": "Correct answer" + }, + { + "correct": true, + "label": "800 ÷ 10 = 80", + "value": "4", + "rationale": "Correct answer" } ], - "id": "8a8080818381b3740183ebf760bf31fe", - "element": "pie-passage" + "prompt": "Part B:
\n
\nWhich of the following statements below are true?  Choose all that are correct.", + "element": "multiple-choice" } ], - "_id": "666090572c68d449025de31d", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] + "_id": "65e4ddb19ebd0fe7895208bb" }, - "65aea5493a9a5edeffcbe196": { - "markup": "", + "656ccb16794b522979c85723": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, + "keyMode": "none", "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "

First step: {{0}}

\n\n

Second step: {{1}}

\n", - "correctResponse": { - "0": "3", - "1": "5" - }, - "id": "8a8080818c3ff073018cc6a758164d42", + "id": "e98bc79f-fc53-4b24-9e47-3300566d0050", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "Reflection across the x-axis" - }, - { - "id": "1", - "value": "Reflection across the y-axis" - }, - { - "id": "2", - "value": "Rotation 90° clockwise about the origin" + "correct": true, + "label": "41 = 3x + 5", + "value": "1", + "rationale": "Explanation:The slope of the linear function is the rate $3.00 per mile, and the y–intercept of the linear function is $5, a constant.
The equation, 41 = 3x + 5 can be used to determine the number of miles traveled, x." }, { - "id": "3", - "value": "Rotation 90° counterclockwise about the origin" + "correct": false, + "label": "41 = 3 + 5x", + "value": "2", + "rationale": "Student(s) may have multiplied 5, the flat rate of $5, by the number of miles instead of 3, the rate $3 per mile." }, { - "id": "4", - "value": "Translation 4 units to the right and 3 units down" + "correct": false, + "label": "41 = (3 + 5)x", + "value": "3", + "rationale": "Student(s) may have added the flat rate to the rate per mile instead of multiplying only the rate per mile by the number of miles traveled." }, { - "id": "5", - "value": "Translation 9 units to the right and 6 units down" + "correct": false, + "label": "41 = (5)(3x)", + "value": "4", + "rationale": "Student(s) may have recognized that the 3 needed to be multiplied by the number of miles. Student(s) may have multiplied instead of added the flat rate of $5 to the rate per mile times the number of miles traveled." } ], - "prompt": "

Congruent triangles DEF and KLM are shown on the coordinate plane.

\"Vertex

Which sequence of transformations carries triangle DEF onto triangle KLM? Drag and drop the correct transformation into the box for each step.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown.

First step: Rotation 90° counterclockwise about the origin

Second step: Translation 9 units to the right and 6 units down

", - "element": "drag-in-the-blank" + "prompt": "A taxi cab company charges a flat amount of $5.00 plus a rate of $3.00 per mile traveled.

Part A:

If the total cost of the fare was $41.00, then which of the following equations can be used to determine the number of miles traveled, x?", + "element": "multiple-choice" + }, + { + "markup": "Part B:

What is the total number of miles traveled, x, if the fare was $41.00?

x = {{0}} miles", + "maxLengthPerChoice": [ + 5 + ], + "id": "2eb95957-2cd7-4bc0-aace-5be6e6125204", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "12", + "value": "0" + } + ] + }, + "element": "explicit-constructed-response" } ], - "_id": "65aea5493a9a5edeffcbe196" + "_id": "656ccb16794b522979c85723" }, - "8a808081841c045001842e709d6505ed": { - "id": "8a808081841c045001842e709d6505ed", - "markup": "", + "64b9b445ceb629928e8d53cb": { + "markup": "", "elements": { "pie-passage": "@pie-element/passage@2.10.5" }, @@ -1102,19 +1248,16 @@ { "passages": [ { - "teacherInstructions": "", - "author": "", - "subtitle": "A Thriving People", - "text": "

Latin American Indians:

A Thriving People

1

Latin America encompasses the regions of North America, South America, Central America, and the Caribbean, where the primary language is Portuguese or Spanish. Latin American Indians are the indigenous peoples who live in these areas. As of 2016, there were about 42 million Latin American Indians. More than half of Latin American Indians live in urban areas, but there are other groups that live in voluntary isolation. Latin American Indians can be a large or a small presence in a country. In 2021 in Mexico, for example, there were about 17 million indigenous people, or 15 percent of Mexico’s total population. In contrast, there were fewer than 100,000 indigenous people in Uruguay in 2021, or about 2.4 percent of that country’s population.

2

While there is no doubt that Latin American Indians have a rich culture, it is impossible to present a succinct description. In Paraguay alone, indigenous peoples include the Toba, Qom, Maskoy, Manjuy, and Aché, just to name a few. There are hundreds more groups throughout Latin America. The indigenous peoples of Latin America speak more than 500 languages. Sadly, the culture of many groups is slowly disappearing over time.

3

The Quechua are just one indigenous group in Latin America with a rich culture. Making their homes in the Andean highlands, the Quechua use traditional flutes, called quenas and sikus, to create their signature huayno music. They use their spinning and weaving skills to create vibrantly-colored blankets and clothing. Foods important to the Quechua culture include potatoes, coca tea, and alpaca meat. This is just a cursory overview of a single group’s culture. Someone could likely spend years learning about Latin American Indian culture and still just scratch the surface.

4

Latin American Indians face a variety of challenges, but there are many outspoken and determined leaders who are willing to fight for important causes. One of them is Miriam Miranda, who began her life in a Garífuna village in Honduras. One of Miranda’s main interests is the protection of Garífuna land, and she has fought back against potentially destructive tourism and real estate projects. In her own words, Miranda explains, “The displacement of communities and the loss of cultures that come with the development of tourism is growing . . . but the Garífuna women, many of them elders, have incredible strength.”

5

Whereas Miranda is a guardian of the land, Oscar Olivera is a defender of water. He successfully fought against the privatization of a Bolivian water source and is involved with efforts to combat water pollution. With the combined efforts of people like Miranda and Olivera, Latin American Indians will hopefully be able to preserve and protect their communities and way of life for years to come.

\"\"

", - "title": "Latin American Indians:" + "text": "

The Strawberry Plains Audubon Center celebrates the Hummingbird Festival every year in Holly Springs, Mississippi that marks the migration of the ruby-throated hummingbird migration to Mexico. During each day of the festival, park rangers catch one hundred hummingbirds, band them and measure the length of their beaks.

", + "title": "Grade 8 Hummingbird" } ], - "id": "8a808081841c045001842e709d6505ed", + "id": "p-00000000", "element": "pie-passage" } ], - "_id": "666090842c68d449025de6a9", - "layout": "left", + "_id": "64b9b445ceb629928e8d53cb", + "layout": "layout", "buildInfo": [ { "name": "@pie-element/passage", @@ -1122,3822 +1265,4280 @@ } ] }, - "6529fcd3117b72a337564224": { - "markup": "", + "6574dd549727952b6cbe7d89": { + "markup": "



", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, + "keyMode": "none", "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
ShapeFraction
\"\"{{0}}
\"\"{{1}}
\"\"{{2}}
\"\"{{3}}
\n", - "correctResponse": { - "0": "3", - "1": "5", - "2": "2", - "3": "1" - }, - "id": "4028e4a24f762c2d01501bc385f87b94", + "id": "448415e2-6ae4-4dab-9aaa-3cd437badb2c", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "26" + "correct": false, + "label": "0 feet", + "value": "1", + "rationale": "Student(s) may have misread the graph or the values on the y–axis. " }, { - "id": "1", - "value": " 4 8 " + "correct": false, + "label": "2 feet", + "value": "2", + "rationale": "Student(s) may have misread the graph or may have interpreted the minimum height as the initial height." }, { - "id": "2", - "value": " 2 3 " + "correct": false, + "label": "4 feet", + "value": "3", + "rationale": "Student(s) may have misread the graph or may have interpreted the total time in seconds as the initial height." }, { - "id": "3", - "value": "46" + "correct": true, + "label": "24 feet", + "value": "4", + "rationale": "Correct answer" + } + ], + "prompt": "John let his remote controlled airplane fly from where he was sitting in the bleachers.  After a short period of time, he stopped the airplane.  The graph represents the height of the airplane above the ground during the time it was flying.

The height of the airplane above the ground, in feet, is a function of time, in seconds.

\"\"

Part A:

How high above the ground, in feet, was the airplane at the time he released it from the bleachers?", + "element": "multiple-choice" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "3ffdc772-7915-4463-8a01-e113dedd5685", + "choiceMode": "checkbox", + "choices": [ + { + "correct": true, + "label": "The airplane is decreasing in height between 0 and 1 seconds.", + "value": "1", + "rationale": "Correct answer" }, { - "id": "4", - "value": "13" + "correct": false, + "label": "The airplane is increasing in height between 1 second and 2 seconds.", + "value": "2", + "rationale": "Student(s) may have misinterpreted the graph or time interval." }, { - "id": "5", - "value": "24" + "correct": false, + "label": "The airplane is decreasing in height between 2 seconds and 3 seconds.", + "value": "3", + "rationale": "Student(s) may have misinterpreted the graph or time interval." + }, + { + "correct": true, + "label": "The airplane is increasing in height between 3 seconds and 4 seconds.", + "value": "4", + "rationale": "Correct answer" } ], - "prompt": "

Each shape below is shaded to show a fraction. Drag and drop the correct fraction into each box to complete the table.

", - "choicesPosition": "left", - "rationale": "

The rectangle divided into sixths with four sixths shaded shows the fraction 4/6. The rectangle divided into fourths with two fourths shaded shows the fraction 2/4. The rectangle divided into thirds with two thirds shaded shows the fraction 2/3. The rectangle divided into eighths with four eighths shaded shows the fraction 4/8.

", - "element": "drag-in-the-blank" + "prompt": "Part B:

Which of the following statements describe the pathway of the airplane?  Select all that apply.", + "element": "multiple-choice" + }, + { + "markup": "Part C:

Enter the lowest height, in feet, the airplane reached.

{{0}} feet", + "maxLengthPerChoice": [ + 5 + ], + "id": "85f622d4-0397-4584-a31d-e0be2b26facc", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "8", + "value": "0" + } + ] + }, + "element": "explicit-constructed-response" + }, + { + "markup": "Part D:

Enter the total time, in seconds, the airplane was flying for.

{{0}} seconds", + "maxLengthPerChoice": [ + 5 + ], + "id": "a7168a6f-0acb-4898-9cdf-25df53a5d18c", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "4", + "value": "0" + } + ] + }, + "element": "explicit-constructed-response" } ], - "_id": "6529fcd3117b72a337564224" + "_id": "6574dd549727952b6cbe7d89" }, - "64bf0b21e15af25eddc7386d": { - "markup": "", + "65e4cb8fb1edf69a3283b80b": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": false, "lockChoiceOrder": true, - "teacherInstructions": "", "partialScoring": true, - "markup": "

A = {{0}}

\n\n

B = {{1}}

\n\n

C = {{2}}

\n\n

D = 12

\n\n

14×23= {{3}}

\n", - "correctResponse": { - "0": "7", - "1": "6", - "2": "2", - "3": "10" + "markup": "Parte A:
\n
\nEl número subrayado en 68.35 representa tres {{0}}.", + "id": "88baff73-2b33-4080-929a-2854f8f56a5a", + "choices": { + "0": [ + { + "correct": false, + "label": "unidades", + "value": "0" + }, + { + "correct": true, + "label": "décimos", + "value": "1" + }, + { + "correct": false, + "label": "centésimos", + "value": "2" + } + ] }, - "id": "8a8080815b34b488015b356e607a0245", + "element": "inline-dropdown" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "99626846-6e73-44ff-abb5-485201a0b6d1", + "choiceMode": "radio", "choices": [ { - "id": "0", - "value": "13" - }, - { - "id": "1", - "value": "24" - }, - { - "id": "2", - "value": "30" - }, - { - "id": "3", - "value": "40" - }, - { - "id": "4", - "value": "60" - }, - { - "id": "5", - "value": "74" - }, - { - "id": "6", - "value": "80" - }, - { - "id": "7", - "value": "200" + "correct": false, + "label": "221.13", + "value": "1", + "rationale": "Student(s) may have incorrectly believed that moving to the right increased a number, rather than the opposite." }, { - "id": "8", - "value": "212" + "correct": true, + "label": "453.89", + "value": "2", + "rationale": "Correct answer" }, { - "id": "9", - "value": "317" + "correct": false, + "label": "71.35", + "value": "3", + "rationale": "Student(s) may have selected a number which was 3 more than the number completely, rather than finding a number in which the 3 represented 3 times the amount as the number in the stem." }, { - "id": "10", - "value": "322" + "correct": false, + "label": "35.24", + "value": "4", + "rationale": "Student(s) may have selected a number in which the 3 represented 100 times greater amount, rather than a 10 times greater amount." } ], - "rationale": "

This item is worth 2-points with partial scoring. The correct response is shown below:

\"image

                  14 x 23 = 322

To find the answer to A, multiply 20 × 10, A = 200. To find the answer to B, multiply 20 × 4, B = 80. To find the answer to C, multiply 3 × 10, C = 30. To find the answer to D, multiply 3 × 4, D = 12. Add up all the partial products to find the value of 14 × 23, as follows: 200 + 80 + 30 + 12 = 322.

", - "prompt": "

Latasha is solving the number sentence 14×23=? She draws the area model below.

\"\"

What numbers complete the area model? What is the value of 14×23 ?

Drag and drop the correct value into each box to make each number sentence true. Part of the model has already been completed.

", - "choicesPosition": "below", - "element": "drag-in-the-blank" + "prompt": "Parte B:
\n
\nSelecciona el número que contiene un 3 que es diez veces más grande que el 3 subrayado en 68.35.", + "element": "multiple-choice" } ], - "_id": "64bf0b21e15af25eddc7386d" + "_id": "65e4cb8fb1edf69a3283b80b" }, - "6530c7d3a37a144b1794cb79": { - "markup": "", + "6574dd4c9727952b6cbe6e57": { + "markup": "

", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" }, "models": [ { - "duplicates": true, + "keyMode": "none", "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

The number 36,547 rounded to the nearest ten is {{0}}.

\n\n

The number 36,547 rounded to the nearest hundred is {{1}}.

\n", - "correctResponse": { - "0": "4", - "1": "2" - }, - "id": "4028e4a2504e391d0150a9f13720751f", + "id": "c07aa763-e2c0-492c-843c-247d7c9de4a9", + "choiceMode": "checkbox", "choices": [ { - "id": "0", - "value": "30,000" - }, - { - "id": "1", - "value": "36,000" - }, - { - "id": "2", - "value": "36,500" - }, - { - "id": "3", - "value": "36,540" + "correct": true, + "label": "At 0 minutes, Jane has read 0 words.", + "value": "1", + "rationale": "Correct answer" }, { - "id": "4", - "value": "36,550" + "correct": false, + "label": "Jane stops reading at 100 minutes.", + "value": "2", + "rationale": "Student(s) may have misread the end point of the graph or the x–axis." }, { - "id": "5", - "value": "36,600" + "correct": false, + "label": "Jane stops reading at 200 words.", + "value": "3", + "rationale": "Student(s) may have misread the end point of the graph or the y–axis." }, { - "id": "6", - "value": "37,000" + "correct": true, + "label": "The graph line is increasing between 10 to 20 minutes.", + "value": "4", + "rationale": "Correct answer" }, { - "id": "7", - "value": "40,000" + "correct": false, + "label": "The graph line is decreasing between 50 to 60 minutes.", + "value": "5", + "rationale": "Student(s) may have misread the graph." } ], - "prompt": "

What is 36,547 rounded to the nearest ten and the nearest hundred?

Drag and drop the correct value into each box to make each statement true.

", - "choicesPosition": "below", - "rationale": "

To round 36,547 to the nearest hundred, look at the digit in the tens place. That digit is a 4, so keep the digit in the hundreds place as is. So 36,547 rounded to the nearest hundred is 36,500. To round 36,547 to the nearest ten, look at the digit in the ones place. That digit is a 7, so change the 4 in the tens place to a 5. So 36,547 rounded to the nearest ten is 36,550.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6530c7d3a37a144b1794cb79" - }, - "652f7c0d8b267d67aad0b911": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "The number line shows that if you multiply {{0}} times {{1}} it equals 7 4 .", - "correctResponse": { - "0": "1", - "1": "4" + "prompt": "Jane spends 60 minutes reading a book before bed and she reads at a speed of 200 words per minute.  The number of words she is able to read is a function of time, in minutes, as shown on the graph below.

\"\"

Part A:

Which of the following statements describe the graph of this function?  Select all that apply.", + "element": "multiple-choice" }, - "alternateResponses": { - "0": [ - "4" + { + "markup": "Part B:

Enter the total number of words Jane is able to read within 60 minutes.

{{0}} words", + "maxLengthPerChoice": [ + 10 ], - "1": [ - "1" - ] - }, - "id": "4028e4a24a553eda014adc32f53726ea", - "choices": [ - { - "id": "0", - "value": " 1 7 " - }, - { - "id": "1", - "value": " 1 4 " - }, - { - "id": "2", - "value": "4" - }, - { - "id": "3", - "value": "6" + "id": "ce54c7bf-b7b6-4f84-9944-9e4c370e4ec4", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "12000", + "value": "0" + }, + { + "label": "12,000", + "value": "1" + } + ] }, - { - "id": "4", - "value": "7" - } - ], - "prompt": "

Look at the number line below.

\"The

Drag and drop the correct value into each box to make the statement true.

", - "choicesPosition": "below", - "rationale": "

The fraction 7/4 can be represented by the product of 7 × 1/4. So, if you multiply 1/4 by 7 it will equal 7/4.

", - "element": "drag-in-the-blank" - } - ], - "_id": "652f7c0d8b267d67aad0b911" - }, - "652f7c0c8b267d67aad0b6a3": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "element": "explicit-constructed-response" + } + ], + "_id": "6574dd4c9727952b6cbe6e57" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

Square A represents {{0}}.

\n\n

Square B represents {{1}}.

\n\n

Therefore, Square A is {{2}} Square B.

\n", - "correctResponse": { - "0": "1", - "1": "2", - "2": "6" - }, - "id": "4028e4a247d6938e0147d995fa06093a", - "choices": [ - { - "id": "0", - "value": "0.03" - }, - { - "id": "1", - "value": "0.21" - }, - { - "id": "2", - "value": "0.3" - }, - { - "id": "3", - "value": "2.01" - }, - { - "id": "4", - "value": "2.1" - }, - { - "id": "5", - "value": "3.0" + "652f7b528b267d67aad03af8": { + "markup": "



", + "elements": { + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6", + "multiple-choice": "@pie-element/multiple-choice@8.14.6", + "pie-element-image-cloze-association": "@pie-element/image-cloze-association@5.15.5" + }, + "models": [ + { + "image": { + "src": "https://cdn.fluence.net/image/3ca9f391b6b64fa188b0b7b4c260435d_W", + "width": 354, + "height": 166 }, - { - "id": "6", - "value": "<" + "response_container": { + "background_color": "rgba(255, 255, 255, 0)" }, - { - "id": "7", - "value": ">" + "max_response_per_zone": 2, + "partialScoring": true, + "response_containers": [ + { + "x": 0.84746, + "width": "48.59%", + "y": 33.73494, + "height": "64.46%" + }, + { + "x": 50, + "width": "49.15%", + "y": 33.73494, + "height": "64.46%" + } + ], + "duplicate_responses": false, + "id": "1d53ce13-b94b-4b1b-ac41-f23bfebf4fd3", + "showDashedBorder": false, + "prompt": "Use the four figures below to answer to the following questions.

\"\"

Part A:

Drag each figure name to the appropriate box to show whether or not a 180° rotation about the center of the figure carries the figure onto itself.", + "validation": { + "scoring_type": "exactMatch", + "valid_response": { + "score": 1, + "value": [ + { + "images": [ + "\"\"", + "\"\"" + ] + }, + { + "images": [ + "\"\"", + "\"\"" + ] + } + ] + } }, - { - "id": "8", - "value": "=" - } - ], - "prompt": "

A comparison of two squares with shaded parts is shown below.

\"The

Drag and drop the correct decimals that represent the shaded parts of each whole square and the symbol that correctly compares the decimals.

", - "choicesPosition": "below", - "rationale": "

The model on the left shows 0.21, which is less than the model on the right showing 0.3.

", - "element": "drag-in-the-blank" - } - ], - "_id": "652f7c0c8b267d67aad0b6a3" - }, - "65339129a9a0d22ba2eff62a": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "{{0}} + {{1}} = {{2}}", - "correctResponse": { - "0": "3", - "1": "0", - "2": "5" + "possible_responses": [ + "\"\"", + "\"\"", + "\"\"", + "\"\"" + ], + "element": "pie-element-image-cloze-association" }, - "alternateResponses": { - "0": [ - "0" + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "ff5d34b9-7f2b-4c56-a83f-8c210f070afa", + "choiceMode": "checkbox", + "choices": [ + { + "correct": false, + "label": "36°", + "value": "1", + "rationale": "Student(s) may have divided 180° by 5, rather than having divided 360° by 5." + }, + { + "correct": true, + "label": "72°", + "value": "2", + "rationale": "Correct answer" + }, + { + "correct": false, + "label": "108°", + "value": "3", + "rationale": "Student(s) may have confused angles of rotations with interior angles." + }, + { + "correct": true, + "label": "144°", + "value": "4", + "rationale": "Correct answer" + }, + { + "correct": true, + "label": "216°", + "value": "5", + "rationale": "Correct answer" + } ], - "1": [ - "3" + "prompt": "Part B:

Select each angle of rotation about the center of the figure that carries Figure 1 onto itself.", + "element": "multiple-choice" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "0fb1bc3c-be63-4a48-87e3-a4f756751765", + "choiceMode": "checkbox", + "choices": [ + { + "correct": true, + "label": "a rotation of 90° clockwise about the center", + "value": "1", + "rationale": "Correct answer" + }, + { + "correct": false, + "label": "a rotation of 90° clockwise about one of the vertices", + "value": "2", + "rationale": "Student(s) may have confused rotations about the center with rotations about a vertex." + }, + { + "correct": true, + "label": "a reflection over a line connecting two opposite vertices", + "value": "3", + "rationale": "Correct answer" + }, + { + "correct": true, + "label": "a reflection over a line connecting the midpoints of two opposite sides", + "value": "4", + "rationale": "Correct answer" + } ], - "2": [ - "5" - ] + "prompt": "Part C:

Select each rotation or reflection that carries Figure 2 onto itself.", + "element": "multiple-choice" }, - "id": "4028e4a2493eb49d014962222a285c7b", - "choices": [ - { - "id": "0", - "value": " 1 2 8 " - }, - { - "id": "1", - "value": " 1 3 8 " - }, - { - "id": "2", - "value": " 2 2 8 " - }, - { - "id": "3", - "value": " 2 3 8 " - }, - { - "id": "4", - "value": " 3 1 8 " + { + "markup": "Part D:

What is the minimum angle of rotation about its center that carries Figure 3 onto itself?

{{0}}°", + "maxLengthPerChoice": [ + 5 + ], + "id": "1b06f230-0a83-4e4f-bc08-f947a50f003c", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "60", + "value": "0" + } + ] }, - { - "id": "5", - "value": " 3 5 8 " - } - ], - "prompt": "

Elisa bought some apples and peaches for a fruit salad. Jamie bought some bananas to add to the salad. Elisa drew the fraction models below to help her add to find how many pounds of fruit are in the salad.

\"Three

What number sentence represents the sum of the two models? Drag and drop the mixed numbers into the boxes to correctly show how many pounds of fruit are in the fruit salad.

", - "choicesPosition": "below", - "rationale": "

The models represent the fractions 2 3/8 pounds (Elisa) and 1 2/8 pounds (Jamie). When adding the two mixed numbers together, the sum is 3 5/8. 

", - "element": "drag-in-the-blank" - } - ], - "_id": "65339129a9a0d22ba2eff62a" - }, - "8a808081841c101e01842e6b0729069c": { - "id": "8a808081841c101e01842e6b0729069c", - "markup": "", - "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + "element": "explicit-constructed-response" + } + ], + "_id": "652f7b528b267d67aad03af8" }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "An Important Part of Your Community", - "text": "

Shopping Malls:

An Important Part of Your Community

1

At one time, countless people spent afternoons wandering through bustling shops in American malls and perhaps grabbing a bite at the food court before heading home with their purchases. The picture today is much different, and there are many \"ghost malls\" with echoing hallways and unsightly shuttered doors. According to one estimate, during the 1980s, there were about 2,500 malls in the United States. As of 2022, there were about 700. By 2032, that number could be as low as 150. There are numerous reasons why people should band together and ensure that does not happen.

2

There are two main types of shoppers today: those who shop online from home and those who regularly venture out to the mall. One type of shopper chooses to spend even more time on screens, something most people already do far too much of in modern life, and their experience is impersonal and perhaps even isolating. The other type of shopper has the opportunity to meet up with friends or simply be in the company of other people while also getting exactly what they need.

3

Malls benefit the local economy. Picture a large piggy bank, and the coins inside represent all the money in a community's economy. People take money out when they earn a paycheck, and when they shop local, they put some of the money back in. On the other hand, people who shop online take money out without returning it. Over time, the piggy bank gets emptier and emptier, stores close, and jobs are lost.

\"\"

4

Malls let shoppers get up close and personal with the products they want to buy. Everyone has heard those stories about online purchases—the beautiful dress that arrived with loose seams, the toy that was shockingly small. When people go to a store, they can inspect, feel, try on, and hold the products they are interested in, so what people see is truly what they get! Even better, people do not need to set up an account, provide personal information, and wait for delivery. Shopping in the mall offers instant gratification.

5

As a final note, it is important to keep in mind that malls are more than just collections of retail spaces. They are an important part of many communities. Malls might host events to celebrate holidays, have special activities for kids, or even serve as venues for performances and concerts. Events may be affordable or even free, which can give more people the chance to create special memories.

6

If we let malls continue to disappear from our landscape, some cherished traditions might become a thing of the past. And it probably will not be long before other community landmarks slowly begin to vanish, too.

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An Unfair Advantage

CHARACTERS

ARIANA, twin sister

TAYLOR, twin sister

JACOB, friend

MICHAEL, friend

MADISON, friend

[Washington Middle School cafeteria. The friends are sitting at a cafeteria-style table.]

\"\"

1

MICHAEL: [looking at the twins] I can’t believe this is the first time you guys have to do a project together.

2

MADISON: Yeah, and it’s not fair because you guys have an advantage.

3

ARIANA: What advantage? We’re doing the same project on indigenous American peoples as you are.

4

MADISON: You’re twins. You guys are in sync with each other. You’re going to work perfectly together and end up with an amazing project.

[ARIANA and TAYLOR look at each other and laugh.]

5

TAYLOR: [smiling] I have to disagree with you on that one.

6

ARIANA: I second that notion!

7

JACOB: Tell me that you guys don’t already have your project all planned out.

8

TAYLOR: Mr. Cho just assigned it! How could we have it planned out? We’re twins, not mind readers!

9

JACOB: Okay, let’s do a test. You two write down what you’re thinking about for the project.

[The twins take out paper and start writing.]

10

ARIANA: Done!

11

TAYLOR: Okay, I’m done, too.

12

MADISON: [holding up the papers] Ariana, you wrote a paragraph, and Taylor, you’ve practically completed the project!

[Everyone laughs.]

13

MADISON: [reading from ARIANA’s paper] Ariana wrote, “I will follow a family that crossed the Bering Land Bridge into what is now North America. I will have a poster that shows their travel route. I will dress dolls with clothes that match what they might have worn.” [looking up] Wow! That is a cool idea!

14

JACOB: [reading from TAYLOR’s paper] Taylor wrote, “My project will include a write-up of the different theories regarding how the early peoples got to the Americas. There will be archaeological evidence provided that supports the theories.” [holding up TAYLOR’s paper] Taylor also came up with a bunch of charts and diagrams. I’m certainly impressed with the detail in this!

15

ARIANA: [to JACOB] Oh, so you’re saying Taylor’s idea is better than mine? [turning to TAYLOR] Well, I think your idea is boring. Who’s going to want to read all that stuff?

16

TAYLOR: The teacher, that’s who! Mr. Cho will want evidence. Anyone can dress a doll in a caveman costume, but what does that show?

17

ARIANA: I’m not making a costume. I’m going to make the clothes they wore!

18

MICHAEL: Whoa guys! You win! You both are right, and we were wrong.

19

ARIANA and TAYLOR: [simultaneously] Huh?

20

MICHAEL: We said you had an advantage with the project because you were both in sync with each other. You both disagreed with us, and you were right!

[Everyone laughs.]

21

TAYLOR: I guess we are in sync sometimes. [turning to ARIANA] I do like your idea. It is pretty creative.

22

ARIANA: Thanks. But you’re right, Mr. Cho will want more than a flashy poster and dolls. How about I’ll draw a map and you can write up information to support the routes that I show . . . ?

23

MADISON: [groaning] I was right! You do have an unfair advantage!

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The Donkey and His Shadow:

An Aesop Fable

1

The sun was shining brightly even though it was still morning. Simon had some business to conduct in the next town, and he was not looking forward to the long trek in the blazing heat. He decided he would make the trip easier for himself by hiring a donkey to ride.

2

Simon went to his neighbor, who owned a donkey, and asked if he could hire it for his journey. The neighbor, who was always eager to make some money, was happy to oblige. He said that he would walk alongside the donkey during the trip to make sure Simon and the animal stayed safe. When Simon said he would feel bad making the neighbor walk all the way, the neighbor replied that was nonsense because he would get his money.

3

So, off the two men went, Simon sitting atop the donkey and his neighbor walking apace to make sure that the donkey stayed the course. At first, the two men chatted pleasantly about the sights they saw along the way. However, as they passed the village outskirts, they entered a treeless plain that left them little to look at, but even worse, it left nothing to block the sun. For now, the sun had risen high in the sky, making the temperature intensely hot. The men continued on, but now each seemed lost in their own thoughts as they wiped the sweat from their brow and started to wilt in the sun.

4

Noticing his neighbor struggle, Simon suggested that they take a break and drink from the skins filled with water that they carried with them. His neighbor readily agreed, and Simon dismounted from the donkey while it was being held still. He sat down in the shade the animal offered. The neighbor went to join Simon in the shade, but, alas, the beast’s shadow was not large enough to accommodate both men.

\"\"

5

The neighbor asked Simon to move over a bit, but Simon refused, explaining that would place him in the sun. The neighbor responded that he had walked all the way and would have to walk again when they started up. He said that he deserved to rest in the shade. Now the argument began to get as hot as the day. Simon began shouting that he was the one who was paying, so it should be him that gets the shade.

6

By this point, both men were standing, gesturing at each other angrily with their hands. They were so intent on their anger, that they didn’t even notice the donkey running away. At last, they paused their tirade, as each was fully exhausted from all their exertions in the sun. They both looked around and realized that it was just the two of them on the treeless plain, with neither donkey nor its shadow! Now, Simon would have to walk to the village and home in the sun, and the neighbor would have to search for his donkey and receive no money for his efforts.

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A quadratic function is given below.

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How many real and complex roots does this function have? Drag and drop the correct numbers into the boxes to complete the following statements.

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Since f(x) has degree 2, the Fundamental Theorem of Algebra tells us that f(x) has a total of 2 roots. To determine the number of real roots, find the discriminant: b2 – 4ac = 32 – 4(1)(4) = –7. Since the discriminant is negative, f(x) has 0 real roots and 2 complex roots. The number of x-intercepts of the graph of f(x) is the same as the number of real roots, 0.

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from Metamorphoses Book 1: Apollo and Daphne

by Ovid

Apollo, falling in love with Daphne, the daughter of the river Peneus, she flies from him. He pursues her; on which, the Nymph, imploring the aid of her father, is changed into a laurel.

1

Yet he [Apollo] that follows, aided by the wings of love, is the swifter, and denies her [Daphne] any rest; and is now just at her back as she flies, and is breathing upon her hair scattered upon her neck. Her strength being now spent, she grows pale, and being quite faint, with the fatigue of so swift a flight, looking upon the waters of Peneus,1 she says, “Give me, my father, thy aid, if your rivers have divine power. Oh Earth, either yawn to swallow me, or by changing it, destroy that form, by which I have pleased too much, and which causes me to be injured.”

2

Hardly had she ended her prayer, when a heavy torpor seizes her limbs; and her soft body is covered with a thin bark. Her hair grows into green leaves, her arms into branches; her feet, the moment before so swift, adhere by sluggish roots; a leafy canopy overspreads her features; her elegance alone remains in her. This, too, Phoebus2 admires, and placing his right hand upon the stock, he perceives that the heart still throbs beneath the new bark; and then, embracing the branches as though limbs in his arms, he gives kisses to the wood, and yet the wood shrinks from his kisses.

3

To her the God said: “But since thou canst not be my wife, at least thou shalt be my tree; my hair, my lyre, my quiver shall always have thee, oh laurel! Thou shalt be presented to the Latian chieftains, when the joyous voice of the soldiers shall sing the song of triumph, and the long procession shall resort to the Capitol. Thou, the same, shalt stand as a most faithful guardian at the gate-posts of Augustus before his doors, and shalt protect the oak placed in the centre; and as my head is ever youthful with unshorn locks, do thou, too, always wear the lasting honors of thy foliage.”

4

[Apollo] had ended his speech; the laurel nodded assent with its new-made boughs, and seemed to shake its top just like a head.

________

1Peneus: Daphne’s father, the river god
2Phoebus: Another name for Apollo

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Cupid: The Thief of Free Will

1

This picture by English engraver John Smith depicts the moment that Apollo seizes Daphne, which is also the moment that she metamorphoses into a laurel tree. We see what is perhaps sadness or terror in their eyes. Without knowing the whole story, we might assume that this is a frustrating end to the story of two young lovers. But the tale of Apollo and Daphne is really a story in which the two main characters cannot exercise free will.

\"\"

2

In the tale of Apollo and Daphne, Apollo pursues his beloved Daphne, who turns into a laurel tree in order to escape from him. Apollo, it seems, just doesn’t know the meaning of “no,” and Daphne can never say “yes.” Why is this the case? Is Apollo just stubborn? Is Daphne simply arrogant? Although these reasons cannot be ruled out, there is another character whose role is very important early in the story.

3

It turns out that Cupid not only has arrows that can make a person fall in love but also has arrows that can make a person shun love. He has gold arrows that cause love and lead arrows that repel it. Early in the story, Cupid uses both types of arrows. Daphne is struck with the lead arrow, and Apollo is struck with the gold arrow. So no matter how much Apollo tries to impress Daphne, she will never be able to love him. The reverse is also true; no matter how much Daphne rejects Apollo, he will not be able to stop loving her.

4

Why does a character like Cupid exist in the first place? His role seems to rob other characters of their abilities to choose their own destinies. There is a supposedly real story that may offer some explanation. Before the story of Apollo and Daphne was first told, a young prince fell in love with a maiden who did not return his affections. He pursued her, and she fled. When she reached a river, she fell in and drowned. When he realized what had happened, the prince comforted himself with the beauty of the laurel trees that grew beside the river. Perhaps those who are frustrated in love are better able to make peace with the situation if they believe it to be out of their control?

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Over equal time intervals, the value of A changes by the same number of grams.{{3}}
After 10 years, the amount of the substance is one-half of its initial value.{{4}}
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Which of the following represents the number 568.42? Select all that are correct.", + "element": "multiple-choice" }, - "id": "4028e4a24a11a99c014a161432b006b8", - "choices": [ - { - "id": "0", - "value": "True" + { + "lockChoiceOrder": true, + "partialScoring": true, + "markup": "568.42 {{0}} five hundred sixty-seven and forty-eight hundredths", + "id": "a9717749-6b81-494d-b00b-dab043e38ecc", + "choices": { + "0": [ + { + "correct": true, + "label": ">", + "value": "0" + }, + { + "correct": false, + "label": "<", + "value": "1" + } + ] }, - { - "id": "1", - "value": "False" - } - ], - "prompt": "

A substance is subject to radioactive decay. The function below shows the relationship between \n A\n\n, the amount of the substance remaining in grams, and \n t\n\n, the number of years the substance has been decaying.

\n \n A=5500\n \n (\n 2\n )\n \n \n −0.1t\n \n \n \n \n\n

A table is shown below with some values of \n A\n\n corresponding to time \n t\n\n.

\"\"

Decide if each statement is true or false. Drag and drop True or False into the box next to each statement.

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This is an exponential function, which is decreasing for all values of t, so the initial value of 5,500 grams is the maximum value of A. For t = 10, the exponent becomes –1, so 5,500 is multiplied by  \n \n \n 2\n \n −1\n \n \n \n \n\n, making the value of A one-half of what it was at the beginning. Because –t is multiplied by 0.1, the amount of the substance does not decrease by one-half on a yearly basis, but less than one-half. Since the function is exponential rather than linear, equal time intervals do not lead to an equal decrease in the amount of the substance.

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Rebel Raider

by H. Beam Piper

This excerpt describes a scene in which Confederate General J.E.B Stuart is visiting his home in the occupied South.

1

It was almost midnight on January 2, 1863. The party at the Ratcliffes’ home was breaking up. The party had been a spur-of-the-moment gathering organized after hearing that General J.E.B. Stuart would be in town.

2

Stuart had arrived in Fairfax County about a week early with a cavalry of men. Along his ride he shot up outposts, ran off horses, destroyed supply depots, and burned stores. Now, before returning to the Confederate Army, he decided to pay his friend Laura Ratcliffe a visit. A party was planned upon his arrival.

3

“It’s a shame you can’t stay longer, General,” Laura Ratcliffe was saying. “It’s hard on us, living in conquered territory, under enemy rule.”

4

“I will not leave you entirely, Miss Ratcliffe,” Stuart told her. “I will be returning to my home in Culpepper in the morning. However, I will leave Captain Mosby and a few other men here to look after the loyal Confederate people like yourself. These men will stay until I can return after winning this war.”

5

Captain Mosby was thirty years old but looked very youthful. He was below average height and extremely skinny. His hair and the beard he was wearing at the time were very light brown. He wore an officer’s uniform and instead of carrying a sword, he had a pair of guns on his belt.

6

Tonight at the party, he looked quite refined. The cloak he was fastening was lined with scarlet silk and the gray cock-brimmed hat had a squirrel tail on it. Mosby looked like any other common Confederate soldier. However, deep in his blue eyes one could see that there was more to him than that. He was ruthless, self confident, good humored, and rude.

7

For an instant he stood looking at the general. Then he realized what Stuart had said, and his blue eyes sparkled. This was the thing he had almost given up hoping for. Finally, he would get a chance to lead a group of men on his enemy’s land.

Excerpt from Rebel Raider by H. Beam Piper. In the public domain.

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Confederate Meeting

1

Jackson sat as quiet as a mouse outside the door to Father’s den. Tonight was another one of Father’s meetings. Recently it seemed as though Father had one of these meetings almost every other night. Father instructed Jackson to stay in his room during these meetings, but tonight Jackson’s curiosity got the best of him. He desperately wanted to know what the men were discussing.

2

Through the slit in the door frame, Jackson could see the flickering of candlelight and shadows of three men in the room. At first he could not hear anything being said, but after a few minutes the men appeared to be arguing. This piqued Jackson’s interest even more. He curled his legs up to his chest and sat like a little ball in a dark corner. He listened carefully.

3

“This is very serious John. What should we do? We are losing men left and right.”

4

“I think we need to go in strong. Attack when they least expect it.”

5

Jackson could see Father sitting with his head resting in his hands. When Father looked up, the candlelight shone upon him. Jackson noticed the lines that seem to have grown on Father’s face, making him look much older than his actual age. Jackson had a knot in the pit of his stomach. His father had always been the kindest and most gentle person he had ever known. But recently Father seemed to have grown an outer shell. His constant talk of war and fighting alarmed Jackson. Father began speaking.

6

“Okay, I understand. But, we need to be smart. We cannot afford any more bloodshed. Especially after the devastating outcome at Gettysburg. I just got word that in two days time Bragg will lead the Army of Tennessee north to take back Chattanooga. Until then, I think we need to hold tight and wait.”

7

Suddenly the room seemed to go silent. Jackson looked through the crack and saw the three men huddled around pointing at something on Father’s antique wood desk. Jackson did not want to hear or see Father like this anymore. He retreated to his bed and, as he snuffed the wick of his bedside candle, he prayed the days ahead would get better and he would have his old father back.

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The Thirteen Towers Solar Observatory

1

In 2007, an ancient solar observatory was identified at Chankillo, Peru. It is the oldest known solar observatory in the Americas. A solar observatory keeps track of the sun and its movements. It is like a calendar for the year.

\"Figure

2

What is so amazing is that at Chankillo, the site was constructed in the 4th century B.C., and it is still in place today. Ivan Ghezzi, a researcher at Yale University, wrote, “The 2,300-year-old solar observatory at Chankillo is the earliest such structure identified.” It is 500 years older than the calendars of the Maya.

3

In addition, it covers the whole year, which is different from the other sites. It defines all the major aspects of the year. This was important for the Inca. They used the sun to mark important events like planting and harvesting times.

4

Chankillo is large. It covers several square kilometers in the coastal Peruvian desert. It has thirteen towers that mark the sun’s position throughout the year. The thirteen towers are positioned along a small hill; they resemble large prehistoric teeth.

\"Figure

5

The Inca believed that their king was the child of the sun. The solar observatory helped the king keep his power. It allowed the king to understand the movement of the sun. To the Inca people, it seemed like he actually controlled the sun.

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", + "title": "Based on the summary section below, what would be the Previous Balance?" + } + ], + "id": "p-00000000", + "element": "pie-passage" + } + ], + "_id": "64b9b444ceb629928e8d5375", + "layout": "layout", "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "4028e4a2317137900131717495f9063c": { - "id": "4028e4a2317137900131717495f9063c", - "markup": "", - "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "Anna Sewell", - "subtitle": "", - "text": "

Black Beauty: My Early Home

by Anna Sewell

The book Black Beauty tells the story of a horse named Black Beauty. Beauty tells the story himself and talks about his life. In this part of the book, Beauty talks about when he was a young foal growing up on his mother's farm. He describes the nice meadow and pond where he would play with the other young horses. His mother Duchess teaches him good manners so he will grow up to be a kind and well-trained horse.

1

The first place that I can well remember was a large pleasant meadow with a pond of clear water in it. Some shady trees leaned over it, and rushes and water-lilies grew at the deep end. Over the hedge on one side we looked into a plowed field, and on the other we looked over a gate at our master's house, which stood by the roadside; at the top of the meadow was a grove of fir trees, and at the bottom a running brook overhung by a steep bank.

2

While I was young I lived upon my mother's milk, as I could not eat grass. In the daytime I ran by her side, and at night I lay down close by her. When it was hot we used to stand by the pond in the shade of the trees, and when it was cold we had a nice warm shed near the grove.

3

As soon as I was old enough to eat grass my mother used to go out to work in the daytime, and come back in the evening. There were six young colts in the meadow besides me; they were older than I was; some were nearly as large as grown-up horses. I used to run with them, and had great fun; we used to gallop all together round and round the field as hard as we could go. Sometimes we had rather rough play, for they would frequently bite and kick as well as gallop.

4

One day, when there was a good deal of kicking, my mother whinnied to me to come to her, and then she said: "I wish you to pay attention to what I am going to say to you. The colts who live here are very good colts, but they are cart-horse colts, and of course they have not learned manners. You have been well-bred and well-born; your father has a great name in these parts, and your grandfather won the cup two years at the Newmarket races; your grandmother had the sweetest temper of any horse I ever knew, and I think you have never seen me kick or bite. I hope you will grow up gentle and good, and never learn bad ways; do your work with a good will, lift your feet up well when you trot, and never bite or kick even in play."

5

I have never forgotten my mother's advice; I knew she was a wise old horse, and our master thought a great deal of her. Her name was Duchess, but he often called her Pet.

6

Our master was a good, kind man. He gave us good food, good lodging, and kind words; he spoke as kindly to us as he did to his little children. We were all fond of him, and my mother loved him very much. When she saw him at the gate she would neigh with joy, and trot up to him.

Excerpt from Black Beauty, by Anna Sewell. In the public domain.

", - "title": "Black Beauty: My Early Home" - } - ], - "id": "4028e4a2317137900131717495f9063c", - "element": "pie-passage" - } - ], - "_id": "66aeca8a8e6cc3996f7feb8a", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "653c5b1878e8a06f9544112c": { - "markup": "", + "65f5cc57b45b1310d6974f85": { + "markup": "

B. What are the mean and median of the data?

\n\n

Use the on-screen keyboard to type the answers in the boxes below.

\n

The mean is .

\n\n

The median is .

\n



", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "Anna's brush measures {{0}} inches long.
\nMaria's brush measures {{1}} inches long.", - "correctResponse": { - "0": "3", - "1": "8" + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5", + "multiple-choice": "@pie-element/multiple-choice@8.14.6", + "math-inline": "@pie-element/math-inline@7.16.5", + "pie-element-charting": "@pie-element/charting@7.13.6" + }, + "models": [ + { + "equationEditor": 1, + "responseType": "Advanced Multi", + "expression": "{{response}}", + "responses": [ + { + "allowTrailingZeros": false, + "answer": "18", + "id": "1", + "validation": "symbolic" + } + ], + "id": "aeeddfc2-98c6-4a6f-a7b2-530e6cb6a913", + "prompt": "

Lisa counted the number of roses on each rose bush in her garden. The dot plot shows the results.

\n\n

\"image

\n\n

 

\n\n

A. How many rose bushes are in Lisa’s garden?

\n\n

Use the on-screen keyboard to type the answer in the box.

\n", + "element": "math-inline" }, - "id": "4028e4a24d2f79c6014d799ab4b8008d", - "choices": [ - { - "id": "0", - "value": " 3 3 4 " - }, - { - "id": "1", - "value": "4" - }, - { - "id": "2", - "value": " 4 1 4 " - }, - { - "id": "3", - "value": " 4 1 2 " - }, - { - "id": "4", - "value": " 4 3 4 " - }, - { - "id": "5", - "value": "5" - }, - { - "id": "6", - "value": " 5 1 4 " - }, - { - "id": "7", - "value": " 5 1 2 " + { + "equationEditor": 1, + "responseType": "Advanced Multi", + "expression": "{{response}}", + "responses": [ + { + "allowTrailingZeros": false, + "answer": "20", + "id": "1", + "validation": "symbolic" + } + ], + "id": "12f402e2-fff1-4eec-95e7-46a55fc231f1_1", + "element": "math-inline" + }, + { + "equationEditor": 1, + "responseType": "Advanced Multi", + "expression": "{{response}}", + "responses": [ + { + "allowTrailingZeros": false, + "answer": "19", + "id": "1", + "validation": "symbolic" + } + ], + "id": "12f402e2-fff1-4eec-95e7-46a55fc231f1_2", + "element": "math-inline" + }, + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "88f7328a-6127-48a1-8952-a4a5c788c203", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "mean", + "value": "1" + }, + { + "correct": false, + "label": "median", + "value": "2" + }, + { + "correct": false, + "label": "mode", + "value": "3" + }, + { + "correct": true, + "label": "range", + "value": "0" + } + ], + "prompt": "

C. Which statistical measure BEST represents the variability of the data in the dot plot?

\n", + "element": "multiple-choice" + }, + { + "addCategoryEnabled": false, + "data": [ + { + "interactive": true, + "label": "12", + "value": 0 + }, + { + "interactive": true, + "label": "13", + "value": 0 + }, + { + "interactive": true, + "label": "14", + "value": 1 + }, + { + "interactive": true, + "label": "15", + "value": 1 + }, + { + "interactive": true, + "label": "16", + "value": 2 + }, + { + "interactive": true, + "label": "17", + "value": 2 + }, + { + "interactive": true, + "label": "18", + "value": 2 + }, + { + "interactive": true, + "label": "19", + "value": 2 + }, + { + "interactive": true, + "label": "20", + "value": 0 + }, + { + "interactive": true, + "label": "21", + "value": 2 + }, + { + "interactive": true, + "label": "22", + "value": 1 + }, + { + "interactive": true, + "label": "23", + "value": 0 + }, + { + "interactive": true, + "label": "24", + "value": 3 + }, + { + "interactive": true, + "label": "25", + "value": 0 + }, + { + "interactive": true, + "label": "26", + "value": 0 + }, + { + "interactive": true, + "label": "27", + "value": 1 + }, + { + "interactive": true, + "label": "28", + "value": 1 + } + ], + "domain": { + "label": "Number of Roses" + }, + "chartType": "dotPlot", + "range": { + "min": 0, + "max": 5, + "labelStep": 1, + "step": 1 + }, + "id": "6e6a4edf-9992-4bf9-8ed8-42614231378e", + "correctAnswer": { + "data": [ + { + "label": "12", + "value": 1 + }, + { + "label": "13", + "value": 0 + }, + { + "label": "14", + "value": 1 + }, + { + "label": "15", + "value": 3 + }, + { + "label": "16", + "value": 2 + }, + { + "label": "17", + "value": 2 + }, + { + "label": "18", + "value": 3 + }, + { + "label": "19", + "value": 2 + }, + { + "label": "20", + "value": 0 + }, + { + "label": "21", + "value": 2 + }, + { + "label": "22", + "value": 1 + }, + { + "label": "23", + "value": 0 + }, + { + "label": "24", + "value": 3 + }, + { + "label": "25", + "value": 0 + }, + { + "label": "26", + "value": 0 + }, + { + "label": "27", + "value": 1 + }, + { + "label": "28", + "value": 1 + } + ] }, - { - "id": "8", - "value": " 5 3 4 " + "title": "Rose Bush Count", + "prompt": "

D. Lisa buys 4 new rose bushes. Two of the bushes have 15 roses each, one bush has 18 roses, and one bush has 12 roses. Complete the dot plot below to show ALL of Lisa's rose bushes.

\n\n

Lisa's original dot plot is shown below. Use your cursor to drag each column up or down to create the correct number of dots in the new plot.

\n", + "graph": { + "width": 500, + "height": 500 }, - { - "id": "9", - "value": "6" - } - ], - "prompt": "

Two sisters measured their hair brushes.

Anna measured hers like this:

\"\"                             

Maria measured hers like this:

\"\"

Drag and drop the correct numbers into each box to make the sentences true.

", - "choicesPosition": "below", - "rationale": "

Reading the measurements from the rulers shows a length of 4 1/2 inches for Anna's brush and 5 3/4 inches for Maria's brush.

", - "element": "drag-in-the-blank" - } - ], - "_id": "653c5b1878e8a06f9544112c" - }, - "653c08c060ce611d7fe9c064": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "Relation A: {{0}}
\nRelation B: {{1}}
\nRelation C: {{2}}
\nRelation D: {{3}}", - "correctResponse": { - "0": "0", - "1": "1", - "2": "0", - "3": "0" + "element": "pie-element-charting" }, - "id": "8a8080815ad33fc5015ad858f7f00443", - "choices": [ - { - "id": "0", - "value": "Function" + { + "lockChoiceOrder": true, + "partialScoring": true, + "markup": "

With the new bushes, the mean will {{0}}, the median will {{1}}, and the range will {{2}}.

\n", + "id": "fa3f5ff6-c3f0-46db-91cc-079698c9cdae", + "choices": { + "0": [ + { + "correct": false, + "label": "increase", + "value": "0" + }, + { + "correct": true, + "label": "decrease", + "value": "1" + }, + { + "correct": false, + "label": "stay the same", + "value": "2" + } + ], + "1": [ + { + "correct": false, + "label": "increase", + "value": "0" + }, + { + "correct": true, + "label": "decrease", + "value": "1" + }, + { + "correct": false, + "label": "stay the same", + "value": "2" + } + ], + "2": [ + { + "correct": true, + "label": "increase", + "value": "0" + }, + { + "correct": false, + "label": "decrease", + "value": "1" + }, + { + "correct": false, + "label": "stay the same", + "value": "2" + } + ] }, - { - "id": "1", - "value": "Not a Function" - } - ], - "prompt": "

There are four relations, labeled A through D, shown below.

\"Relation

Determine whether or not each relation represents a function. Drag and drop the correct response into the box next to each relation.

", - "choicesPosition": "below", - "rationale": "
  • Relation A: Function
  • Relation B: Not a Function
  • Relation C: Function
  • Relation D: Function

A: This table shows a function because each x-value has one and only one y-value. Even though y-values repeat, this relation is still a function.

B: This set of ordered pairs is NOT a function. Note that the x-value 5 corresponds to y-values of both 3 and 5. To be a function, each x-value must have one and only one y-value.

C: This graph shows a function because there is no vertical line that will cross this graph twice, so it passes the vertical line test.

D: This mapping shows a function because each input is mapped to exactly one output.

", - "element": "drag-in-the-blank" - } - ], - "_id": "653c08c060ce611d7fe9c064" - }, - "656ccade794b522979c8015b": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "prompt": "E. With the addition of the new bushes, how are the mean, median and range affected? Use the drop-down menus to complete the statement below.", + "element": "inline-dropdown" + } + ], + "_id": "65f5cc57b45b1310d6974f85" }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

David picked these blocks from a basket.

Zac picked these blocks from the basket.

Drag and drop the answers that will make the sentence true.

", - "partialScoring": true, - "markup": "Subtracting David's number from Zac's number will result in {{0}} hundreds flats, plus {{1}} tens rods, plus {{2}} ones blocks.", - "correctResponse": { - "0": "0", - "1": "9", - "2": "1" - }, - "id": "8a8080818c169cbb018c2198cf7f05ca", - "choices": [ - { - "id": "0", - "value": "0" - }, - { - "id": "1", - "value": "1" - }, - { - "id": "2", - "value": "2" - }, - { - "id": "3", - "value": "3" - }, - { - "id": "4", - "value": "4" - }, - { - "id": "5", - "value": "5" - }, - { - "id": "6", - "value": "6" - }, - { - "id": "7", - "value": "7" - }, - { - "id": "8", - "value": "8" - }, - { - "id": "9", - "value": "9" - } - ], - "prompt": "

David picked these blocks from a basket.

\"David

Zac picked these blocks from the basket.

\"Zac

Drag and drop the answers that will make the sentence true.

", - "choicesPosition": "below", - "rationale": "

This is the result of having a firm understanding of place value and how to decompose 100 when there are not enough 10s to subtract. 436 – 345 can be represented as 3 hundreds, 13 tens, 6 ones minus 3 hundreds, 4 tens, 5 ones, giving 0 hundreds, 9 tens, and 1 one after decomposing a hundred flat from Zac's blocks into tens.

", - "element": "drag-in-the-blank" - } - ], - "_id": "656ccade794b522979c8015b" - }, - "64c028fd5358f54421752221": { - "markup": "", + "66236998710337a729ee193f": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "{{0}}+{{1}}={{2}} of a gallon of paint", - "correctResponse": { - "0": "0", - "1": "2", - "2": "3" - }, - "alternateResponses": { - "0": [ - "2" - ], - "1": [ - "0" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818ec41dae018ee76ed6a03efb", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

to end what they viewed as a costly period of American expansionism

", + "value": "8a8080818ec41dae018ee76ed6a03efd", + "rationale": "

The expansion of the United States was not an issue of contention between these parties.

" + }, + { + "correct": true, + "label": "

to control the direction of the government's Reconstruction policy

", + "value": "8a8080818ec41dae018ee76ed6a03efc", + "rationale": "

Radical Republicans in Congress believed Johnson's approach to Reconstruction treated Confederate states and their leaders too leniently; impeaching Johnson was a means by which for the Radical Republicans to establish Military Reconstruction and implement more stringent terms for the readmission of states that had seceded from the Union.

" + }, + { + "correct": false, + "label": "

to prevent the extension of full civil rights to Black Americans

", + "value": "8a8080818ec41dae018ee76ed6a03efe", + "rationale": "

Radical Republicans advocated for the extension of rights to Black Americans.

" + }, + { + "correct": false, + "label": "

to bring an end to the government regulation of American businesses

", + "value": "8a8080818ec41dae018ee76ed6a03eff", + "rationale": "

Government regulation was not an issue of contention between these parties.

" + } ], - "2": [ - "3" - ] - }, - "id": "4028e4a24986be8d01499c129ad325a1", - "choices": [ - { - "id": "0", - "value": " 1 2 " - }, - { - "id": "1", - "value": " 4 9 " - }, - { - "id": "2", - "value": " 2 5 " - }, - { - "id": "3", - "value": " 9 10 " - }, - { - "id": "4", - "value": " 3 7 " - }, - { - "id": "5", - "value": " 3 10 " - }, - { - "id": "6", - "value": " 1 3 " - } - ], - "prompt": "

Bobby is painting furniture using one gallon of paint. He uses \n \n \n 2\n 5\n \n \n \n of the gallon for a bookshelf and \n \n \n 1\n 2\n \n \n \n of the gallon for a chair.

What fraction of the gallon of paint does Bobby use in all?

Drag and drop fractions into the boxes to show the correct equation Bobby can use to find the answer.

", - "choicesPosition": "below", - "rationale": "

The correct equation to find the fraction of a gallon of paint Bobby used in all is 2/5 + 1/2 = 9/10. This answer could be selected by using the benchmark fraction 1/2 and number sense of fractions to estimate mentally and assess the reasonableness of the possible answers listed. Recognizing that 2/5 is close to 1/2 would then mean that the sum of this number and 1/2 should be very close to 1. The correct sum could also be found by converting fractions 2/5 and 1/2 to have the same denominators, in which case 2/5 + 1/2 = 4/10 + 5/10 = 9/10.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64c028fd5358f54421752221" - }, - "6529fd09117b72a3375676ed": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "prompt": "

Why did the Radical Republicans seek to impeach President Andrew Johnson?

", + "element": "multiple-choice" + } + ], + "_id": "66236998710337a729ee193f" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
Line 1{{0}}
Line 2{{1}}
Line 3{{2}}
\n", - "correctResponse": { - "0": "2", - "1": "5", - "2": "6" - }, - "id": "4028e4a24e6f8eaf014ed5eb23f73970", - "choices": [ - { - "id": "0", - "value": "375" - }, - { - "id": "1", - "value": "450" - }, - { - "id": "2", - "value": "750" - }, - { - "id": "3", - "value": "1,125" - }, - { - "id": "4", - "value": "3,400" - }, - { - "id": "5", - "value": "3,750" - }, - { - "id": "6", - "value": "4,500" - }, - { - "id": "7", - "value": "7,500" - } - ], - "prompt": "

Drag and drop the numbers into the labeled rows to complete the multiplication problem. 

\"The

", - "choicesPosition": "below", - "rationale": "

Using the standard algorithm for multiplication, 36 × 125 can be computed with line 1 representing 6 × 125 = 750, line 2 representing 30 × 125 = 3,750, and line 3 summing the partial products for a total of 4,500.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd09117b72a3375676ed" - }, - "6584db78169f87c3da33def7": { - "markup": "", + "66236998710337a729ee16cb": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818ec41dae018ee74925c43ecf", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

all slaves born in the United States.

", + "value": "8a8080818ec41dae018ee74925c53ed1", + "rationale": "

The proclamation only pertained to enslaved persons held in states in active rebellion against the United States.

" + }, + { + "correct": true, + "label": "

slaves who were living in rebelling states.

", + "value": "8a8080818ec41dae018ee74925c53ed2", + "rationale": "

The proclamation stated that "all persons held as slaves within any State . . . in rebellion against the United States, shall be then, thenceforward, and forever free"

" + }, + { + "correct": false, + "label": "

all slaves in the United Slates.

", + "value": "8a8080818ec41dae018ee74925c53ed0", + "rationale": "

The proclamation only pertained to enslaved persons held in states in active rebellion against the United States.

" + }, + { + "correct": false, + "label": "

slaves living in states under Union control.

", + "value": "8a8080818ec41dae018ee74925c53ed3", + "rationale": "

The proclamation only pertained to enslaved persons held in states in active rebellion against the United States.

" + } + ], + "prompt": "
The Emancipation Proclamation freed
", + "element": "multiple-choice" + } + ], + "_id": "66236998710337a729ee16cb" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
StatementReason
KL¯∥NO¯Given
M is the midpoint of LN¯.Given
LM¯≅NM¯Definition of midpoint
∠KLM≅∠ONM{{0}}
∠KML≅∠OMN{{1}}
△KLM≅△ONM{{2}}
\n", - "correctResponse": { - "0": "5", - "1": "0", - "2": "2" - }, - "id": "8a808081897b057001898d887e5701a7", - "choices": [ - { - "id": "0", - "value": "Vertical Angles Theorem" - }, - { - "id": "1", - "value": "AAS Congruence Theorem" - }, - { - "id": "2", - "value": "ASA Congruence Theorem" - }, - { - "id": "3", - "value": "SAS Congruence Theorem" - }, - { - "id": "4", - "value": "Corresponding Angles Postulate" - }, - { - "id": "5", - "value": "Alternate Interior Angles Theorem" - } - ], - "prompt": "

In the diagram below, segments KL¯ and NO¯ are parallel, and M is the midpoint of LN¯.

\"\"

Drag the missing reasons into the two-column proof below.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown.

StatementReason
KL¯∥NO¯Given
M is the midpoint of LN¯.Given
LM¯≅NM¯Definition of midpoint
∠KLM≅∠ONMAlternate Interior Angles Theorem
∠KML≅∠OMNVertical Angles Theorem
△KLM≅△ONMASA Congruence Theorem
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try to convince Confederate leaders that a compromise preserving the country could still be reached.

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This was not the goal, or effect, of the proclamation, which freed enslaved persons in Confederate states.

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shift the objective of the Union Army from simply preserving the Union to abolishing slavery as well.

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The proclamation established the abolition of slavery as an explicit goal of the Union in the Civil War.

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undermine the Union war effort and encourage European nations to support the Confederacy.

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The proclamation was issued by President Abraham Lincoln, leader of the Union.

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strengthen American democracy by expanding states' rights at the expense of federal power.

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The proclamation represented the expansion of federal, not state, power.

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During the Civil War, the Emancipation Proclamation was issued in part to
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The Pleasure of Writing

by A. A. Milne
1

Sometimes when the printer is waiting for an article which really should have been sent to him the day before, I sit at my desk and wonder if there is any possible subject in the whole world upon which I can possibly find anything to say. On one such occasion I left it to Fate, which decided, by means of a dictionary opened at random, that I should deliver myself of a few thoughts about goldfish… Today I am without a care. Nothing less has happened than that I have a new nib* in my pen.

2

In the ordinary way, when Shakespeare writes a tragedy, or Mr. Blank gives you one of his charming little essays, a certain amount of thought goes on before pen is put to paper. One cannot write “Scene I. An Open Place. Thunder and Lightning. Enter Three Witches,” or “As I look up from my window, the nodding daffodils beckon to me to take the morning,” one cannot give of one’s best in this way on the spur of the moment. At least, others cannot. But when I have a new nib in my pen, then I can go straight from my breakfast to the blotting-paper, and a new sheet of foolscap fills itself magically with a stream of blue-black words. When poets . . . talk of the pleasure of writing, they mean the pleasure of giving a piece of their minds to the public; with an old nib a tedious business. They do not mean (as I do) the pleasure of the artist in seeing beautifully shaped “k’s” and sinuous “s’s” grow beneath his steel. Anybody else writing this article might wonder “Will my readers like it?” I only tell myself “How the compositors will love it!”

3

But perhaps they will not love it. Maybe I am a little above their heads. I remember on one First of January receiving an anonymous postcard wishing me a happy New Year, and suggesting that I should give the compositors a happy New Year also by writing more generously. In those days I got a thousand words upon one sheet 8 in. by 5 in. I adopted the suggestion, but it was a wrench; as it would be for a painter of miniatures forced to spend the rest of his life painting the Town Council of Boffington in the manner of Herkomer. My canvases are bigger now, but they are still impressionistic. “Pretty, but what is it?” remains the obvious comment; one steps back a pace and saws the air with the hand; “You see it better from here, my love,” one says to one’s wife. But if there be one compositor not carried away by the mad rush of life, who in a leisurely hour (the luncheon one, for instance) looks at the beautiful words with the eye of an artist, not of a wage-earner, he, I think, will be satisfied; he will be as glad as I am of my new nib. Does it matter, then, what you who see only the printed word think of it?

4

A woman, who had studied what she called the science of calligraphy, once offered to tell my character from my handwriting. I prepared a special sample for her; it was full of sentences like “To be good is to be happy,” “Faith is the lode-star of life,“ “We should always be kind to animals,” and so on. I wanted her to do her best. She gave the morning to it, and told me at lunch that I was “synthetic.” Probably you think that the compositor has failed me here and printed “synthetic” when I wrote “sympathetic.” In just this way I misunderstood my calligraphist at first, and I looked as sympathetic as I could. However, she repeated “synthetic,” so that there could be no mistake. I begged her to tell me more, for I had thought that every letter would reveal a secret, but all she would add was “and not analytic.” I went about for the rest of the day saying proudly to myself “I am synthetic! I am synthetic! I am synthetic!“ and then I would add regretfully, “Alas, I am not analytic!” I had no idea what it meant.

5

And how do you think she had deduced my syntheticness? Simply from the fact that, to save time, I join some of my words together. That isn’t being synthetic, it is being in a hurry. What she should have said was, “You are a busy man; your life is one constant whirl; and probably you are of excellent moral character and kind to animals.” Then one would feel that one did not write in vain.

6

My pen is getting tired; it has lost its first fair youth. However, I can still go on. I was at school with a boy whose uncle made nibs. If you detect traces of erudition in this article, of which any decent man might be expected to be innocent, I owe it to that boy. He once told me how many nibs his uncle made in a year; luckily I have forgotten. Thousands, probably. Every term that boy came back with a hundred of them; one expected him to be very busy. After all, if you haven’t the brains or the inclination to work, it is something to have the nibs. These nibs, however, were put to better uses. There is a game you can play with them; you flick your nib against the other boy’s nib, and if a lucky shot puts the head of yours under his, then a sharp tap capsizes him, and you have a hundred and one in your collection. There is a good deal of strategy in the game (whose finer points I have now forgotten), and I have no doubt that they play it at the Admiralty in the off season. Another game was to put a clean nib in your pen, place it lightly against the cheek of a boy whose head was turned away from you, and then call him suddenly. As Kipling says, we are the only really humorous race. This boy’s uncle died a year or two later and left about £80,000, but none of it to his nephew. Of course, he had had the nibs every term. One mustn’t forget that.

7

The nib I write this with is called the “Canadian Quill”; made, I suppose, from some steel goose which flourishes across the seas, and which Canadian housewives have to explain to their husbands every Michaelmas. Well, it has seen me to the end of what I wanted to say—if indeed I wanted to say anything. For it was enough for me this morning just to write; with spring coming in through the open windows and my good Canadian quill in my hand, I could have copied out a directory. That is the real pleasure of writing.

*nib: the writing point of a pen, especially an insertable tapered metal part with a split tip

“The Pleasure of Writing” by A. A. Milne, from Not That It Matters. In the public domain.

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The diagram lists three nations that colonized the New World.

What was the primary interest of each nation in the New World?

Drag and drop the correct answer into each circle to complete the diagram.

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Great Britain was most interested in establishing permanent colonies to support its mercantilist policies, France sought to develop the lucrative fur trade, and Spain sought gold and valuable minerals.

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Kendra's mom buys a cake for her birthday party. At the party, Kendra's friends eat 2 3 of the cake. That evening, Kendra's family eats an additional 1 4 of the cake. How much more cake is eaten by Kendra's friends than by her family? 

Drag and drop the fractions to correctly set up and solve the equation for this value.

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The correct response is 23-14=512.

Kendra's friends ate 2/3 of the cake and her family ate 1/4 of it. So Kendra's friends ate 2/3 – 1/4 = 8/12 – 3/12 = 5/12 more of the cake.

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What correctly completes the equation so that it represents this situation?   280 = {{0}}

\n\n

How many hours does Thomas need to mow lawns to have enough money to buy the tool?   h= {{1}}

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Thomas wants to buy a new power tool.

  • The tool costs $280.
  • Thomas already has $80 saved.
  • He mows lawns for $16 per hour.
  • Thomas needs to mow lawns for h hours to earn enough money to buy the tool.

Drag and drop the correct responses into the boxes to answer the questions.

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What correctly completes the equation so that it represents this situation?   280 = 16h + 80

How many hours does Thomas need to mow lawns to have enough money to buy the tool?  h = 12.5

Thomas needs $280. He will get to $280 by adding the amount he already has ($80) with $16 times the number of hours, so 280 = 16h + 80. Solving for h gives 12.5.

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Andy drives for several hours at a speed of 70 miles per hour. {{0}}

\n\n

Erica saves $105 every 3 months, saving an equal amount per month. Erica continues to save her money in the same way over many months. {{1}}

\n\n

A number of textbooks are purchased at a price of $45 per book. {{2}}

\n\n

Jason is paid a fixed hourly rate at a new job. Every 5 hours that pass, he earns $140. {{3}}

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The cause-and-effect diagram concerns the invention of the cotton gin.

How did the invention of the cotton gin impact the United States?

Drag and drop the correct event into the circle to complete the diagram.

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The cotton gin led to the expansion of cotton production, which increased labor needs. This contributed to the expansion of slavery in the South.

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Each statement below can be represented by a proportional relationship in which x represents the independent variable in the statement. Drag and drop the equations into the boxes that correctly represent each statement.

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The correct responses are shown.

  • ​Andy drives for several hours at a speed of 70 miles per hour.  y=70x
  • Erica saves $105 every 3 months, saving an equal amount per month. Erica continues to save her money in the same way over many months.  y=35x
  • A number of textbooks are purchased at a price of $45 per book.  y=45x
  • Jason is paid a fixed hourly rate at a new job. Every 5 hours that pass, he earns $140.  y=28x
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The length of segment XY ¯  is {{0}} units.

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The length of segment YZ ¯  is {{1}} units.

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The area of  △XYZ  is {{2}} square units.

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The 1899 political cartoon showing President William McKinley.

What argument is put forth by the artist of this cartoon?

Select the correct option in each section to complete the statement.

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The cartoon depicts McKinley preparing to create what would eventually become the Panama Canal, which connected the Atlantic and Pacific Oceans and enabled the United States to expand its power and influence in Latin America. It illustrates the various territories the United States gained through its victory in the Spanish-American War, an important step in the expansion of the role of the United States in global affairs and its establishment as a major world power.

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An office building is setting up electric vehicle charging stations in a triangular space in its parking garage, as shown on the coordinate plane below.

\"The

What are the dimensions and area of the triangular space? Drag and drop the correct value to each box.

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The length of XY is the distance between X and Y. When two points have the same first coordinate, the distance between them is the absolute value of the difference of their second coordinates. So, the length of XY is |–6 – 10| = |–16| = 16 units. 

The length of YZ is the distance between Y and Z. When two points have the same second coordinate, the distance between them is the absolute value of the difference of their first coordinates. So, the length of YZ is |–7 – 5| = |–12| = 12 units. 

The area of a triangle is (1/2)(base ? height). In this triangle the base is 16 units and the height is 12, so the area is 1/2 ? 16 ? 12 = 8 ? 12 = 96 square units.

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Elite DJ Contract

1

Elite DJ will be providing the musical entertainment at Middle School Promotion Party for Leyla Artinian on 5/25/13.

Event Information

Customer NameLeyla Artinian
Contract Number4634
Address of EventHouse of Pizza, 8732 Seneca St., Troy, New York
Date of Event5/25/13
Event Time6:00 p.m.
Type of EventPromotion party
# of Guests40

Payment Information

2

The total fee for this service is $400 for 4 hours of entertainment. If Leyla Artinian requests additional hours, and Elite DJ is able to provide them, the fee will be $75 per additional hour.

3

Leyla Artinian will pay a deposit at least 60 days prior to the event, in the amount of $100. This deposit is refundable.

4

Leyla Artinian will pay the balance due on or before the date of the event.

5

If Leyla Artinian wishes to cancel the services, she must give Elite DJ at least 14 days’ notice. Any cancellation after that point will result in forfeiture of deposit.

6

Payments may be made via cash, check, or money order.

Setup

7

Elite DJ will bring the following for setup: turntable, amplifier, speakers, microphone, power strips, disco ball, bubble machine.

8

Elite DJ will require Leyla Artinian and/or House of Pizza to provide sufficient electrical outlets, elevated platform or risers, dance floor (if desired).

Music

9

Elite DJ will play songs from a specific set list provided by Leyla Artinian.

10

Elite DJ will take requests from Leyla Artinian and/or guests of the event, provided that the requested music is in Elite DJ collection and/or that time permits.

Damages

11

Leyla Artinian agrees to pay for all damages to Elite DJ equipment caused by the negligence of Leyla Artinian or any of the event guests.

12

Leyla Artinian must inspect the equipment prior to the start of the event to assure it is all in working order and free from any damage.

\"The

", - "title": "Elite DJ Contract " - } - ], - "id": "4028e4a23c1c9594013c213536141136", - "element": "pie-passage" - } - ], - "_id": "66608c7a2c68d449025da2e4", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "4028e4a2387200ba013878623e820372": { - "id": "4028e4a2387200ba013878623e820372", - "markup": "", + "662366ae710337a729ea0fd4": { + "markup": "", "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818ec41dae018ec461928a0051", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the forced removal of American Indians from their lands to facilitate expansion.

", + "value": "8a8080818ec41dae018ec461928e0055", + "rationale": "

The Monroe Doctrine concerned European imperial actions in the Americas; it did not concern the federal government's American Indian policies.

" + }, + { + "correct": false, + "label": "

the issuing of protective tariffs to encourage the growth of domestic industries.

", + "value": "8a8080818ec41dae018ec461928e0054", + "rationale": "

The Monroe Doctrine concerned European imperial actions in the Americas; it was not directly related to US trade policies.

" + }, + { + "correct": true, + "label": "

increased US involvement in the affairs of Latin America.

", + "value": "8a8080818ec41dae018ec461928e0053", + "rationale": "

Monroe argued that the American continents should be free of European interference and warned that any efforts to this end would be viewed as hostile acts. The United States sought to limit European influence in the Americas in order to expand its own influence throughout the region.

" + }, + { + "correct": false, + "label": "

strengthening US alliances with the empires of Europe.

", + "value": "8a8080818ec41dae018ec461928e0052", + "rationale": "

The Monroe Doctrine indicated the intention of the United States to remain neutral in conflicts among European powers or the affairs of European nations and warned of consequences of further European activity in the Americas.

" + } + ], + "prompt": "

Read the quotation detailing the Monroe Doctrine and answer the question.

[T]he American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers. . . . In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport1 with our policy to do so. It is only when our rights are invaded or seriously menaced that we resent injuries or make preparation for our defense. With the movements in this hemisphere we are of necessity more immediately connected, and by causes which must be obvious to all enlightened and impartial observers.
— President James Monroe, Seventh Annual Message to Congress, December 2, 1823

1comport: to be in agreement with

This foreign policy approach was intended to provide justification for

", + "element": "multiple-choice" + } + ], + "_id": "662366ae710337a729ea0fd4" }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "", - "text": "

Colorful Mailboxes

\"Three

1

A mail collection box, also called a mailbox, is a large, blue, metal box. Mailboxes are located outside on the street. People can put their mail into a mailbox. A mail carrier collects all the mail in the mailbox at certain times of the day. In the United States, street mailboxes have been used since the 1850s. Even though they are blue today, they were not always blue.

Red Boxes and Green Boxes

2

In 1889, W.B. Jones described mailboxes in Boston. There were over 800 boxes, some painted red and others green. He said, “The red boxes are the most important ones, and they are visited every hour by the carriers.”

Red and Gray

3

In 1897, the postmaster general wanted to change the colors. The color of the box was gray.

Green Again, Then Red, and Then Green Again!

4

By 1909, mailboxes were green again. In February 1913, the postmaster general wanted the mailboxes to stand out more. He ordered them to be painted red. The public complained about the red mailboxes. The red mailboxes looked like fire boxes and equipment, which were also red. This confused firefighters when there was a fire. So, after only 10 weeks, mailboxes were repainted green.

Olive Drab

5

During World War I (1914–1918), the War Department gave the Post Office a lot of olive drab paint. Olive drab is a greenish-gray color that is often used by the Army. The Post Office used this paint to repaint all the mailboxes.

Red, White, and Blue

6

Mailboxes were olive drab for a long time. It wasn’t until 1955 that mailboxes got new colors. The postmaster general wanted mailboxes to be easier to notice. He announced that the new colors would be red, white, and blue.

Deep Blue

7

In 1971, the mailboxes changed colors again for the last time. Since 1971, mailboxes have been painted deep blue. Today, these blue mailboxes also show the “sonic eagle,” the symbol of the U.S. Postal Service.

8

\"From

Who Is the Postmaster General?
The postmaster general is the head of the United States Post Office. Benjamin Franklin was the first postmaster general.

Adapted from “Collection Box Colors” by the United States Postal Service. In the public domain.

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to free enslaved persons in the North so they could join the Union Army

", + "value": "8a8080818ec41416018ee319780c4463", + "rationale": "

The proclamation only pertained to enslaved persons in Confederate states in active rebellion.

" + }, + { + "correct": false, + "label": "

to encourage American Indians to support the Union

", + "value": "8a8080818ec41416018ee319780c4460", + "rationale": "

The proclamation did not apply to reservations within the Indian Territory.

" + }, + { + "correct": true, + "label": "

to convince other countries not to support the Confederacy

", + "value": "8a8080818ec41416018ee319780c4462", + "rationale": "

By establishing the abolition of slavery as an explicit goal of the Union in the Civil War, Lincoln sought to gain the support of European nations that had already outlawed the institution.

" + }, + { + "correct": false, + "label": "

to convince Confederate leaders that they could not win

", + "value": "8a8080818ec41416018ee319780c4461", + "rationale": "

The war would not end for more than two years after the issuing of the proclamation; this was not the intent of the proclamation nor its effect.

" + } + ], + "prompt": "
What is one reason President Abraham Lincoln issued the Emancipation Proclamation?
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ExpressionEqual to x − 1 3 ?
− x 3 {{0}}
1 x −3 {{1}}
1 x 1 3 {{2}}
1 x 3 {{3}}
\n", - "correctResponse": { - "0": "1", - "1": "1", - "2": "0", - "3": "0" - }, - "id": "8a808081603894d601604b4c990c018e", - "choices": [ - { - "id": "0", - "value": "Yes" - }, - { - "id": "1", - "value": "No" - } - ], - "prompt": "

Are the expressions below equal to x − 1 3 ?

Drag and drop Yes or No into the box next to each expression.

", - "choicesPosition": "left", - "rationale": "

A negative in an exponent means that everything needs to move into the denominator. An exponent of 1/3 means "take the third root." So, the initial expression means "one over the third root of x" (the last expression listed). This is equal to "one over x to the one-third power" (the third expression).

The first expression is due to a misunderstanding of the negative in the exponent.

The second expression shows a general misunderstanding of the meaning of negative, fractional exponents.

The third and fourth expressions are both equal to the original expression, as stated above.

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free trade agreements

", + "value": "8a8080818ec41416018ec82214b43b97", + "rationale": "" + }, + { + "correct": false, + "label": "

an income tax

", + "value": "8a8080818ec41416018ec82214b43b95", + "rationale": "" + }, + { + "correct": true, + "label": "

protective tariffs

", + "value": "8a8080818ec41416018ec82214b43b94", + "rationale": "" + }, + { + "correct": false, + "label": "

heavy military spending

", + "value": "8a8080818ec41416018ec82214b43b98", + "rationale": "" + }, + { + "correct": true, + "label": "

a national bank

", + "value": "8a8080818ec41416018ec82214b43b96", + "rationale": "" + } + ], + "prompt": "
What were two major parts of the "American System" proposed by Henry Clay for economic development in the first half of the nineteenth century?
", + "element": "multiple-choice" + } + ], + "_id": "662366f0710337a729ea6ca7" }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
ExpressionYes or No
4×(3+5) {{0}}
(4×3)+5 {{1}}
(4×3)+(4×5) {{2}}
\n\n

 

\n", - "correctResponse": { - "0": "0", - "1": "1", - "2": "0" - }, - "id": "8a80808154ca5dc40154cf33e08401d4", - "choices": [ - { - "id": "0", - "value": "Yes" - }, - { - "id": "1", - "value": "No" - } - ], - "prompt": "

Decide whether each expression is equal to \n \n 4×8\n \n\n. Drag and drop Yes or No in the box next to each expression.

", - "choicesPosition": "left", - "rationale": "

A correct response is shown below:

\"image

Incorrect responses indicate the student has difficulty with applying order of operations correctly.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd05117b72a337567147" - }, - "65339194a9a0d22ba2f0959b": { - "markup": "", + "66236810710337a729ec0576": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818ec40a7b018ed28d138862ac", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

It encouraged the expansion of the slave trade in the United States.

", + "value": "8a8080818ec40a7b018ed28d138862b0", + "rationale": "

The novel, which harshly criticized the institution of slavery, did not lead to the expansion of the slave trade.

" + }, + { + "correct": false, + "label": "

It increased concern among federal leaders over slave revolts.

", + "value": "8a8080818ec40a7b018ed28d138862ae", + "rationale": "

While the novel, which focused on the evils of slavery, did cause Southerners to more strongly defend the institution, it did not depict slavery revolts or increased federal concern regarding these events.

" + }, + { + "correct": true, + "label": "

It strengthened Northern support for the abolition of slavery.

", + "value": "8a8080818ec40a7b018ed28d138862af", + "rationale": "

The novel, which depicted the evils of slavery and the experiences of enslaved persons, contributed to growth of the abolitionist movement in the North.

" + }, + { + "correct": false, + "label": "

It caused runaway slaves in the North to return to the South.

", + "value": "8a8080818ec40a7b018ed28d138862ad", + "rationale": "

Stowe's novel concerned the injustices of slavery; it did not leave individuals who had escaped captivity to return to the South.

" + } + ], + "prompt": "
In her novel Uncle Tom's Cabin, Harriet Beecher Stowe described the fictional lives of a group of slaves in the American South. What effect did the novel have on American society?
", + "element": "multiple-choice" + } + ], + "_id": "66236810710337a729ec0576" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "The number of people in Town A is {{0}} the number of people in Town B because {{1}}.", - "correctResponse": { - "0": "1", - "1": "5" - }, - "id": "8a8080816d6e69d5016d6e8b26df000a", - "choices": [ - { - "id": "0", - "value": "less than" - }, - { - "id": "1", - "value": "greater than" - }, - { - "id": "2", - "value": "equal to" - }, - { - "id": "3", - "value": "5 > 4" - }, - { - "id": "4", - "value": "4 < 9" - }, - { - "id": "5", - "value": "9 > 0" - }, - { - "id": "6", - "value": "1 < 2" - }, - { - "id": "7", - "value": "5 = 5" - } - ], - "prompt": "

There are 549,012 people in Town A and 540,912 people in Town B.

Drag and drop the answers that will make the statement below true.

", - "choicesPosition": "below", - "rationale": "

A correct response is:

The number of people in Town A is greater than the number of people in Town B because 9 > 0.

", - "element": "drag-in-the-blank" - } - ], - "_id": "65339194a9a0d22ba2f0959b" - }, - "64bb419732fea78c01593b64": { - "markup": "", + "6611029d273eabf153accf3e": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
NumberWord FormExpanded Form
234,508{{0}}{{1}}
234,058{{2}}{{3}}
230,130{{4}}{{5}}
230,301{{6}}{{7}}
\n\n

 

\n", - "correctResponse": { - "0": "2", - "1": "6", - "2": "0", - "3": "4", - "4": "1", - "5": "7", - "6": "3", - "7": "5" - }, - "rationale": "

2-point item with partial scoring. A correct response is shown below:

234,508:

  • Two hundred thirty four thousand five hundred eight
  •  200,000 + 30,000 + 4,000 + 500 + 8

234,058:

  • Two hundred thirty four thousand fifty eight
  • 200,000 + 30,000 + 4,000 + 50 + 8

230,130:

  • Two hundred thirty thousand one hundred thirty
  • 200,000 + 30,000 + 100 + 30

230,301:

  • Two hundred thirty thousand three hundred one
  • 200,000 + 30,000 + 300 + 1
", - "choicesPosition": "below", - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "id": "4028e4a24e6f8eaf014eda7c42ab4030", - "choices": [ - { - "id": "0", - "value": "Two hundred thirty four thousand fifty eight" - }, - { - "id": "1", - "value": "Two hundred thirty thousand one hundred thirty" - }, - { - "id": "2", - "value": "Two hundred thirty four thousand five hundred eight" - }, - { - "id": "3", - "value": "Two hundred thirty thousand three hundred one" - }, - { - "id": "4", - "value": "200,000 + 30,000 + 4,000 + 50 + 8" - }, - { - "id": "5", - "value": "200,000 + 30,000 + 300 + 1" - }, - { - "id": "6", - "value": "200,000 + 30,000 + 4,000 + 500 + 8" - }, - { - "id": "7", - "value": "200,000 + 30,000 + 100 + 30" - } - ], - "prompt": "

Drag and drop the correct word form and expanded form for each number in the table below.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64bb419732fea78c01593b64" - }, - "6529fd08117b72a33756722b": { - "markup": "", + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818e5e6ea3018ea4d5b7fa41b3", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

Britain's victory in the Seven Years' War gave it control of the Atlantic Ocean and helped it cut off contact between Europe and the United States.

", + "value": "8a8080818e5e6ea3018ea4d5b7fa41b5", + "rationale": "" + }, + { + "correct": false, + "label": "

Britain's victory in the Seven Years' War drove many European nations into bankruptcy and caused them to be unwilling to support the United States.

", + "value": "8a8080818e5e6ea3018ea4d5b7fa41b7", + "rationale": "" + }, + { + "correct": true, + "label": "

France supported the United States to counter the growth of British power after Britain's victory in the Seven Years' War.

", + "value": "8a8080818e5e6ea3018ea4d5b7fa41b4", + "rationale": "" + }, + { + "correct": false, + "label": "

Canada and Mexico supported the United States to counter British colonial expansion after Britain's victory in the Seven Years' War.

", + "value": "8a8080818e5e6ea3018ea4d5b7fa41b6", + "rationale": "" + } + ], + "prompt": "
How did the outcome of Seven Years' War affect foreign assistance to the United States during the American Revolution?
", + "element": "multiple-choice" + } + ], + "_id": "6611029d273eabf153accf3e" + }, + "66110295273eabf153acc646": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818e5e6ea3018ea49d84633fc0", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

The allies of the United States used diplomacy to establish peace between the warring sides.

", + "value": "8a8080818e5e6ea3018ea49d84643fc4", + "rationale": "

The chart indicates that these countries sought to help the United States achieve victory in the conflict via non-diplomatic means.

" + }, + { + "correct": false, + "label": "

The people of the United States did not support war with Great Britain.

", + "value": "8a8080818e5e6ea3018ea49d84633fc1", + "rationale": "

While there were Loyalists who opposed the war, many colonists supported the cause of independence.

" + }, + { + "correct": false, + "label": "

The US government was not expecting to engage in war with Great Britain.

", + "value": "8a8080818e5e6ea3018ea49d84633fc2", + "rationale": "

The chart indicates that the government sought foreign support in this war, which was expected by US leaders following the British response to the Olive Branch Petition.

" + }, + { + "correct": true, + "label": "

The US military lacked the funding and preparation necessary to achieve victory.

", + "value": "8a8080818e5e6ea3018ea49d84643fc3", + "rationale": "

The chart indicates the necessity of foreign support in prosecuting the US war effort against Britain.

" + } + ], + "prompt": "

Use the chart illustrating European support for the United States during the Revolutionary War to answer the question.

\"The

What conclusion can be drawn based on the chart?

", + "element": "multiple-choice" + } + ], + "_id": "66110295273eabf153acc646" + }, + "661102bd273eabf153acff25": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "teacherInstructions": "", + "id": "8a8080818e5e68d3018ea56f833e3f01", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

I

", + "value": "8a8080818e5e68d3018ea56f833e3f02", + "rationale": "
This grievance concerns the declaration by King George III that the American colonists were no longer under his protection and is unrelated to the concept of "consent of the governed."
" + }, + { + "correct": false, + "label": "

II

", + "value": "8a8080818e5e68d3018ea56f833e3f03", + "rationale": "
This grievance specifically concerns the impressment of American sailors by the British and is unrelated to the concept of "consent of the governed."
" + }, + { + "correct": true, + "label": "

III

", + "value": "8a8080818e5e68d3018ea56f833e3f04", + "rationale": "
Efforts to eliminate representative government in the colonies led to widespread unrest, protest, and ultimately war, reflecting the desire of colonists to establish a political system in which the authority of the government depends on the consent of the people.
" + }, + { + "correct": false, + "label": "

IV

", + "value": "8a8080818e5e68d3018ea56f833e3f05", + "rationale": "

This grievance concerns the preferential treatment of British soldiers in the justice system in the colonies and the lack of punishment for violent crimes; it is unrelated to the concept of "consent of the governed."

" + } + ], + "prompt": "

Review the information in the table and answer the question.

Examples of Examples of Grievances in the Declaration of Independence
IHe has abdicated Government here, by declaring us out of his Protection . . .
IIHe has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren . . .
IIIFor suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
IVFor protecting [British troops], by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States.

Which grievance best illustrates the colonists’ desire for a limited government in which power comes from the “consent of the governed”?

", + "element": "multiple-choice" + } + ], + "_id": "661102bd273eabf153acff25" + }, + "660cf9cb38c226374214d9d5": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818e5e68d3018ea0715f78329e", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the outbreak of the French and Indian War.

", + "value": "8a8080818e5e68d3018ea0715f78329f", + "rationale": "

This conflict began in 1754, decades prior to the meeting of the First Continental Congress.

" + }, + { + "correct": false, + "label": "

the signing of the Olive Branch Petition.

", + "value": "8a8080818e5e68d3018ea0715f7832a2", + "rationale": "

This represented an effort on the part of colonists in 1775 to prevent the outbreak of war with Britain; it was not the impetus for the meeting of the First Continental Congress.

" + }, + { + "correct": true, + "label": "

the enforcement of the Intolerable Acts.

", + "value": "8a8080818e5e68d3018ea0715f7832a0", + "rationale": "

The First Continental Congress met in Philadelphia in late 1774 to discuss the future of America in response to oppressive British policies such as the Intolerable Acts.

" + }, + { + "correct": false, + "label": "

the events of the Boston Tea Party.

", + "value": "8a8080818e5e68d3018ea0715f7832a1", + "rationale": "

The First Continental Congress met in response to the Intolerable Acts, which represented Britain's response to the Boston Tea Party.

" + } + ], + "prompt": "
Colonists convened the First Continental Congress in Philadelphia to craft a response to
", + "element": "multiple-choice" + } + ], + "_id": "660cf9cb38c226374214d9d5" + }, + "660b6243d194c5dcc33c7eb5": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818e5e68d3018e9a3064842d12", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

first attempt by the British to implement their policy of mercantilism in the American colonies.

", + "value": "8a8080818e5e68d3018e9a3064842d16", + "rationale": "" + }, + { + "correct": true, + "label": "

first representative body of government in the English colonies in North America.

", + "value": "8a8080818e5e68d3018e9a3064842d13", + "rationale": "" + }, + { + "correct": false, + "label": "

first venue in which colonists accused of crimes could be tried in front of a jury of their peers.

", + "value": "8a8080818e5e68d3018e9a3064842d15", + "rationale": "" + }, + { + "correct": false, + "label": "

first group of colonists to create a written charter for government in North America.

", + "value": "8a8080818e5e68d3018e9a3064842d14", + "rationale": "" + } + ], + "prompt": "
The House of Burgesses of Virginia, established in 1619, was the
", + "element": "multiple-choice" + } + ], + "_id": "660b6243d194c5dcc33c7eb5" + }, + "6604444ed410f76fe6226fed": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818e5e68d3018e7ba71b5850e6", + "choiceMode": "radio", + "choices": [ + { + "correct": true, + "label": "
RevivalistsRevolutionaries
Asked the colonists to question their religious leadersAsked the colonists to question the British monarchy
", + "value": "8a8080818e5e68d3018e7ba71b5850e8", + "rationale": "

Revivalists urged people to make a personal connection with God and rely on a personal approach to salvation, rather than relying solely on established church doctrine and dogma. Similarly, revolutionaries encouraged colonists to question authority and advocate for freedom from British control.

" + }, + { + "correct": false, + "label": "
RevivalistsRevolutionaries
Insisted colonists had a moral duty to help finance religious revivalsArgued that colonists had a moral duty to finance the war effort against the British
", + "value": "8a8080818e5e68d3018e7ba71b5850ea", + "rationale": "

This was not a common practice among revivalists.

" + }, + { + "correct": false, + "label": "
RevivalistsRevolutionaries
Preached that the American nation was destined to stretch from coast to coastArgued that it was the colonists' destiny to establish their own nation
", + "value": "8a8080818e5e68d3018e7ba71b5850e9", + "rationale": "

Revivalists did not advocate the ideology of Manifest Destiny.

" + }, + { + "correct": false, + "label": "
RevivalistsRevolutionaries
Preached that unless colonists united under a single church, they were doomed to sufferSaid that the colonists would face certain death unless they united against the King of England
", + "value": "8a8080818e5e68d3018e7ba71b5850e7", + "rationale": "

Revivalists came from many different Protestant sects; they did not advocate for unification under a single church.

" + } + ], + "prompt": "
In what way were the sermons of revivalists of the Great Awakening, such as Pennsylvania's Gilbert Tennent and New England's James Davenport, similar to the writings of many prominent American revolutionaries?
", + "element": "multiple-choice" + } + ], + "_id": "6604444ed410f76fe6226fed" + }, + "65f30c68ef0c58f9801368a7": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818e153003018e38e5cce710b5", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

monopolistically competitive markets

", + "value": "8a8080818e153003018e38e5cce710b7", + "rationale": "

Monopolistically competitive markets have a large number of producers and consumers of similar products that are differentiated by brand or quality, such as fast food restaurants. Because of the differentiation, the products are not as fungible as in a perfectly competitive market, and producers have a little more control over the price.

" + }, + { + "correct": false, + "label": "

oligopolies

", + "value": "8a8080818e153003018e38e5cce710b8", + "rationale": "

There are few producers in oligopolies, which gives those producers significant influence over the price of their products.

" + }, + { + "correct": true, + "label": "

perfectly competitive markets

", + "value": "8a8080818e153003018e38e5cce710b6", + "rationale": "

In perfectly competitive markets there are a large number of producers and consumers of an identical product such as crude oil. Because of the large number of buyers and sellers, and the lack of product differentiation, producers have much less control over the price for their products than in other market structures.

" + }, + { + "correct": false, + "label": "

monopolies

", + "value": "8a8080818e153003018e38e5cce710b9", + "rationale": "

In a monopoly, there is only one producer. This producer has near complete control over the price at which it offers its product.

" + } + ], + "prompt": "

In which type of market do producers have the least control over the price of their products?

", + "element": "multiple-choice" + } + ], + "_id": "65f30c68ef0c58f9801368a7" + }, + "65e8901ec07b60e63f41cb5f": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818dfcc4c8018e0a20bf2136b5", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the Crusades undertaken by Catholic Europeans

", + "value": "8a8080818dfcc4c8018e0a20bf2136b7", + "rationale": "

The majority of the Crusades were direct against the Islamic empires as Catholics sought to take control of holy sites, gain territory, and expand the control of the Catholic Church. The Crusades do not account for the numerous Christian denominations present in Europe during this time.

" + }, + { + "correct": false, + "label": "

the beginning of the Counter Reformation at the Council of Trent

", + "value": "8a8080818dfcc4c8018e0a20bf2136b9", + "rationale": "

The Counter Reformation was the Catholic Church’s response to the Protestant Reformation and the creation of the new denominations illustrated on the map. It did not contribute to creating them.

" + }, + { + "correct": true, + "label": "

the spread of the Protestant Reformation started by Martin Luther

", + "value": "8a8080818dfcc4c8018e0a20bf2136b8", + "rationale": "

The numerous Christian denominations represented on the map came about largely as part of the Protestant Reformation that broke the Catholic Church’s control over Christianity.

" + }, + { + "correct": false, + "label": "

the rejection of the ideas of the Scientific Revolution

", + "value": "8a8080818dfcc4c8018e0a20bf2136b6", + "rationale": "

Developments in mathematics, physics, and other sciences associated with the Scientific Revolution spread throughout Europe during this period.

" + } + ], + "prompt": "

Use the map to answer the question.

\"The

Which most contributed to the distribution of religions during this time period in Europe?

", + "element": "multiple-choice" + } + ], + "_id": "65e8901ec07b60e63f41cb5f" + }, + "65d67df3d386bdfedf14c725": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d90632a018db2fccc1b562e", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

to improve relationships between colonists and American Indians

", + "value": "8a8080818d90632a018db2fccc1b5630", + "rationale": "

Colonial expansion contributed to increased conflict between colonists and American Indians.

" + }, + { + "correct": false, + "label": "

to establish deepwater ports and increase trade with European nations

", + "value": "8a8080818d90632a018db2fccc1b5631", + "rationale": "

The British controlled considerable territory along the Atlantic Coast; Georgia was not needed for this purpose.

" + }, + { + "correct": true, + "label": "

to defend the more established British colonies from Spanish aggression

", + "value": "8a8080818d90632a018db2fccc1b5632", + "rationale": "

Georgia was intended to serve as a "buffer" colony" between British and Spanish land holdings in North America.

" + }, + { + "correct": false, + "label": "

to develop better trade relationships with French colonists

", + "value": "8a8080818d90632a018db2fccc1b562f", + "rationale": "

The Georgia Colony was not intended to improve relations between French and British colonies, but rather to protect British land holdings from the Spanish.

" + } + ], + "prompt": "

What was one of the main reasons that the Georgia Colony was founded by the British?

", + "element": "multiple-choice" + } + ], + "_id": "65d67df3d386bdfedf14c725" + }, + "65d68cd0d386bdfedf177d43": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d90632a018d9e4b9ff8017f", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

to encourage devotion to religious leaders

", + "value": "8a8080818d90632a018d9e4b9ff80183", + "rationale": "

Luther's theses criticized the practices of the Catholic Church and its leaders.

" + }, + { + "correct": true, + "label": "

to criticize the practices of the Catholic Church

", + "value": "8a8080818d90632a018d9e4b9ff80180", + "rationale": "

In this statement, Luther seeks to criticize the selling of indulgences by the Catholic Church, which he believed to be representative of the Church's greed as well as an overreach of the Church's power, as he believed that only through God's mercy could people achieve salvation.

" + }, + { + "correct": false, + "label": "

to discourage acts of charity among Europeans

", + "value": "8a8080818d90632a018d9e4b9ff80182", + "rationale": "

Luther was not seeking to discourage acts of charity, but rather the criticize the selling of indulgences by the Church.

" + }, + { + "correct": false, + "label": "

to challenge the beliefs of Protestant reformers

", + "value": "8a8080818d90632a018d9e4b9ff80181", + "rationale": "

The reaction of the Church to the posting of Luther's theses led him to found Protestantism.

" + } + ], + "prompt": "

Read the excerpt from the writings of Martin Luther and answer the question.

43. Christians are to be taught that he who gives to the poor or lends to the needy does a better work than buying pardons.
— Martin Luther, 95 Theses, 1517

What was the purpose of this statement from Luther?

", + "element": "multiple-choice" + } + ], + "_id": "65d68cd0d386bdfedf177d43" + }, + "65d67ed7d386bdfedf14f0ea": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d90608a018d9f014660026b", + "choiceMode": "checkbox", + "choices": [ + { + "correct": true, + "label": "

It allowed the US Navy to quickly travel between the Atlantic and Pacific Oceans.

", + "value": "8a8080818d90608a018d9f033680026f", + "rationale": "

The completion of the Panama Canal greatly reduced the time required for ships, including military ships, to move between the Atlantic and Pacific Oceans. This helped the United States project power and expand its influence.

" + }, + { + "correct": false, + "label": "

It gave the United States control of major oil deposits in Central America.

", + "value": "8a8080818d90608a018d9f0336800271", + "rationale": "

The Panama Canal was not meant to help the United States establish control of the global oil supply, which was largely unaffected by construction of the canal.

" + }, + { + "correct": false, + "label": "

It encouraged the spread of democracy throughout Central and South America.

", + "value": "8a8080818d90608a018d9f0336800272", + "rationale": "

The canal was a contentious project that caused political turmoil in the region. It was not meant to help establish democracies.

" + }, + { + "correct": false, + "label": "

It protected the United States from invasion through its southern border.

", + "value": "8a8080818d90608a018d9f0336800270", + "rationale": "

The canal was not meant as a defense against invasion.

" + }, + { + "correct": true, + "label": "

It improved the ability of the United States to trade internationally.

", + "value": "8a8080818d90608a018d9f033680026e", + "rationale": "

The completion of the Panama Canal greatly reduced the time required for ships, including merchant ships, to move between the Atlantic and Pacific Oceans. This contributed significantly to the growth and development of the US economy.

" + } + ], + "prompt": "

How did building the Panama Canal help President Theodore Roosevelt increase the global influence of the United States? Select the two correct answers.

", + "element": "multiple-choice" + } + ], + "_id": "65d67ed7d386bdfedf14f0ea" + }, + "65d689c0d386bdfedf16ded1": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d9058e5018dc763ce1a433a", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the beginning of the Counter Reformation at the Council of Trent

", + "value": "8a8080818d9058e5018dc763ce1a433e", + "rationale": "

The Counter Reformation was the Catholic Church’s response to the Protestant Reformation and the creation of the new denominations illustrated on the map. It did not contribute to creating them.

" + }, + { + "correct": false, + "label": "

the Crusades undertaken by Catholic Europeans

", + "value": "8a8080818d9058e5018dc763ce1a433b", + "rationale": "

The majority of the Crusades were direct against the Islamic empires as Catholics sought to take control of holy sites, gain territory, and expand the control of the Catholic Church. The Crusades do not account for the numerous Christian denominations present in Europe during this time.

" + }, + { + "correct": false, + "label": "

the rejection of the ideas of the Scientific Revolution

", + "value": "8a8080818d9058e5018dc763ce1a433c", + "rationale": "

Developments in mathematics, physics, and other sciences associated with the Scientific Revolution spread throughout Europe during this period.

" + }, + { + "correct": true, + "label": "

the instigation of the Protestant Reformation by Martin Luther

", + "value": "8a8080818d9058e5018dc763ce1a433d", + "rationale": "

The numerous Christian denominations represented on the map came about largely as part of the Protestant Reformation that broke the Catholic Church’s control over Christianity.

" + } + ], + "prompt": "

Use the map to answer the question.

\"The

Which most contributed to the distribution of religions during this time period in Europe?

", + "element": "multiple-choice" + } + ], + "_id": "65d689c0d386bdfedf16ded1" + }, + "65f30c4eef0c58f9801342dd": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d677c6e018d6a7f649c0145", + "choiceMode": "radio", + "choices": [ + { + "correct": true, + "label": "

by illustrating the harsh reality of slavery for Northerners

", + "value": "8a8080818d677c6e018d6a7f649d0146", + "rationale": "

Uncle Tom’s Cabin presented readers with an unflinching view of the lives of slaves, illustrating the evils of the institution and the importance of ending the practice. This strengthened the abolitionist cause in the North and angered many in the South, who argued that the book inaccurately portrayed the lives of slaves.

" + }, + { + "correct": false, + "label": "

by convincing the Southern states to outlaw slavery

", + "value": "8a8080818d677c6e018d6a7f649d0149", + "rationale": "

Much of the Southern population rejected the book as abolitionist propaganda.

" + }, + { + "correct": false, + "label": "

by encouraging Northerners to start producing cotton

", + "value": "8a8080818d677c6e018d6a7f649d0148", + "rationale": "

The book illustrated the destructive influence of the cotton industry on the lives of slaves.

" + }, + { + "correct": false, + "label": "

by causing Black Americans to demand voting rights

", + "value": "8a8080818d677c6e018d6a7f649d0147", + "rationale": "

The novel’s main impact was on increasing Northern demands for the end of slavery.

" + } + ], + "prompt": "

Review the image showing scenes from Harriet Beecher Stowe's novel Uncle Tom's Cabin and answer the question.

\"Uncle

How did Stowe's novel increase tensions between the North and South before the Civil War?

", + "element": "multiple-choice" + } + ], + "_id": "65f30c4eef0c58f9801342dd" + }, + "65c471d3e139ede190762d51": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d67636c018d6b05e948024a", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

Saudi Arabia is a direct democracy, so citizens vote directly on whether to pass new laws.

", + "value": "8a8080818d67636c018d6b05e949024b", + "rationale": "

Saudi Arabia is an autocratic monarchy, not a direct democracy. Its citizens do not vote directly on new laws.

" + }, + { + "correct": true, + "label": "

Saudi Arabia is an autocratic monarchy, so citizens have no say in the country’s lawmaking process.

", + "value": "8a8080818d67636c018d6b05e949024c", + "rationale": "

Saudi Arabia is an autocratic monarchy. The monarchy has complete control of the lawmaking process.

" + }, + { + "correct": false, + "label": "

Saudi Arabia is a parliamentary democracy, so citizens elect others to represent them in the lawmaking process.

", + "value": "8a8080818d67636c018d6b05e949024d", + "rationale": "

Saudi Arabia is an autocratic monarchy, not a parliamentary democracy. Its citizens are not represented in the lawmaking process.

" + }, + { + "correct": false, + "label": "

Saudi Arabia is a constitutional monarchy, so citizens elect a president to make new laws.

", + "value": "8a8080818d67636c018d6b05e949024e", + "rationale": "

Saudi Arabia is an autocratic, not constitutional, monarchy. Citizens do not elect a president that makes laws.

" + } + ], + "prompt": "

Which statement about the role of Saudi Arabia's citizens in the lawmaking process is correct?

", + "element": "multiple-choice" + } + ], + "_id": "65c471d3e139ede190762d51" + }, + "65c46900e139ede19074a66a": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d55d508018d65888362072f", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

Companies in Kenya cannot afford rising natural resource prices.

", + "value": "8a8080818d55d508018d658883630732", + "rationale": "

Natural resource prices would not be affected by investment in capital goods. Companies relying on outdated industrial equipment would benefit more from investment in capital goods than these companies.

" + }, + { + "correct": false, + "label": "

Companies in Sudan cannot trade due to economic sanctions.

", + "value": "8a8080818d55d508018d658883630733", + "rationale": "

Political barriers to trade, such as sanctions, would not be affected by investment in capital goods. Companies relying on outdated industrial equipment would benefit more from investment in capital goods than these companies.

" + }, + { + "correct": true, + "label": "

Companies in Nigeria rely on outdated industrial equipment.

", + "value": "8a8080818d55d508018d658883630731", + "rationale": "

Capital goods include industrial machinery used to produce goods. A company that relies on outdated machinery would benefit from investment in capital goods.

" + }, + { + "correct": false, + "label": "

Companies in South Africa cannot find enough skilled workers.

", + "value": "8a8080818d55d508018d658883630730", + "rationale": "

These companies would benefit more from investment in human capital than in capital goods. Companies relying on outdated industrial equipment would benefit more from investment in capital goods than these companies.

" + } + ], + "prompt": "

In which situation would investment in capital goods be most beneficial?

", + "element": "multiple-choice" + } + ], + "_id": "65c46900e139ede19074a66a" + }, + "65da29fa910fde4949ab5c18": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d55d508018d5be99cec0639", + "choiceMode": "checkbox", + "choices": [ + { + "correct": true, + "label": "

The United States regained territory it lost during the war.

", + "value": "8a8080818d48ab3d018d5bf10f840986", + "rationale": "

The treaty restored “all territory, places, and possessions whatsoever taken by either party from the other during the war.”

" + }, + { + "correct": false, + "label": "

The countries entered an alliance against American Indians in North America.

", + "value": "8a8080818d48ab3d018d5bf10f84098a", + "rationale": "

Both sides agreed to "put an end . . . to hostilities with all the Tribes or Nations of Indians."

" + }, + { + "correct": true, + "label": "

The countries pledged to work to end the international slave trade.

", + "value": "8a8080818d48ab3d018d5bf10f840987", + "rationale": "

The treaty stated that as the slave trade "is irreconcilable with the principles of humanity and Justice, and whereas both His Majesty and the United States are desirous of continuing their efforts to promote its entire abolition, it is hereby agreed that both the contracting parties shall use their best endeavours to accomplish so desirable an object."

" + }, + { + "correct": false, + "label": "

The British lost all of their territory in North America.

", + "value": "8a8080818d48ab3d018d5bf10f840989", + "rationale": "

While both sides agreed to relinquish any territory gained during the war, the British still controlled much of Canada.

" + }, + { + "correct": false, + "label": "

The British agreed to stop its practice of impressing sailors.

", + "value": "8a8080818d48ab3d018d5bf10f840988", + "rationale": "

The treaty failed to address this issue, a key cause of the war.

" + } + ], + "prompt": "

Review the image and answer the question.

\"The

Which of the following were terms of this treaty? Select the two correct answers.

", + "element": "multiple-choice" + } + ], + "_id": "65da29fa910fde4949ab5c18" + }, + "65da29db910fde4949ab58a4": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d435a7a018d4752374d0296", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

Presidents often must challenge the actions of lower levels of government in order to maintain the supremacy of federal law. 

", + "value": "8a8080818d435a7a018d4752374d0297", + "rationale": "

The purpose of the cabinet system is not to resolve disputes between levels of government, but to enable the president to consult with individuals with knowledge and experience in areas in which the president is not well-versed. Further, it is the judicial branch that is tasked with resolving disputes regarding the supremacy of federal law.

" + }, + { + "correct": false, + "label": "

Presidents often require assistance in convincing other members of government to support the president's agenda and policies.

", + "value": "8a8080818d435a7a018d4752374d0298", + "rationale": "

Presidents do not primarily rely upon their cabinet members to drum up support for their policies. While some presidents have utilized their cabinets in this fashion, this was not Washington's intention. Rather, the cabinet, as established by Washington, was intended the serve as a group of advisors to the president who could help the president make well-informed decisions that are in the best interest of the country.

" + }, + { + "correct": true, + "label": "

Presidents often lack expertise in certain areas of governance and can rely on the knowledge of others when making important decisions.

", + "value": "8a8080818d435a7a018d4752374d029a", + "rationale": "

Washington was a successful military leader when he became president, but lacked knowledge of the nuances of the many issues facing the country. As such, he attempted to surround himself with experts in various fields so as to help assist him in making the best decisions for the country.

" + }, + { + "correct": false, + "label": "

Presidents often struggle to govern within the confines of constitutional limitations on their power and need to expand their authority.

", + "value": "8a8080818d435a7a018d4752374d0299", + "rationale": "

The cabinet system is not a means by which a president is able to expand the power and authority granted to the executive under the constitution, but rather is a means by which to help the president more effectively fulfill the duties of the office.

" + } + ], + "prompt": "

Review the diagram and answer the question.

\"Washington's

Why was the creation of the cabinet system an important precedent of George Washington's presidency?

", + "element": "multiple-choice" + } + ], + "_id": "65da29db910fde4949ab58a4" + }, + "65da29d6910fde4949ab5800": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d435a7a018d4718bf050240", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

states with large populations who wanted all states to have the same tax burdens

", + "value": "8a8080818d435a7a018d4718bf060244", + "rationale": "

State tax burdens were determined by population. As the Three-Fifths Compromise established that slaves would be partially counted toward a state's population, it increased state tax burdens.

" + }, + { + "correct": true, + "label": "

southern states seeking to gain more influence in the House of Representatives

", + "value": "8a8080818d435a7a018d4718bf060243", + "rationale": "

Under the Three-Fifths Compromise, three-fifths of the enslaved population of a state would be counted toward that state's population. As part of the bicameral legislature established via the Great Compromise, representation in the House of Representatives would be based on population. Therefore, the Three-Fifths Compromise greatly benefitted southern states.

" + }, + { + "correct": false, + "label": "

states with small populations who wanted a bicameral federal legislature

", + "value": "8a8080818d435a7a018d4718bf060242", + "rationale": "

A bicameral legislature was established via the Great Compromise, not the Three-Fifths Compromise.

" + }, + { + "correct": false, + "label": "

northern states seeking to gain more state electors in the Electoral College

", + "value": "8a8080818d435a7a018d4718bf060241", + "rationale": "

The Three-Fifths Compromise concerned the counting of enslaved people when determining a state's population. As much of the country's enslaved population was in the southern states, the compromise did not benefit northern states in this manner.

" + } + ], + "prompt": "

Read the excerpt from the US Constitution and answer the question.

Representatives and direct taxes shall be apportioned among the several States which may be included within this Union, according to their respective numbers, which shall be determined by adding the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed, three-fifths of all other persons.
— Article I, § 2, Clause 3 of the US ConstitutionThis section of the Constitution was the result of the Three-Fifths Compromise. Which states supported the compromise and why?

", + "element": "multiple-choice" + } + ], + "_id": "65da29d6910fde4949ab5800" + }, + "65b5405fb84fd5c653acafd1": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d435a7a018d46bb3c8c0118", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

They were George Washington's first battles as a general.

", + "value": "8a8080818d435a7a018d46bb3c8c011b", + "rationale": "

George Washington did not participate in these battles.

" + }, + { + "correct": false, + "label": "

They convinced the British king to lower taxes in the colonies.

", + "value": "8a8080818d435a7a018d46bb3c8c0119", + "rationale": "

The British king did not give in to colonial demands after the battles.

" + }, + { + "correct": false, + "label": "

They were the last battles of the French and Indian War.

", + "value": "8a8080818d435a7a018d46bb3c8c011a", + "rationale": "

These were battles during the American Revolution, not the French and Indian War.

" + }, + { + "correct": true, + "label": "

They signaled the beginning of the American Revolution.

", + "value": "8a8080818d435a7a018d46bb3c8c011c", + "rationale": "

The Battles of Lexington and Concord were the first battles between American colonists and British forces in the American Revolution.

" + } + ], + "prompt": "

Review the images and answer the question.

\"Battles

Why were these battles significant?

", + "element": "multiple-choice" + } + ], + "_id": "65b5405fb84fd5c653acafd1" + }, + "65da29d8910fde4949ab5860": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d434823018d473ed96001db", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the lack of a separation of powers among the branches of the federal government

", + "value": "8a8080818d434823018d473ed96001df", + "rationale": "

While the Anti-Federalists did believe there needed to be checks on government power, such as through the separation of powers, this was accomplished through Articles I, II, and III of the Constitution and was not their primary concern during the ratification process.

" + }, + { + "correct": false, + "label": "

the lack of an amendment process ensuring the document's continued relevance

", + "value": "8a8080818d434823018d473ed96001dc", + "rationale": "

While the Anti-Federalists were concerned that the document must continue to serve the people in the future, Article V of the Constitution provided an amendment process and this was not a concern during the ratification process.

" + }, + { + "correct": true, + "label": "

the lack of a bill of rights prohibiting government infringement on natural rights

", + "value": "8a8080818d434823018d473ed96001de", + "rationale": "

The Anti-Federalists were concerned that the Constitution did not specifically prohibit the government from infringing on the rights of the people and believed that not doing so immediately would allow the government to take away rights in the future. The Anti-Federalists sought to ensure the Constitution would continue to protect future generations from government overreach. Anti-Federalist concerns led to the adoption of the first ten amendments to the Constitution, the Bill of Rights.

" + }, + { + "correct": false, + "label": "

the lack of an acknowledgement that government power comes from the people

", + "value": "8a8080818d434823018d473ed96001dd", + "rationale": "

While the excerpt states that the terms of the social contract forming the basis of the Constitution must be explicitly stated, it is referring to the lack of a list of rights protected from government interference. The Preamble to the Constitution provides an acknowledgement that the government is granted its power by the people, stating that it is "we the people" establishing the Constitution.

" + } + ], + "prompt": "

Read the excerpt and answer the question.

In forming a constitution for such a [consolidated government], great care should be taken to limit and definite its powers, adjust its parts, and guard against an abuse of authority. . . . The principles, therefore, upon which the social compact is founded, ought to have been clearly and precisely stated, and the most express and full declaration of rights to have been made—But on this subject there is almost an entire silence.
—Anti-Federalist No. 84

According to the excerpt, what was one of the primary concerns of the Anti-Federalists opposing the ratification of the Constitution?

", + "element": "multiple-choice" + } + ], + "_id": "65da29d8910fde4949ab5860" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

The number of pages that Hannah has read may be represented by the equation {{0}} p= {{1}},

\n\n

where p represents the total number of pages in the book.

\n\n

There are {{2}} pages in the library book.

\n", - "correctResponse": { - "0": "1", - "1": "4", - "2": "5" - }, - "id": "4028e4a248f722cc01493e7dc5de2fb4", - "choices": [ - { - "id": "0", - "value": "0.07" - }, - { - "id": "1", - "value": "0.70" - }, - { - "id": "2", - "value": "70" - }, - { - "id": "3", - "value": "78" - }, - { - "id": "4", - "value": "112" - }, - { - "id": "5", - "value": "160" - }, - { - "id": "6", - "value": "784" - }, - { - "id": "7", - "value": "1600" - } - ], - "prompt": "

Hannah has read 70% of a library book. She has read 112 pages. How many pages are there in the library book?

Drag and drop numbers into the boxes to make the sentences true.

", - "choicesPosition": "below", - "rationale": "

The product of the percent of the book read and the number of pages in the book equals the number of pages read. Thus, this situation may be represented by the equation 0.70p = 112. Dividing the number of pages read, 112, by the percent, 0.70, gives 160. Therefore, there are 160 pages in the library book.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd08117b72a33756722b" - }, - "64bf099df0ffb06074b541d2": { - "markup": "", + "65b318548f69045476cddfc7": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d3e0d5c018d4156fca401a0", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the spread of Protestantism

", + "value": "8a8080818d3e0d5c018d4156fca401a4", + "rationale": "

The Spanish and Portuguese colonists were primarily Catholic and spread Catholicism, not Protestantism.

" + }, + { + "correct": false, + "label": "

the spread of Judaism

", + "value": "8a8080818d3e0d5c018d4156fca401a1", + "rationale": "

The Spanish and Portuguese colonists were primarily Catholic and spread Catholicism, not Judaism.

" + }, + { + "correct": false, + "label": "

the spread of Animism

", + "value": "8a8080818d3e0d5c018d4156fca401a2", + "rationale": "

The Spanish and Portuguese colonists were primarily Catholic and spread Catholicism, not Animism.

" + }, + { + "correct": true, + "label": "

the spread of Catholicism

", + "value": "8a8080818d3e0d5c018d4156fca401a3", + "rationale": "

The Spanish and Portuguese colonists were primarily Catholic and spread Catholicism.

" + } + ], + "prompt": "
The presence of Spanish and Portuguese colonists in the New World led to which of the following religious developments?
", + "element": "multiple-choice" + } + ], + "_id": "65b318548f69045476cddfc7" }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "

The unit rate is {{0}} dollars per box of cereal, meaning the cost of {{1}} box(es) is {{2}} dollar(s).

\n\n

The cost of 8 boxes is {{3}} dollar(s).

\n", - "correctResponse": { - "0": "1", - "1": "0", - "2": "1", - "3": "6" - }, - "id": "4028e4a24f006d3e014f6f32dece1328", - "choices": [ - { - "id": "0", - "value": "1" - }, - { - "id": "1", - "value": "2.5" - }, - { - "id": "2", - "value": "5" - }, - { - "id": "3", - "value": "7.5" - }, - { - "id": "4", - "value": "10" - }, - { - "id": "5", - "value": "15" - }, - { - "id": "6", - "value": "20" - }, - { - "id": "7", - "value": "22" - } - ], - "prompt": "

The relationship between the number of boxes of cereal purchased and the total cost is represented by the graph below.

\"\"

Drag and drop the correct number into each box to make each statement true.

", - "choicesPosition": "below", - "rationale": "

2 point item with partial scoring:

The unit rate is represented by the point (1, r), or (1, 2.5) in this case, revealing that the cost of 1 box of cereal is 2.5 dollars. Finally, the y-value that corresponds to the x-value of 8 is 20, meaning that the cost of 8 boxes of cereal is 20 dollars.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64bf099df0ffb06074b541d2" - }, - "64c028fe5358f5442175246f": { - "markup": "", + "65b54026b84fd5c653aca549": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d3e0d5c018d414343500190", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

The Indigenous peoples fight and win their independence from Spain and Portugal.

", + "value": "8a8080818d3e0d5c018d414343500193", + "rationale": "

Spain and Portugal maintained colonies in South America following the decimation of the population. Spanish and Portuguese plantation owners relied on slave labor.

" + }, + { + "correct": true, + "label": "

European diseases kill a large percentage of the Indigenous population.

", + "value": "8a8080818d3e0d5c018d414343500192", + "rationale": "

Indigenous peoples did not have natural immunity to many of the diseases introduced during the Columbian Exchange, leading to massive loss of life. This left the Spanish and Portuguese without enough forced labor to run their plantations, leading to the forced migration and labor of enslaved Africans.

" + }, + { + "correct": false, + "label": "

Demand for sugar and coffee decreases and causes prices to rapidly fall.

", + "value": "8a8080818d3e0d5c018d414343500191", + "rationale": "

Demand for sugar and coffee remained high, which was why the Spanish and Portuguese forced enslaved Africans to work on plantations.

" + }, + { + "correct": false, + "label": "

Indigenous diseases kill many colonists and force them to leave South America.

", + "value": "8a8080818d3e0d5c018d414343500194", + "rationale": "

The spread of disease during the Columbian Exchange affected all groups, but had a much more extensive effect on the populations indigenous to the Western Hemisphere. Colonists remained in South America following the decimation of the Indigenous population.

" + } + ], + "prompt": "

Use the diagram to answer the question.

\"From

Which answer choice best completes the diagram?

", + "element": "multiple-choice" + } + ], + "_id": "65b54026b84fd5c653aca549" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "{{0}} – {{1}} = {{2}}", - "correctResponse": { - "0": "3", - "1": "0", - "2": "2" - }, - "id": "4028e4a25104a54901515f45fdc47982", - "choices": [ - { - "id": "0", - "value": " 1 4 " - }, - { - "id": "1", - "value": " 1 3 " - }, - { - "id": "2", - "value": " 5 12 " - }, - { - "id": "3", - "value": " 2 3 " - }, - { - "id": "4", - "value": " 11 12 " - } - ], - "prompt": "

Kendra’s mom buys a cake for her birthday party. At the party, Kendra’s friends eat \n \n \n 2\n 3\n \n \n \n of the cake. That evening, Kendra’s family eats an additional \n \n \n 1\n 4\n \n \n \n of the cake.

\"\"

How much more cake is eaten by Kendra’s friends than by her family? Drag and drop the fractions to correctly set up and solve the equation for this value.

", - "choicesPosition": "below", - "rationale": "

Kendra’s friends ate 2/3 of the cake and her family ate 1/4 of it. So Kendra’s friends ate 2/3 – 1/4 = 8/12 – 3/12 = 5/12 more of the cake.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64c028fe5358f5442175246f" - }, - "6529fccd117b72a337563b66": { - "markup": "", + "65b3188c8f69045476cde7f3": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818d3e0404018d4169e7b70261", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

New European agricultural techniques led to rapid indigenous population growth.

", + "value": "8a8080818d3e0404018d4169e7b80265", + "rationale": "

The plantation agriculture described in the text benefitted the Europeans who controlled the plantations and the trade and transportation of resources. This was to the detriment of indigenous and African people forced into slavery to work on the plantations. Brazil’s indigenous population suffered rapid decline due to conflict, slavery, and disease during this time period.

" + }, + { + "correct": false, + "label": "

Brazil grew economically and gained its independence by revolting against Spain.

", + "value": "8a8080818d3e0404018d4169e7b80264", + "rationale": "

Brazil did not gain its independence until 1822.

" + }, + { + "correct": true, + "label": "

The transatlantic slave trade grew as Europeans demanded labor for the plantations.

", + "value": "8a8080818d3e0404018d4169e7b80263", + "rationale": "

Due to the introduction of plantation agriculture and population decline in the Americas, there was not enough labor, whether forced or paid, to run the plantations. To compensate, European demand for captive African people increased.

" + }, + { + "correct": false, + "label": "

Portugal's power grew and the Spanish lost their colonies in the Americas.

", + "value": "8a8080818d3e0404018d4169e7b80262", + "rationale": "

Spain did not lose the last of its colonies in this region until the Spanish-American War in 1898.

" + } + ], + "prompt": "

Read the text and answer the question.

In the seventeenth century, Brazil was one of the world's leading exporters of sugar. This was very profitable for Portugal, which colonized Brazil in the early 1500s. Sugar also caused conflict between European powers trying to control the region, particularly the island of Jamaica.

What was one result of these economic developments during the sixteenth and seventeenth centuries?

", + "element": "multiple-choice" + } + ], + "_id": "65b3188c8f69045476cde7f3" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "James is incorrect because adding a 0 to the end did not change the value of 67.39. Instead, James should have moved the decimal point {{0}} place(s) to the {{1}}. The correct answer is {{2}}.", - "correctResponse": { - "0": "2", - "1": "1", - "2": "7" - }, - "id": "8a8080815b35a615015b3a23e26003a4", - "choices": [ - { - "id": "0", - "value": "left" - }, - { - "id": "1", - "value": "right" - }, - { - "id": "2", - "value": "1" - }, - { - "id": "3", - "value": "2" - }, - { - "id": "4", - "value": "3" - }, - { - "id": "5", - "value": "6.739" - }, - { - "id": "6", - "value": "67.39" - }, - { - "id": "7", - "value": "673.9" - }, - { - "id": "8", - "value": "6,739" - } - ], - "prompt": "

James is trying to solve \n \n 67.39×10\n \n . He says, “I want to multiply \n \n 67.39×10\n \n , so I put a zero at the end to get my answer: \n \n 67.39×10=67.390\n \n .”

Drag and drop the responses below to complete the statements about why James is incorrect.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown below:

James is incorrect because adding a 0 to the end did not change the value of 67.39. Instead, James should have moved the decimal point 1 place(s) to the right. The correct answer is 673.9.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fccd117b72a337563b66" - }, - "65aeac043a9a5edeffd4c23b": { - "markup": "", + "65aea9dd3a9a5edeffd1d42e": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818c44b538018cf98c401c16a5", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

lowering the personal income tax rate

", + "value": "8a8080818c44b538018cf98c401c16a8", + "rationale": "
" + }, + { + "correct": false, + "label": "

reducing the reserve requirements for banks

", + "value": "8a8080818c44b538018cf98c401c16a9", + "rationale": "
" + }, + { + "correct": false, + "label": "

increasing government spending

", + "value": "8a8080818c44b538018cf98c401c16a7", + "rationale": "
" + }, + { + "correct": true, + "label": "

raising the discount rate

", + "value": "8a8080818c44b538018cf98c401c16a6", + "rationale": "
" + } + ], + "prompt": "
What is one example of contractionary monetary policy in the United States?
", + "element": "multiple-choice" + } + ], + "_id": "65aea9dd3a9a5edeffd1d42e" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
Fractional RepresentationDecimal Equivalent
3 4 {{0}}
5 8 {{1}}
9 16 {{2}}
1 3 8 {{3}}
\n\n

 

\n", - "correctResponse": { - "0": "4", - "1": "2", - "2": "1", - "3": "6" - }, - "id": "4028e4a24ca05186014d0c1e24e529c9", - "choices": [ - { - "id": "0", - "value": "0.375" - }, - { - "id": "1", - "value": "0.5625" - }, - { - "id": "2", - "value": "0.625" - }, - { - "id": "3", - "value": "0.727" - }, - { - "id": "4", - "value": "0.75" - }, - { - "id": "5", - "value": "1.25" - }, - { - "id": "6", - "value": "1.375" - }, - { - "id": "7", - "value": "1.6" + "65cce540604d60cf34de2742": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818c44b538018cd9ecb6f72246", + "choiceMode": "radio", + "choices": [ + { + "correct": true, + "label": "

The island was close to the Japanese mainland and could serve as a staging area for bombing runs.

", + "value": "8a8080818c44b538018cd9ecb6f72247", + "rationale": "

The United States focused on taking Iwo Jima because the Japanese used it as an airbase to refuel and resupply planes and troops and it was close enough to Japan that the United States could use it as a staging area from which to attack Japan.

" + }, + { + "correct": false, + "label": "

The island was home to a US air base located halfway between the United States and Europe.

", + "value": "8a8080818c44b538018cd9ecb6f7224a", + "rationale": "

Iwo Jima was occupied by the Japanese during most of the war and was located in the Pacific Ocean, near Japan, not between Europe and the United States.

" + }, + { + "correct": false, + "label": "

The island was home to a US naval base located halfway between the United States and Japan.

", + "value": "8a8080818c44b538018cd9ecb6f72249", + "rationale": "

Iwo Jima was occupied by the Japanese during most of the war and was located much closer to Japan than to the United States.

" + }, + { + "correct": false, + "label": "

The island was close to Germany's coast and could serve as a staging area for an invasion of Berlin.

", + "value": "8a8080818c44b538018cd9ecb6f72248", + "rationale": "

Iwo Jima was an island in the Pacific Ocean, located near Japan. It was not near Germany's coast.

" + } + ], + "prompt": "

Why was Iwo Jima strategically important to the United States during World War II?

", + "element": "multiple-choice" + } + ], + "_id": "65cce540604d60cf34de2742" + }, + "65cd9e18c2a02ed4cdbeea9a": { + "markup": "", + "elements": { + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "", + "id": "8a8080818c2325ba018cda3fc5191b53", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the increasing acceptance of women in combat military roles

", + "value": "8a8080818c2325ba018cda3fc5191b56", + "rationale": "

Though women served in the armed forces in many capacities as mechanics, communications specialists, code breakers, nurses, intelligence analysts, and more, women were barred from serving in combat roles during World War II.

" + }, + { + "correct": true, + "label": "

the increasing need for women to enter the country's workforce

", + "value": "8a8080818c2325ba018cda3fc5191b57", + "rationale": "

The US workforce lost considerable capacity due to conscription and voluntary military service during World War II. Because of this, women who had not previously done so were encouraged to enter the workforce, particularly in defense-related industries.

" + }, + { + "correct": false, + "label": "

the increasing participation of women candidates in elections

", + "value": "8a8080818c2325ba018cda3fc5191b54", + "rationale": "

Through its illustration, this poster is specifically associated with encouraging women to join the workforce and is not related to the participation of women candidates in elections.

" + }, + { + "correct": false, + "label": "

the increasing support for extending voting rights to women

", + "value": "8a8080818c2325ba018cda3fc5191b55", + "rationale": "

The women's suffrage movement culminated with the ratification of the Nineteenth Amendment in 1920.

" + } + ], + "prompt": "

Use the poster produced during World War II to answer the question.

\"The

What changing aspect of US society in World War II does this poster reflect?

", + "element": "multiple-choice" + } + ], + "_id": "65cd9e18c2a02ed4cdbeea9a" + }, + "65592ecacabd2fffa3ee03e8": { + "markup": "", + "elements": { + "pie-hotspot": "@pie-element/hotspot@6.17.5" + }, + "models": [ + { + "multipleCorrect": false, + "teacherInstructions": "TEACHER READS:

\nChoose the word spider.", + "hotspotColor": "rgba(12, 176, 216, 0.2)", + "partialScoring": true, + "shapes": { + "rectangles": [], + "polygons": [ + { + "correct": true, + "id": "0", + "points": [ + { + "x": 0, + "y": 0 + }, + { + "x": 0, + "y": 55 + }, + { + "x": 114, + "y": 55 + }, + { + "x": 114, + "y": 0 + } + ] + }, + { + "correct": false, + "id": "1", + "points": [ + { + "x": 0, + "y": 64 + }, + { + "x": 0, + "y": 118 + }, + { + "x": 115, + "y": 118 + }, + { + "x": 115, + "y": 64 + } + ] + }, + { + "correct": false, + "id": "2", + "points": [ + { + "x": 1, + "y": 128 + }, + { + "x": 1, + "y": 181 + }, + { + "x": 114, + "y": 181 + }, + { + "x": 114, + "y": 128 + } + ] + } + ] }, - { - "id": "8", - "value": "1.778" + "imageUrl": "https://cdn.fluence.net/image/70357dfdcfd24b13b5e0a23ff632e4a0_W", + "outlineColor": "rgba(15, 61, 109, 1)", + "id": "8a80808163e9a4a80163f035089a12b8", + "prompt": "
", + "element": "pie-hotspot", + "dimensions": { + "width": 116, + "height": 184 } - ], - "prompt": "

Lisa buys several pieces of ribbon that have each been measured in fractions of a yard. When she looks at her receipt she sees the length of each piece of ribbon represented as a decimal.

Drag and drop the decimal equivalent Lisa sees on her receipt into the table beside its fraction value.

", - "choicesPosition": "below", - "rationale": "

The decimal value of a rational number represented as a fraction can be found by dividing its numerator by its denominator. Using long division to divide 3 by 4 gives 0.75. Dividing 5 by 8 gives 0.625. Dividing 9 by 16 gives 0.5625. Converting 1 3/8 to an improper fraction gives 11/8; dividing 11 by 8 gives 1.375.

", - "element": "drag-in-the-blank" - } - ], - "_id": "65aeac043a9a5edeffd4c23b" - }, - "6529fcd5117b72a3375642da": { - "markup": "", + } + ], + "_id": "65592ecacabd2fffa3ee03e8" + }, + "65592ee7cabd2fffa3ee18c8": { + "markup": "", + "elements": { + "kds-match": "@pie-element/match@7.9.5" + }, + "models": [ + { + "layout": 4, + "headers": [ + "Number", + "Rational Number", + "Integer", + "Whole Number" + ], + "lockChoiceOrder": true, + "teacherInstructions": "", + "partialScoring": true, + "id": "8a8080818ad88cfb018b1f8d8748288c", + "choiceMode": "checkbox", + "rows": [ + { + "values": [ + true, + true, + false + ], + "id": "0", + "title": " - 7 " + }, + { + "values": [ + true, + true, + true + ], + "id": "1", + "title": " 0 " + }, + { + "values": [ + true, + false, + false + ], + "id": "2", + "title": " 1 4 " + }, + { + "values": [ + true, + false, + false + ], + "id": "3", + "title": " 1 . 7 ¯ " + }, + { + "values": [ + true, + false, + false + ], + "id": "4", + "title": " 2 . 1 " + }, + { + "values": [ + true, + true, + true + ], + "id": "5", + "title": " 6 " + } + ], + "prompt": "

Use the Venn Diagram to classify each number in the table.

\"\"

Select Rational Number, Integer, or Whole Number for each number in the table below. A number may belong to more than one classification category.

", + "rationale": "
The correct response is shown below: 
  • –7: Rational Number and Integer
  • 0: Rational Number, Integer, and Whole Number
  • 14: Rational Number
  • 1.7?: Rational Number
  • 2.1: Rational Number
  • 6: Rational Number, Integer, and Whole Number
", + "element": "kds-match" + } + ], + "_id": "65592ee7cabd2fffa3ee18c8" + }, + "6529fb34117b72a33755069e": { + "markup": "", + "elements": { + "kds-match": "@pie-element/match@7.9.5" + }, + "models": [ + { + "layout": 4, + "headers": [ + "Event", + "Unlikely", + "Neither Likely nor Unlikely", + "Likely" + ], + "lockChoiceOrder": true, + "teacherInstructions": "", + "partialScoring": true, + "id": "8a80808170a1693a0170a18564d7000b", + "choiceMode": "radio", + "rows": [ + { + "values": [ + false, + true, + false + ], + "id": "0", + "title": "Drawing a purple gumball" + }, + { + "values": [ + true, + false, + false + ], + "id": "1", + "title": "Drawing a pink gumball" + }, + { + "values": [ + false, + false, + true + ], + "id": "2", + "title": "Drawing a blue or purple gumball" + } + ], + "prompt": "
Jenny bought a bag of 23 blue, 2 pink, and 25 purple gumballs. Determine how likely it is for Jenny to randomly draw certain gumballs from the bag. Select Unlikely, Neither Likely nor Unlikely, or Likely for each event given.
", + "rationale": "

The correct responses are below.

  • drawing a purple gumball: Neither Likely nor Unlikely

                 2550= 0.5

  • drawing a pink gumball: Unlikely 

                250= 0.04

  • drawing a blue or purple gumball: Likely

​​​​​​​             23+2550=4850=0.96

", + "element": "kds-match" + } + ], + "_id": "6529fb34117b72a33755069e" + }, + "657e113a562580e778f72905": { + "markup": "

Elizabeth needs 434 yards of ribbon for a sewing project. She has 78 yard of ribbon in her drawer. The equation below can be solved to determine how much more ribbon, r, Elizabeth needs.

78+r=434

What is the solution to the equation? Type your response in the box below.

r=  yards", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "math-inline": "@pie-element/math-inline@7.16.5" + }, + "models": [ + { + "equationEditor": 3, + "responseType": "Advanced Multi", + "expression": "{{response}}", + "responses": [ + { + "allowTrailingZeros": false, + "answer": "3\\frac{7}{8}", + "id": "1", + "validation": "symbolic" + } + ], + "id": "1", + "rationale": "

The correct response is 3 7/8 (or equivalent) yards.

", + "element": "math-inline" + } + ], + "_id": "657e113a562580e778f72905" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
0.1212...{{0}}
0.4444...{{1}}
0.8333...{{2}}
0.1010...{{3}}
\n

", - "correctResponse": { - "0": "3", - "1": "0", - "2": "2", - "3": "1" + "653c092060ce611d7fea5eb6": { + "markup": "
", + "elements": { + "extended-text-entry": "@pie-element/extended-text-entry@10.13.1", + "pie-rubric": "@pie-element/rubric@3.10.5" + }, + "models": [ + { + "teacherInstructions": "

TEACHER READS:

Sara drew a line from the number 10 to the number 4 on a clock face. The line cut the clock into halves. Sara wants to draw another line on the clock to cut it into fourths. From which numbers should Sara draw the line? How many fourths would then be on the clock?

", + "width": "500px", + "mathInput": false, + "id": "4028e4a2435a93bb014363c68e1c02b9", + "prompt": "

Sara drew a line from the number 10 to the number 4 on a clock face. The line cut the clock into halves.

\"\"

Sara wants to draw another line on the clock to cut it into fourths. From which numbers should Sara draw the line?

How many fourths would then be on the clock?

", + "element": "extended-text-entry", + "height": "200px" }, - "id": "4028e4a24ca05186014cd3a2c8cc4835", - "choices": [ - { - "id": "0", - "value": " 4 9 " - }, - { - "id": "1", - "value": " 10 99 " - }, - { - "id": "2", - "value": " 5 6 " + { + "sampleAnswers": [ + "null", + "null", + "

Sara should draw the line from the 1 to the 7 to cut the clock into fourths. The clock would have 4 fourths.

" + ], + "maxPoints": 2, + "excludeZero": false, + "id": "rubric-4028e4a2435a93bb014363c68e1c02b8", + "element": "pie-rubric", + "points": [ + "

The response is completely incorrect, there is no response or the response is off topic.

", + "

The response is partially correct.

A response at this level may include a correct response to where the line should be drawn and an incorrect (or no) response to the number of fourths, or an incorrect response to where the line should be drawn and a correct response to the number of fourths.

", + "

The response is correct and complete. A sample 2-point response is shown below.

" + ] + } + ], + "_id": "653c092060ce611d7fea5eb6" + }, + // "6529fd0c117b72a3375678cf": { + // "markup": "", + // "elements": { + // "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + // }, + // "models": [ + // { + // "duplicates": true, + // "lockChoiceOrder": true, + // "partialScoring": true, + // "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
GardenArea
Agatha{{0}}
Henry{{1}}
Perry{{2}}
\n \n\n

 

\n", + // "correctResponse": { + // "0": "3", + // "1": "2", + // "2": "4" + // }, + // "id": "4028e4a24d2f79c6014d5450cb273fd5", + // "choices": [ + // { + // "id": "0", + // "value": "9 square feet" + // }, + // { + // "id": "1", + // "value": "10 square feet" + // }, + // { + // "id": "2", + // "value": "16 square feet" + // }, + // { + // "id": "3", + // "value": "18 square feet" + // }, + // { + // "id": "4", + // "value": "20 square feet" + // } + // ], + // "prompt": "

Three people have gardens. The gardens are shown below.

\"Agatha's

What is the area of each garden?

Drag and drop the correct answer to each box.

", + // "choicesPosition": "below", + // "rationale": "

To find the area of a rectangle, multiply its side lengths. The area of Agatha’s garden is 6 × 3 = 18 square feet. The area of Henry’s garden is 8 × 2 = 16 square feet. The area of Perry’s garden is 4 × 5 = 20 square feet.

", + // "element": "drag-in-the-blank" + // } + // ], + // "_id": "6529fd0c117b72a3375678cf" + // }, + "6529fa80117b72a337545257": { + "markup": "", + "elements": { + "inline-dropdown": "@pie-element/inline-dropdown@5.12.5" + }, + "models": [ + { + "lockChoiceOrder": true, + "partialScoring": true, + "markup": "Choose the verb that BEST completes the sentence.

Tomorrow, I {{0}} all of my homework.
", + "id": "8a80808163e9a8510163ea8acc4e2b57", + "choices": { + "0": [ + { + "correct": false, + "label": "finish", + "value": "0" + }, + { + "correct": false, + "label": "finished", + "value": "1" + }, + { + "correct": false, + "label": "am finishing", + "value": "2" + }, + { + "correct": true, + "label": "will finish", + "value": "3" + } + ] }, - { - "id": "3", - "value": " 4 33 " - } - ], - "prompt": "

Drag and drop the correct rational number next to its equivalent decimal expansion.

", - "choicesPosition": "below", - "rationale": "

0.1212...

If x = 0.1212..., then 100x = 12.1212...

Subtracting: 100x – x = 12 or 99x = 12. Thus, x = 12/99 or 4/33.

0.4444...

If x = 0.444...., then 10x = 4.444...

Subtracting: 10x – x = 4 or 9x = 4. Thus, x = 4/9.

0.8333...

If x = 0.8333..., then 100x = 83.333... and 10x = 8.333...

Subtracting: 100x – 10x = 75 or 90x = 75. Thus, x = 75/ 90 = 5/6.

0.1010...

If x = 0.1010..., then 100x = 10.1010...

Subtracting: 100x – x = 10 or 99x = 10. Thus, x = 10/99.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fcd5117b72a3375642da" - }, - "4028e4a23f5d0bc4013f7d01c6b4372b": { - "id": "4028e4a23f5d0bc4013f7d01c6b4372b", - "markup": "", - "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + "prompt": "
", + "element": "inline-dropdown" + } + ], + "_id": "6529fa80117b72a337545257" }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "", - "text": "

Evan's Hat

1

One day after school, Evan went to a new park with his friend, Sasha. Sasha's mom drove them there. They jumped on the swings.

2

“Let’s see who can swing the highest!” yelled Sasha.

3

“Okay!” shouted Evan. He stopped to pull off his hat and unzip his coat. That way he could really swing high.

4

After playing on the jungle gym and the slide, it was time to go home.

5

Evan rushed into his house and told his mom about playing at the new park.

6

“That’s wonderful,” said Evan’s mom. She helped him clean out his backpack. “Hmm, where’s your red hat, Evan?”

7

Evan froze. He didn’t know where his hat was. He forgot to keep track of his things. Evan didn't want to upset his mom.

8

“I . . . I think . . . I think I left it in the car,” said Evan. “I’ll call Sasha so she can bring it to school.”

9

“Okay, that sounds like a plan,” said his mom.

10

Evan went to his room and closed his door. He started playing with his train set. As he played, he felt a lump in his throat. Something was wrong. He knew he hadn’t told the truth.

11

Evan found his mother in the kitchen.

12

“Mom, I need your help,” said Evan. “I don’t think my hat is in the car.”

13

“Oh, I see,” said his mom as she walked over to him. “Do you know where your hat is, Evan?”

14

“No, Mom. I’m sorry.”

15

“I understand, Evan. Let’s go to the park. Maybe we can find it.”

16

Evan and his mom went to the park as the sun was setting. They quickly ran around the park, and finally, near the slide, Evan saw something red.

\"\"

17

“I found it!” cried Evan.

18

“Good news!” said his mom. “I’m glad. Do you feel better now?\"

19

“Yes, Mom,” said Evan.

20

Evan’s mom smiled and gave him a big hug.

", - "title": "Evan's Hat" - } - ], - "id": "4028e4a23f5d0bc4013f7d01c6b4372b", - "element": "pie-passage" - } - ], - "_id": "66608c8f2c68d449025da41c", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "657176de82ded862da67635e": { - "markup": "", + "65592e63cabd2fffa3ed8845": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "select-text": "@pie-element/select-text@8.11.5" + }, + "models": [ + { + "partialScoring": true, + "tokens": [ + { + "correct": true, + "start": 60, + "end": 66, + "text": "forget" + }, + { + "correct": false, + "start": 67, + "end": 76, + "text": "forgotten" + } + ], + "id": "8a80808163e9a8510163efbdce2714da", + "text": "
Andy did not forget/forgotten to bring his toys.
", + "prompt": "
Read the sentence.  Click on the underlined verb that completes the sentence correctly.
", + "element": "select-text" + } + ], + "_id": "65592e63cabd2fffa3ed8845" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "

Explicit Formula:  {{0}}

\n\n

The number of bricks in the top layer is {{1}}.

\n", - "correctResponse": { - "0": "1", - "1": "4" - }, - "id": "8a808081899ec8540189dc5c71a757b0", - "choices": [ - { - "id": "0", - "value": " a n = 212 + 8( n − 1 ) " - }, - { - "id": "1", - "value": " a n = 212 + ( − 8 )( n − 1 ) " - }, - { - "id": "2", - "value": " a n = 212 + n( 8 − 1 ) " - }, - { - "id": "3", - "value": " a n = 212 + ( − n )( 8 − 1 ) " - }, - { - "id": "4", - "value": "60" - }, - { - "id": "5", - "value": "72" - }, - { - "id": "6", - "value": "352" - }, - { - "id": "7", - "value": "364" - } - ], - "prompt": "

Tim and Mary are building a special brick wall in the town playground. There will be 212 bricks in the bottom layer, 204 bricks in the second layer, 196 bricks in the third layer, and so on in the same pattern. The wall will be 20 layers high. They want to know how many bricks will be in the top layer.

  • Drag and drop a response into the first box that represents the explicit formula that can be used to find out how many bricks will be in the top layer.
  • Drag and drop the number of bricks that will be in the top layer into the second box.
", - "choicesPosition": "below", - "rationale": "

The expression generally used to determine the term in a sequence is a1 + (n – 1)d. The expression representing the number of bricks in the top (n = 20) layer would be an = 212 + (n – 1)(–8), or equivalent, using this formula. There are 60 bricks in the top layer.

", - "element": "drag-in-the-blank" - } - ], - "_id": "657176de82ded862da67635e" - }, - "8a80808177f538b50177ff7d493504b4": { - "id": "8a80808177f538b50177ff7d493504b4", - "markup": "", + "6529fa86117b72a33754576e": { + "markup": "", "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6" + }, + "models": [ + { + "markup": "y = {{0}}", + "maxLengthPerChoice": [ + 10 + ], + "id": "8a80808163e9a6940163ecdd577635ef", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "178.31", + "value": "0" + } + ] + }, + "prompt": "
Enter the value of y that makes the given equation true.

y + 396.23 = 574.54
", + "rationale": "

The correct response is:

  • 178.31
", + "element": "explicit-constructed-response" + } + ], + "_id": "6529fa86117b72a33754576e" }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "", - "text": "

The Bossy Gallito (Rooster)

1

One morning Rooster dressed for his Uncle Parrot’s wedding. He cleaned himself up and polished his beak until it shined. He looked wonderful!

2

Rooster left for the wedding. He took a path through the forest. Along the way, Rooster spotted two juicy pieces of corn lying in the mud. Corn was Rooster’s favorite snack. Rooster was so excited he ignored the mud and gobbled them up.

3

When Rooster finished, he saw there was mud all over his beak. It no longer shined. What a mess! He couldn’t go to Uncle Parrot’s wedding like that.

\"A
4

Rooster looked around and spotted Grass. He knew she could help. He said, “Grass, you will clean my beak.”

5

“I will not,” said Grass, who did not like being told what to do.

6

Rooster was shocked. He was not used to being told “no.”

7

Next, Rooster spotted Goat. He believed Goat could help. Rooster said, “Goat, you must eat Grass! She refused to clean my beak.”

8

“I will not,” said Goat. Goat loved to eat, but he did not like it when others were rude.

9

Now Rooster felt angry. He spotted Stick and wondered if Stick would help. Rooster said, “Stick, you will hit Goat. He refused to eat Grass for refusing to clean my beak.”

10

“I will not,” said Stick. Stick was stubborn and never did anything he did not want to do.

11

Rooster looked bitterly up at the sky. His beak was still dirty, and soon he would be late! Just then Rooster spotted his good friend, Sun. Every morning, Rooster woke Sun in time to begin the day.

12

“Sun!” called Rooster. “Will you please help me? I cannot go to Uncle Parrot’s wedding with a dirty beak. Now I am running late! Please burn Stick, for Stick will not hit Goat, who will not eat Grass—and Grass refused to clean my beak. Please, oh please, do it quickly!”

13

“I will help you, Rooster,” said Sun. “But I do not think your idea will solve the problem. I have another idea.”

14

Sun was a smart friend, so Rooster said, “Okay, I will try it your way.”

15

Sun shined down on Grass, Goat, and Stick, making them feel warm and happy. Sun said, “Grass, will you please help my friend Rooster by cleaning his beak?”

16

To Rooster’s surprise, Grass agreed. Rooster said, “Thank you, Grass!”

17

Seeing how saying “please” changed Grass’s mind, Rooster said, “Goat, will you please carry me to Uncle Parrot’s wedding so I am not late?”

18

“Yes, I will,” said Goat, “but the path ahead is thick with tree branches. It would help to have a stick to carry along to keep the branches from hitting me as I pass.”

19

“Stick,” said Rooster, “Will you please come along to keep the tree branches away from Goat?”

20

Stick thought for a minute and then said, “I will!”

21

They set off together. Rooster made it to the wedding clean and on time. He remembered to say “Thank you!” to everyone who helped.

", - "title": "The Bossy Gallito (Rooster)" - } - ], - "id": "8a80808177f538b50177ff7d493504b4", - "element": "pie-passage" - } - ], - "_id": "669d30d585ad163bb4dfd6cb", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "4028e4a23946dac501394fa5a3cc46c9": { - "id": "4028e4a23946dac501394fa5a3cc46c9", - "markup": "", + "650e39d50ac30de9508d4519": { + "markup": "", "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "teacherInstructions": "", + "id": "8a80808186dc4e000186e0bb27d60328", + "choiceMode": "checkbox", + "choices": [ + { + "correct": false, + "label": "

x<60

", + "value": "8a80808186dc4e000186e0bb27d7032b", + "rationale": "

This results from using the less than sign instead of the greater than sign in the inequality.

" + }, + { + "correct": false, + "label": "

x≥60

", + "value": "8a80808186dc4e000186e0bb27d70329", + "rationale": "

This results from using the greater than or equal to sign instead of the greater than sign in the inequality.

" + }, + { + "correct": true, + "label": "

x>60

", + "value": "8a80808186dc4e000186e0bb27d7032a", + "rationale": "

Quinton wants to bake more cookies than last year, so more than 24 + 36 = 60. So the number x he must bake is must be greater than 60, which is written mathematically as x > 60.

" + }, + { + "correct": false, + "label": "

\"A

", + "value": "8a80808186dc4e000186e0bb27d7032d", + "rationale": "

This results from selecting a number line showing x is less than 60 instead of x is greater than 60.

" + }, + { + "correct": true, + "label": "

\"A

", + "value": "8a80808186dc4e000186e0bb27d7032c", + "rationale": "

Quinton wants to bake more cookies than last year, so more than 24 + 36 = 60. So the number x he must bake is must be greater than 60. On a number line, this is represented by an open circle around 60 and a line extending to the right. 

" + }, + { + "correct": false, + "label": "

\"A

", + "value": "8a80808186dc4e000186e0bb27d7032e", + "rationale": "

This results from selecting a number line showing x is greater than or equal to 60 instead of x is greater than 60.

" + } + ], + "prompt": "

Quinton is baking cookies for a holiday party. He wants to bake more cookies than he did for last year's party. Last year, he baked 24 gingerbread cookies and 36 chocolate chip cookies. Which of these represent x, the total number of cookies Quinton must bake to have more than last year's total? Select two that apply.

", + "element": "multiple-choice" + } + ], + "_id": "650e39d50ac30de9508d4519" }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "", - "text": "

Why the Spider Has Eight Long Legs

1

Once, long ago in Africa, lived the first spider, Anansi. He looked like he does now, except he had eight short, fat legs. Anansi was clever but a bit lazy.

2

One day, Anansi was walking. Suddenly he smelled a delicious smell coming from Rabbit’s house.

3

“Rabbit!” called Anansi. “What are you cooking?” Anansi peered into his friend’s kitchen window.

4

“Greens, friend Anansi! Stay a while and help me do some chores, and when they are done we will eat together.”

5

Unwilling to get stuck doing chores, Anansi said, “Friend Rabbit, I would love to eat some of your delicious greens. But right now, I have to run an errand.” Thinking quickly, Anansi spun a bit of web. “Here, Rabbit. I will leave one end of this web with you.” He tied the other end to his leg. “When the greens are done, just pull on the web, and I will come back.”

6

Rabbit waved goodbye as Anansi went on his way. He had not gone more than a few yards when again he smelled something delicious cooking. He followed his nose until he came to the house of his friend Monkey.

7

“Monkey!” he called out. “What is it you are cooking that smells so good?”

8

“Beans, brother Anansi!” called Monkey. All of his little children came out to hug their friend. “Join us! We just need to wash some dishes and we can eat.”

9

Anansi quickly offered to leave one end of his web with the monkeys. “I’ll tie the other end to my leg,” he said as he tied the web onto his second leg. “And when the beans are done, just pull on it and I will come back.”

10

Well, as the story goes, Anansi continued walking, and six more times he smelled wonderful meals cooking in the kitchens of his friends. Soon he had webs dangling from all eight of his short legs.

11

He sat down at the river to rest. Which wonderful meal would be ready first? Just then he felt a tug.

12

“Ahh, Monkey’s beans! I can’t wait!” he said as he started to get up.

13

Then he felt another tug, and another, and another.

14

Soon, all eight of his legs were being tugged and pulled in eight different directions. His legs stretched and stretched until they were long and thin. Even today you can see that the spider has eight long, thin legs. He is always looking for food since he missed out on eight meals that day.
\"A

", - "title": "Why the Spider Has Eight Long Legs" - } - ], - "id": "4028e4a23946dac501394fa5a3cc46c9", - "element": "pie-passage" - } - ], - "_id": "669d30d385ad163bb4dfd429", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "65387f00ad317f2148b0154e": { - "markup": "", + "656ccb75794b522979c8f631": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "teacherInstructions": "", + "id": "8a80808163e9a8510163eb7e30310ba3", + "choiceMode": "radio", + "choices": [ + { + "correct": true, + "label": "

knew

", + "value": "8a80808163e9a8510163eb7e30310ba6", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

know

", + "value": "8a80808163e9a8510163eb7e30310ba7", + "rationale": "

Student(s) may have confused knew with know.

" + }, + { + "correct": false, + "label": "

no

", + "value": "8a80808163e9a8510163eb7e30310ba8", + "rationale": "

Student(s) may not have understood what the question was asking.

" + }, + { + "correct": false, + "label": "

old

", + "value": "8a80808163e9a8510163eb7e30310ba9", + "rationale": "

Student(s) may have thought that they were supposed to select the word with the opposite meaning.

" + } + ], + "prompt": "
Choose the word that is spelled differently but sounds the same as new?
", + "element": "multiple-choice" + } + ], + "_id": "656ccb75794b522979c8f631" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

Four friends are saving money, as shown in the picture. Drag and drop the total value of the coins shown for each friend into the box beside each friend’s name.

", - "partialScoring": true, - "markup": "
Ricardo’s money{{0}}
Claire’s money{{1}}
Mary’s money{{2}}
Eli’s money{{3}}
", - "correctResponse": { - "0": "2", - "1": "1", - "2": "5", - "3": "6" - }, - "id": "4028e4a24433412b014450db3ea12290", - "choices": [ - { - "id": "0", - "value": "18¢" - }, - { - "id": "1", - "value": "45¢" - }, - { - "id": "2", - "value": "51¢" - }, - { - "id": "3", - "value": "59¢" - }, - { - "id": "4", - "value": "79¢" - }, - { - "id": "5", - "value": "80¢" - }, - { - "id": "6", - "value": "95¢" - }, - { - "id": "7", - "value": "$1.02" - }, - { - "id": "8", - "value": "$1.08" - }, - { - "id": "9", - "value": "$1.25" - } - ], - "prompt": "

Four friends are saving money, as shown in the picture.

\"\"

Drag and drop the total value of the coins shown for each friend into the box beside each friend’s name.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown below:

  • Ricardo's money: 51¢
  • Claire's money: 45¢
  • Mary's money: 80¢
  • Eli's money: 95¢

Ricardo has 51 cents because 25 + 10 + 5 + 5 + 5 + 1 = 51. Claire has 45 cents because 10 + 10 + 10 + 5 + 5 + 5 = 45. Mary has 80 cents because 25 + 25 + 25 + 1 + 1 + 1 + 1 + 1 = 80. Eli has 95 cents because 25 + 25 + 10 + 10 + 10 + 10 + 5 = 95.

", - "element": "drag-in-the-blank" - } - ], - "_id": "65387f00ad317f2148b0154e" - }, - "65387f05ad317f2148b01a2a": { - "markup": "", + "65592e82cabd2fffa3edb5c8": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
EquationPossible Value of n
n 3 =64{{0}}
n 2 = 25 81 {{1}}
n 3 = 1 8 {{2}}
n 2 =121{{3}}
\n", - "correctResponse": { - "0": "6", - "1": "2", - "2": "4", - "3": "8" - }, - "id": "8a8080815b6caf47015b83a59913165b", - "choices": [ - { - "id": "0", - "value": " −121" - }, - { - "id": "1", - "value": " −4" - }, - { - "id": "2", - "value": " − 5 9 " - }, - { - "id": "3", - "value": " 1 4 " - }, - { - "id": "4", - "value": " 1 2 " - }, - { - "id": "5", - "value": " 12 40 " - }, - { - "id": "6", - "value": "4" - }, - { - "id": "7", - "value": "8" - }, - { - "id": "8", - "value": "11" + "pie-hotspot": "@pie-element/hotspot@6.17.5" + }, + "models": [ + { + "multipleCorrect": false, + "teacherInstructions": "", + "hotspotColor": "rgba(12, 176, 216, 0.2)", + "partialScoring": true, + "shapes": { + "rectangles": [], + "polygons": [ + { + "correct": false, + "id": "0", + "points": [ + { + "x": 1, + "y": 0 + }, + { + "x": 1, + "y": 54 + }, + { + "x": 118, + "y": 54 + }, + { + "x": 118, + "y": 0 + } + ] + }, + { + "correct": false, + "id": "1", + "points": [ + { + "x": 1, + "y": 64 + }, + { + "x": 1, + "y": 118 + }, + { + "x": 118, + "y": 118 + }, + { + "x": 118, + "y": 64 + } + ] + }, + { + "correct": true, + "id": "2", + "points": [ + { + "x": 0, + "y": 128 + }, + { + "x": 0, + "y": 183 + }, + { + "x": 118, + "y": 183 + }, + { + "x": 118, + "y": 128 + } + ] + }, + { + "correct": false, + "id": "3", + "points": [ + { + "x": 1, + "y": 192 + }, + { + "x": 1, + "y": 247 + }, + { + "x": 118, + "y": 247 + }, + { + "x": 118, + "y": 192 + } + ] + } + ] }, - { - "id": "9", - "value": "60.5" + "imageUrl": "https://cdn.fluence.net/image/dd079a33cc434b11b37a3ebf6aad55dd_W", + "outlineColor": "rgba(15, 61, 109, 1)", + "id": "8a80808163e9a6940163f033431c0962", + "prompt": "
Choose the word that means "the largest amount".
", + "rationale": "

biggest

", + "element": "pie-hotspot", + "dimensions": { + "width": 120, + "height": 248 } - ], - "prompt": "

Evaluate each of the equations below. Drag and drop the correct value of \n n\n beside each equation.

", - "choicesPosition": "below", - "rationale": "

For n3 = 64, the solution is 4 since 43 = 64.

For n2 = 25/81, the solutions are \n \n ±\n \n \n 25\n \n \n \n \n \n 81\n \n \n \n \n =±\n 5\n 9\n \n \n \n. Thus, one possible value of n is \n \n −\n 5\n 9\n \n \n \n.

For n3 = 1/8, the solution is 1/2 since 13 = 1 and 23 = 8.

For n2 = 121, the solutions are \n \n ±\n \n 121\n \n \n =±11\n \n, so one possible value of n is 11.

", - "element": "drag-in-the-blank" - } - ], - "_id": "65387f05ad317f2148b01a2a" - }, - "6529fd05117b72a337567183": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + } + ], + "_id": "65592e82cabd2fffa3edb5c8" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
2 −4 × 2 6 {{0}}
6 −3 · 6 7 6 4 {{1}}
15 2 ×15{{2}}
8 3 ·8· 8 5 8 12 {{3}}
\n", - "correctResponse": { - "0": "5", - "1": "2", - "2": "4", - "3": "9" - }, - "id": "8a8080815b6caf47015b83a5020f1658", - "choices": [ - { - "id": "0", - "value": " 4 2 " - }, - { - "id": "1", - "value": " 8 3 " - }, - { - "id": "2", - "value": "1" - }, - { - "id": "3", - "value": " 1 6 17 " - }, - { - "id": "4", - "value": " 15 3 " - }, - { - "id": "5", - "value": " 2 2 " - }, - { - "id": "6", - "value": " 64 3 " - }, - { - "id": "7", - "value": " 15 2 " - }, - { - "id": "8", - "value": " 2 −24 " - }, - { - "id": "9", - "value": " 8 -3 " - }, - { - "id": "10", - "value": " 225 2 " - } - ], - "prompt": "

Drag and drop the correct equivalent numerical expression into each box to complete the table.

", - "choicesPosition": "below", - "rationale": "

A correct response is as follows:

\"image

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd05117b72a337567183" - }, - "657e118a562580e778f7bf44": { - "markup": "", + "6571741a82ded862da6387b2": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "teacherInstructions": "", + "id": "8a80808172c473e80172e1e5f6860594", + "choiceMode": "checkbox", + "choices": [ + { + "correct": true, + "label": "

An elephant eats 5 tons of food every day. After t number of days, the elephant will have eaten 175 tons of food.

", + "value": "8a80808172c473e80172e1e5f6860595", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

Thomas won $175 in a contest. He decided to give his sister $5, and now Thomas has t dollars left from his winnings.

", + "value": "8a80808172c473e80172e1e5f6860596", + "rationale": "

Student(s) may have confused this situation as correct because it includes all values seen in the stem; however, this situation uses subtraction instead of multiplication.

" + }, + { + "correct": true, + "label": "

It takes Mr. Martinez t number of minutes to grade one math test. If Mr. Martinez has 5 tests to grade, he will work for a total of 175 minutes.

", + "value": "8a80808172c473e80172e1e5f6860597", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

Mary's bookshelf can hold a total of 175 books. Mary has 5 books on the top shelf, so she will be able to fit t number of books on the bottom shelf.

", + "value": "8a80808172c473e80172e1e5f6860598", + "rationale": "

Student(s) may have misidentified this situation because it mentions "total" when describing the value 175, which corresponds to the stem.

" + }, + { + "correct": false, + "label": "

A painter is calculating the amount of paint he used on a project. He knows that he used 5 gallons of paint every day for 175 days, so he used a total of t gallons of paint.

", + "value": "8a80808172c473e80172e1e5f6860599", + "rationale": "

Student(s) may have mistaken this situation as correct because it involves multiplication, but it does not use the values in the correct context in the equation.

" + } + ], + "prompt": "
Which of the following situations can be solved by using the equation 5t=175? Select two that apply.
", + "element": "multiple-choice" + } + ], + "_id": "6571741a82ded862da6387b2" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

The probability of a customer purchasing a small tee shirt can be found by {{0}} {{1}} by {{2}}.

\n", - "correctResponse": { - "0": "1", - "1": "6", - "2": "8" - }, - "id": "4028e4a248b4130b0148c3a0693415f8", - "choices": [ - { - "id": "0", - "value": "multiplying" - }, - { - "id": "1", - "value": "dividing" - }, - { - "id": "2", - "value": "1" - }, - { - "id": "3", - "value": "4" - }, - { - "id": "4", - "value": "12" - }, - { - "id": "5", - "value": "102" - }, - { - "id": "6", - "value": "265" - }, - { - "id": "7", - "value": "1,276" - }, - { - "id": "8", - "value": "1,541" - } - ], - "prompt": "

Customers at Raul's clothing store can purchase tee shirts in sizes small (S), medium (M), large (L), and extra large (XL). Raul collected the data below on his tee shirt sales over a one month period.

\"The

What is the probability that a person purchasing a tee shirt will purchase the small size?

Drag and drop the responses that will make the statement true.

", - "choicesPosition": "below", - "rationale": "

There was a total of 265 + 641 + 533 + 102 = 1,541 shirts ordered. Of these, 265 were small. Therefore, probability is 265/1541.

", - "element": "drag-in-the-blank" - } - ], - "_id": "657e118a562580e778f7bf44" - }, - "652f7c0c8b267d67aad0b6d5": { - "markup": "", + "6529fa86117b72a33754578c": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
ShapeRight Triangle
\"\"{{0}}
\"\"{{1}}
\"\"{{2}}
\n", - "correctResponse": { - "0": "0", - "1": "1", - "2": "0" - }, - "id": "8a80808159843b83015984f650290074", - "choices": [ - { - "id": "0", - "value": "True" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6" + }, + "models": [ + { + "markup": "t = {{0}}", + "maxLengthPerChoice": [ + 5 + ], + "id": "8a80808163e9a4a80163eb4567df49e2", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "23.49", + "value": "0" + } + ] }, - { - "id": "1", - "value": "False" - } - ], - "prompt": "

Decide whether the shape appears to be a right triangle. Drag and drop True or False into the box next to each shape.

", - "choicesPosition": "left", - "rationale": "

A correct response is shown below:

\"image

", - "element": "drag-in-the-blank" - } - ], - "_id": "652f7c0c8b267d67aad0b6d5" - }, - "64c00add5358f5442142eaef": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "prompt": "

Enter the value of t that makes this equation true.

t + 83.55 = 107.04

", + "rationale": "

Correct response: 23.49

", + "element": "explicit-constructed-response" + } + ], + "_id": "6529fa86117b72a33754578c" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
AngleMeasure of Angle (degrees)
IHJ{{0}}
GHJ{{1}}
IHK{{2}}
\n\n

 

\n", - "correctResponse": { - "0": "1", - "1": "3", - "2": "4" - }, - "id": "8a8080815aaaa427015aaae6ddc2015f", - "choices": [ - { - "id": "0", - "value": "90°" - }, - { - "id": "1", - "value": "95°" - }, - { - "id": "2", - "value": "120°" - }, - { - "id": "3", - "value": "130°" - }, - { - "id": "4", - "value": "145°" - }, - { - "id": "5", - "value": "180°" - } - ], - "rationale": "

A correct response is shown below:

\"image

", - "prompt": "

The figure below shows some angle measures. The measure of angle GHK is 180°.

\"Three

Determine the measure of the angles listed below. Drag and drop the correct measure of each of the angles into boxes.

", - "choicesPosition": "left", - "element": "drag-in-the-blank" - } - ], - "_id": "64c00add5358f5442142eaef" - }, - "6530c7daa37a144b1794daf3": { - "markup": "", + "6529fa86117b72a337545784": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "{{0}} + {{1}} = {{2}}", - "correctResponse": { - "0": "5", - "1": "2", - "2": "7" - }, - "alternateResponses": { - "0": [ - "2" - ], - "1": [ - "5" + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6" + }, + "models": [ + { + "markup": "k = {{0}} ", + "maxLengthPerChoice": [ + 5 ], - "2": [ - "7" - ] - }, - "id": "4028e4a246b07f7f0146ba53117d0a0d", - "choices": [ - { - "id": "0", - "value": "125°" - }, - { - "id": "1", - "value": "90°" - }, - { - "id": "2", - "value": "35°" - }, - { - "id": "3", - "value": "135°" - }, - { - "id": "4", - "value": "55°" - }, - { - "id": "5", - "value": "95°" - }, - { - "id": "6", - "value": "145°" - }, - { - "id": "7", - "value": "130°" + "id": "8a80808163e9a30a0163eb717f250194", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "7.71", + "value": "0" + } + ] }, - { - "id": "8", - "value": "140°" - } - ], - "prompt": "

Tracy is tracking the angle of the Sun through the day and created this image below.

\"Three

Drag and drop the numbers into the box to create a number sentence that shows how many degrees the Sun moved from point A to point C.

", - "choicesPosition": "below", - "rationale": "

A correct response would be similar to: 35° + 95° = 130° or 95° + 35°=130°.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6530c7daa37a144b1794daf3" - }, - "65592dbfcabd2fffa3ecc420": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "prompt": "

Enter the value of k that makes the given equation true.

k+64.09=71.8

", + "rationale": "
The correct response is:
  • 7.71
", + "element": "explicit-constructed-response" + } + ], + "_id": "6529fa86117b72a337545784" }, - "models": [ - { - "duplicates": false, - "markup": "{{0}}+{{1}}={{2}} of a gallon of paint", - "correctResponse": { - "0": "2", - "1": "6", - "2": "3" - }, - "alternateResponses": { - "0": [ - "6" - ], - "1": [ - "2" + "65543ac13ded51e7a91b07b0": { + "markup": "", + "elements": { + "explicit-constructed-response": "@pie-element/explicit-constructed-response@6.12.6" + }, + "models": [ + { + "markup": "{{0}}", + "maxLengthPerChoice": [ + 5 ], - "2": [ - "3" - ] - }, - "choicesPosition": "below", - "rationale": "

The correct equation to find the fraction of a gallon of paint Bobby used in all is 1/4 + 1/3 = 7/12. This answer could be selected by using the benchmark fraction 1/2 and number sense of fractions to estimate mentally and assess the reasonableness of the possible answers listed. Recognizing that the sum of the fractions is greater than 1/2 (by looking at the fraction model in the item stem) a student could identify that possible responses 1/2, 2/7, and 4/7 are all equal to or less than 1/2, whereas 9/12, which is equal to 3/4, is greater than the sum of the fractions shown in the visual model. The correct sum could also be found by converting fractions 1/3 and 1/4 to have the same denominators, in which case 4/12 + 3/12 = 7/12.

", - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "id": "8a8080818b4fb81a018b95ce6838180c", - "choices": [ - { - "id": "0", - "value": " 1 2 " - }, - { - "id": "1", - "value": " 4 7 " - }, - { - "id": "2", - "value": " 1 4 " - }, - { - "id": "3", - "value": " 7 12 " - }, - { - "id": "4", - "value": " 2 7 " - }, - { - "id": "5", - "value": " 9 12 " + "id": "8a80808163e9a4a80163f10bce76799f", + "maxLengthPerChoiceEnabled": true, + "choices": { + "0": [ + { + "label": "8", + "value": "0" + } + ] }, - { - "id": "6", - "value": " 1 3 " - } - ], - "prompt": "

Bobby is painting furniture using one gallon of paint. He uses 13 of the gallon for a bookshelf and 14 of the gallon for a chair.

\"\"

What fraction of the gallon of paint does Bobby use in all?

Drag and drop fractions into the boxes to show the correct equation Bobby can use to find the answer.

", - "element": "drag-in-the-blank" - } - ], - "_id": "65592dbfcabd2fffa3ecc420" - }, - "657176d482ded862da675076": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "prompt": "
What value from the set {2, 4, 6, 8} can be substituted for x to make an inequality x > 7 true?
", + "rationale": "

The correct response is:

  • 8
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CheckpointNumber of MilesNumber of Minutes
A{{0}}4
B8{{1}}
C{{2}}64
Finish Line2496
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It takes Fiona 96 minutes to complete a 24-mile bike course while biking at a constant rate. The course has 3 checkpoints that Fiona must pass in order for her time to count.

Drag and drop the responses below to complete the table.

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A correct response is shown below:

CheckpointNumber of MilesNumber of Minutes
A14
B832
C1664
Finish Line2496
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Enter the value of f that makes this equation true.

f + 97.76 = 621.54
", + "rationale": "

Correct response: f = 523.78

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Johnny Chuck's Secret

adapted from Mother West Wind's Children by Thornton W. Burgess
1

Johnny Chuck pushed up the last bit of dirt from the hole he had dug between the roots of the old apple tree. Then he stood up, brushed his coat, and shook the sand from his pants.

2

After he had rested a bit, he turned around and looked at his new home. Happy, round, red Mr. Sun, who, peeping between the branches of the old apple tree, had caught Johnny Chuck at work. But he would not tell, not happy Mr. Sun! No, Sir!

3

So jolly, round, red Mr. Sun just smiled and smiled when he discovered Johnny Chuck's secret, for that is just what the new home under the apple tree was—a secret.

4

Johnny Chuck laughed to himself as he planned a back door, hidden behind grass where no one would think to look for a door. When he was satisfied, he started for his old home along a secret little path he had made for himself.

5

Pretty soon he came to the Lone Little Path that went past his own home. He danced along the Lone Little Path, and he tried to do a flip. But Johnny Chuck was so clumsy that he just tumbled over in a heap.

6

"Well, well, well! What's the matter with you?" said a voice close beside him. It was Jimmy Skunk.

7

Johnny Chuck scrambled to his feet and looked very foolish.

8

"There's nothing the matter with me, Jimmy Skunk," said Johnny. "It's just because I've got a secret."

9

"A secret!" cried Jimmy Skunk. "What is it?"

10

"Yes, a secret," said Johnny Chuck.

11

"Tell me, Johnny Chuck. Come on, then we'll have the secret together," begged Jimmy Skunk.

12

Now Johnny Chuck was so tickled with his secret that he just could not keep it to himself any longer.

13

"You won't tell anyone?" said Johnny Chuck.

14

Jimmy Skunk promised that he would not.

15

"Cross your heart," commanded Johnny Chuck.

16

Jimmy Skunk crossed his heart.

17

Then Johnny Chuck looked this way and that way to be sure that no one was listening. Finally he whispered in Jimmy Skunk's ear:

18

"I've got a new home under the old apple tree in a corner of the Green Meadows," said Johnny Chuck.

Public Domain

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A Cosmic Flash

1

There was no one other than Zarina and her friends in the outer pod of the space station. The pod was claustrophobic, cold, and lacked seating, and people preferred the couches and temperate atmosphere of the high-ceilinged community lounge for socializing. However, this was one of the few locations where Zarina and her friends could see the majestic views of outer space from an observation window.

2

Jennix, Nathn, and Draxx pointed at the craters and dark swirls of the rusty red planet before them, enchanted by the secrets they felt were contained within. But today, Zarina only listened while she held little Moonlet, the robotic puppy she had constructed. To her, the glowing sphere seemed a bit creepy, blazing in an infernal way, and not as enchanting as it usually did.

3

They had been living on the Omega Hyperbius their whole lives, and as grandiose as it was, they all felt confined and constrained. But outside that window was boundless space, a whole galactic world waiting to be explored. Usually, Zarina was as excited as the rest about those mysteries, but today she felt like the ugly duckling, not part of the rest of the group. The others were animated about entering the Nova Program, which transitioned young people from school to work responsibilities, yet Zarina felt dread.

4

Jennix was hoping to become a pilot, traveling from planet to planetoid, exploring the remote reaches of the cosmos. Draxx’s dream was to get into the engineering program and work on the planetary colonies. Nathn had asked to be put in nutrition services to farm in one of the agricultural centers.

5

Zarina loved tinkering, so everyone said the robotics pathway was a natural for her, but what if it wasn’t? She clutched Moonlet as she felt the familiar pit of fear, as cold and hard as a comet. Suddenly, she blurted out, “I don’t want to leave you guys and go into the Nova Program!”

6

Jennix was the first to respond. “You know,” she said, “I don’t want to leave you all either, but we will always be friends.”

7

“But what if I end up in the Garbage Sorting Center?” Zarina asked. She had an image of herself, trapped forever in the bowels of the station, performing the endless task of sorting mechanical bits and pieces, deciding what can be recycled.

8

Draxx pointed to Moonlet and said, “You’re such a mastermind at creation that you’re going to be valued from day one.”

9

“And, even if you ended up in the Sorting Center,” Nathn continued, “you’d probably build a sorter robot with all the things that you found, and then you’d be able to just sit back and relax!”

10

At that moment, a brilliant cosmic flash illuminated the outer pod. The kids ran to the window to witness the spectacle. As the bright light shone on Zarina, she recognized that her friends were right: She already had created robots, so with guidance, she would only improve. She smiled as she viewed the splendor before her.

\"\"

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Fixing a Road

\r\n

ZOOM! The cars go down the street. They hit a big hole. OUCH! The cars bump up and down. That is not safe! This road must get fixed.

\r\n\r\n

ROAR! The big trucks arrive. They are filled with workers who wear hard hats and vests. The hats keep them safe. The vests make them easy to spot.

\r\n\r\n

The workers put down cones. The cones say STOP! The cars stop. This road is closed.

\r\n\r\n

The workers look at the hole. They dig out rocks. Then they fill up the hole with a mix that is black and wet. It is very hot! It comes out of the back of the truck. One worker uses a tool to make the mix smooth on top. The mix will dry and blend with the street. The hole will be gone.

\r\n\r\n

HONK! The workers get in the trucks and go. They leave the cones. The cones keep people away from the mix while it dries.

\r\n\r\n

The workers come back the next day. The mix is dry. The hole is gone. They take the cones away.

\r\n\r\n

ZOOM! The cars go down the street. They do not hit a hole. They do not bump up and down. It is safe now. This road is fixed!

", + "author": "", + "subtitle": "", + "text": "

Fixing a Road

1

ZOOM! The cars go down the street. They hit a big hole. OUCH! The cars bump up and down. That is not safe! This road must get fixed.

2

ROAR! The big trucks arrive. They are filled with workers who wear hard hats and vests. The hats keep them safe. The vests make them easy to spot.

3

The workers put down cones. The cones say STOP! The cars stop. This road is closed.

4

The workers look at the hole. They dig out rocks. Then they fill up the hole with a mix that is black and wet. It is very hot! It comes out of the back of the truck. One worker uses a tool to make the mix smooth on top. The mix will dry and blend with the street. The hole will be gone.

\"\"
5

HONK! The workers get in the trucks and go. They leave the cones. The cones keep people away from the mix while it dries.

6

The workers come back the next day. The mix is dry. The hole is gone. They take the cones away.

7

ZOOM! The cars go down the street. They do not hit a hole. They do not bump up and down. It is safe now. This road is fixed!

", + "title": "Fixing a Road" + } + ], + "id": "8a80808179dc919b0179fba6d9442368", + "element": "pie-passage" + } + ], + "_id": "669d30d685ad163bb4dfd705", "layout": "left", "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "8a808081846984920184733bb8ce00ce": { - "id": "8a808081846984920184733bb8ce00ce", - "markup": "", - "elements": { - "pie-passage": "@pie-element/passage@2.10.5" + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "", - "text": "

The Seventh Generation

1

Chogan had put in a full semester’s effort at college but still felt absolutely lost in a crowd of freshmen who clearly knew where they were heading and what they were doing. At first, he blamed the city campus; his Native tribe lived on the Timber Ridge reservation, miles from what he’d call civilization, without coffee shops and bistros and all of the hustle and bustle of a city campus. Naturally, moving from the reservation to the city would upend him a little, but his discontent reached beyond city life. Even his courses failed to inspire or interest him. Chogan routinely kept in touch with his uncle and his friends on the reservation, which helped to make him feel closer to his community, so when winter break finally arrived, he sprinted home, ready to hang out with the guys and do nothing for the next few weeks. “Maybe doing nothing will help me figure out what to do about school,” he thought.

2

But his uncle had other plans for him.

3

“It’s just some furniture that needs to be moved from Charlie’s basement to a new apartment. We’ve got friends who need a place, fast, but for only a few months. They’ve got nothing, Chogan, absolutely nothing, so we’re doing this for them. Come on—and bring your muscles.”

4

“I have plans, though—I’m going with Kele and Wynonah today. I haven’t seen them in months, so we’re going to play some hockey and then watch Kele’s brother work on his car . . . .” Chogan felt embarrassed by his own words. He didn’t want to disappoint his uncle, but everywhere Chogan and Uncle Lee went, people asked the same questions: How was school, what are you studying, what are you going to do after college . . . and Chogan could offer no answers for any of the questions. Hanging with Kele and Wynonah saved him from feeling cornered and admitting to himself that he still hadn’t decided on a path for his future. “Uncle, I just don’t know what to do with myself or what I want—”

5

“Chogan, have you ever heard of the Seventh Generation? Our people are told a story of an Indian elder generations ago who feared for his people. In his lifetime, he saw his culture and the circle of his community slowly slipping away until one day, when he had a great vision. In it, he saw a future of famine and poverty, loss and grief, and more, a future stretching for seven long generations until the youth seven generations after him rose up and saved his Native nation. Seven generations in the future, the illnesses and darkness that plagued him and his tribe would end in light, and his culture would be strong again—the circle would come around once more.”

6

Chogan stared almost despondently at his uncle, wondering whether his uncle honestly thought Chogan could be some kind of hero to seven generations of Native people. “Uncle, I don’t get it—I’m not Superman, and I can’t single-handedly save the reservation or your friends. I just want to hang with my own friends before I have to go back to school, so what does this have to do with me and the furniture you want me to move?”

7

“You say ‘I’ and ‘me’ in many of your sentences, Little Blackbird. The Seventh Generation is both about you and not about you. What you are able to do now, today, is a gift from seven generations past. It is because of the efforts that they made in their day that you can say ‘I’ and ‘me’ in yours, and in turn, the work you do today is the gift you give seven generations in the future.” Uncle Lee paused for a minute. “Do you understand what this means?”

\"\"

8

Later that morning, Chogan sat hunched over his knees on a bench by the frozen pond, slowly lacing up his skates in contemplative silence. He had considered his uncle’s words and the story of the Native elder, which had brought to mind not just his reservation community but his work at school, and after a minute of watching his friends play hockey, Chogan found himself reaching for his boots.

9

Uncle Lee tried to mask his surprise when Chogan burst into Charlie’s house with Kele, Wynonah, and four of his friends. “This Seventh Generation legend means that if we move the furniture today, we’re setting up a space not just for Uncle Lee and Charlie's friends, but a chance that he can someday provide a house for his children—which gives them a better chance at providing a home for their own children a generation after them. Without action today, those generations ahead don’t stand a chance, and without action today, the activism of our fathers and grandfathers—and uncles—goes to waste. We’re part of a chain, Uncle, and I won’t be the weak link. By the way, I’m changing my course in college to study Community Wellness so I can bring some Seventh-Generation strength to Timber Ridge, but for now, Kele and I are going to start with this sofa.”

", - "title": "The Seventh Generation" - } - ], - "id": "8a808081846984920184733bb8ce00ce", - "element": "pie-passage" - } - ], - "_id": "669d30d385ad163bb4dfd405", - "layout": "left", - "buildInfo": [ - { - "name": "@pie-element/passage", - "version": "latest" - } - ] - }, - "8a808081846962800184731c6d7000bc": { - "id": "8a808081846962800184731c6d7000bc", - "markup": "", + "8a80808163e9a4a80163eceeb29c4f70": { + "id": "8a80808163e9a4a80163eceeb29c4f70", + "markup": "", "elements": { - "pie-passage": "@pie-element/passage@2.10.5" - }, - "models": [ - { - "passages": [ - { - "teacherInstructions": "", - "author": "", - "subtitle": "How Electric Vehicles Rode the Wave of the Future", - "text": "

The EV

How Electric Vehicles Rode the Wave of the Future

1

Electric cars whir down highways everywhere today, their whispering engines and astonishing gas mileage impressing those old enough to remember the gas-guzzling, yacht-sized family station wagon of yore. Surprisingly, today’s slick, electric vehicles (or EVs) date back to the dawn of batteries in the mid-1800s: those motorized carriages foresaw the future, and that future is happening right now. Today’s electric vehicles continue to anticipate the future of technology and its impact on the environment.

2

Electric vehicles contain a battery-driven engine rather than the traditional, gasoline-fueled internal-combustion engine. In the mid-1800s, cell batteries were not rechargeable; they were powerful enough to move very early electric cars, but replacing single-use batteries every time the charge wore out made these early vehicles impractical. By 1900, however, the future arrived in the form of rechargeable batteries that stored enough fuel to move cars faster than their gasoline-powered peers and longer than old single-use batteries. Their battery-powered engines also held other advantages over gasoline cars: they lacked the terrible smell of pollutants and the noise of gas engines as well as the gas-engine’s hand crank necessary for starting the engine. But users of electric-charged vehicles in suburban and rural towns lacked access to one important detail at the turn of the 20th century: electricity. Gasoline was more readily available and affordable, and by the 1950s, the lure of the open road and faster speeds proved a death knell for the early EV movement.

3

The lithium-ion battery changed the way manufacturers and users thought of electric cars, mostly because the lighter, energy-dense battery increased drive time and made street-worthy EVs accessible to wealthy consumers. The increasing cost of fossil fuels in the later 20th century and an uptick in environmental laws made cleaner cars attractive to manufacturers as well as to buyers. And in 2000, the first hybrid cars—run on both electricity and gasoline—swept the market, ushering in the future that car makers had anticipated a century earlier. With the transition to plug-in electric cars now complete, the internal-combustion engine is quickly taking a back seat to EV technology.

4

An electric engine depends on its battery for power, and the battery depends on electricity for its charge. When the battery charge is low, owners can plug a car into a standard 120-volt outlet, which can take quite a few hours to charge a thoroughly depleted battery; or, they can use a 240-volt outlet to get the job done faster. In recent years, the number of charging stations has grown exponentially in convenient spaces such as mall and school parking lots, in workspace garages, and in parking lots for public transportation. Some new EVs claim to drive 300 miles before needing a charge, but such a distance will depend on terrain and driving technique.

5

Electric cars have become enormously popular now that their price makes them accessible for a huge number of buyers; however, this popularity is causing some challenges for EV owners. For homeowners, creating a convenient charging port in a garage or driveway may be part of the commitment to buying an EV. A handy charging port makes it easy to have a fully charged vehicle ready for use. But for renters whose landlords do not offer a port, charging a car may depend on finding a public station or laying a power cord across a public sidewalk, which causes a hazard for pedestrians. While major cities around the world strive to increase the number and convenience of charging stations, finding ports in smaller communities remains slightly more difficult.

6

In many ways, the future dreamed up by EV makers 30—or 100—years ago has arrived. Cars can now travel without fossil fuels, without emitting carbon pollution, using sustainable electric energy, and at prices many can afford. But the future of EVs includes yet more innovation, including motors placed directly in the wheels for better power efficiency and control. One maker claims its future models will reach 500 miles on a full battery charge. And ongoing research hopes to improve the environmental costs of battery production and disposal.

\"\"

", - "title": "The EV" - } - ], - "id": "8a808081846962800184731c6d7000bc", - "element": "pie-passage" - } - ], - "_id": "6692cbee6206fc20e30f03e3", + "pie-passage": "@pie-element/passage@2.10.5" + }, + "models": [ + { + "passages": [ + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

Source 1:  Your Beautiful Garden

1

Have you ever wanted to grow a bright, blooming flower garden? A rainbow of flowers is a great way to add color to your yard. I have been adding to my garden for 16 years and have learned a lot about how to make it look terrific. You too can have a beautiful garden!

2

Planting flower bulbs is an easy way to fill your garden with flowers. Flower bulbs are small, rounded plants that are resting before they start growing. They can be planted in the ground and will grow into flowering plants. I find that bulbs take very little work to plant. Just dig a hole, drop in your bulb, and cover with soil! Each type of bulb is a little different, but those are the basic steps.

3

It is best to make a plan before you start planting. Planning out your garden takes a little work. The work will pay off, though! Think about what time of year you want your flowers to bloom. Do you want them to look their best in the spring or summer? Make sure to plant your bulbs at the right time. Some bulbs need to be planted in the fall. Those are bulbs that need the cold temperatures of winter in order to grow. Other bulbs cannot stand the winter. Those bulbs should be planted in the spring.

4

The first year I grew a garden, I planted only short, purple flowers. How boring! Now I know, though, to plant flowers together that look different. In my opinion, a mix of a few colors in the same spot looks best. Also, plant tall flowers with shorter flowers. This will make your garden look more interesting. Another tip for getting your garden to stand out is to plant flowers in groups. That will look more natural than single flowers in a row.

5

If you follow some of my tips, you will be on your way to beautiful blooms!

", + "title": "Source 1:  Your Beautiful Garden" + }, + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

Source 2:  Choosing and Planting Bulbs

Each flower bulb is different. Some should be planted in the fall, while others should be planted in the spring. Different types of flowers will bloom at different times of the year. Also, some flower bulbs should be planted deeper in the soil than others. These charts will help you figure out how to choose and plant your flower bulbs.


When is the Right Time to Plant?

Different bulbs should be planted at different times. The timeline below tells you when to plant different types of flower bulbs.


\"\"

Choosing a Bulb

Use the chart below to help choose the right type of bulb for your garden. The chart tells the color and height of different flowers. The chart also tells when each bulb will bloom.

Flower NameColorHeightWhen It Blooms
tulippinktallspring
crocuswhiteshortspring
irispurpletallsummer
daffodilyellowmediumspring
lilyred or whitemediumsummer
begoniapinkmediumsummer


Planting Flower Bulbs

  • The first step in planting a flower bulb is to dig a hole. Not all bulbs need to be planted at the same depth in the ground. Begonias need to be planted only 2 inches deep. Other bulbs, though, need to be planted deeper. If a bulb is planted 3 inches deep, that means there should be three inches between the soil line and the top of the bulb. Use the chart below to tell how deep to dig your hole.
  • Second, place the bulb in the hole. Be sure to put the pointed side of the bulb facing up.
  • Next, cover the bulbs with soil.
  • Last, give the bulbs a good watering.


\"\"

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The Pleasure of Writing

by A. A. Milne
1

Sometimes when the printer is waiting for an article which really should have been sent to him the day before, I sit at my desk and wonder if there is any possible subject in the whole world upon which I can possibly find anything to say. On one such occasion I left it to Fate, which decided, by means of a dictionary opened at random, that I should deliver myself of a few thoughts about goldfish… Today I am without a care. Nothing less has happened than that I have a new nib* in my pen.

2

In the ordinary way, when Shakespeare writes a tragedy, or Mr. Blank gives you one of his charming little essays, a certain amount of thought goes on before pen is put to paper. One cannot write “Scene I. An Open Place. Thunder and Lightning. Enter Three Witches,” or “As I look up from my window, the nodding daffodils beckon to me to take the morning,” one cannot give of one’s best in this way on the spur of the moment. At least, others cannot. But when I have a new nib in my pen, then I can go straight from my breakfast to the blotting-paper, and a new sheet of foolscap fills itself magically with a stream of blue-black words. When poets . . . talk of the pleasure of writing, they mean the pleasure of giving a piece of their minds to the public; with an old nib a tedious business. They do not mean (as I do) the pleasure of the artist in seeing beautifully shaped “k’s” and sinuous “s’s” grow beneath his steel. Anybody else writing this article might wonder “Will my readers like it?” I only tell myself “How the compositors will love it!”

3

But perhaps they will not love it. Maybe I am a little above their heads. I remember on one First of January receiving an anonymous postcard wishing me a happy New Year, and suggesting that I should give the compositors a happy New Year also by writing more generously. In those days I got a thousand words upon one sheet 8 in. by 5 in. I adopted the suggestion, but it was a wrench; as it would be for a painter of miniatures forced to spend the rest of his life painting the Town Council of Boffington in the manner of Herkomer. My canvases are bigger now, but they are still impressionistic. “Pretty, but what is it?” remains the obvious comment; one steps back a pace and saws the air with the hand; “You see it better from here, my love,” one says to one’s wife. But if there be one compositor not carried away by the mad rush of life, who in a leisurely hour (the luncheon one, for instance) looks at the beautiful words with the eye of an artist, not of a wage-earner, he, I think, will be satisfied; he will be as glad as I am of my new nib. Does it matter, then, what you who see only the printed word think of it?

4

A woman, who had studied what she called the science of calligraphy, once offered to tell my character from my handwriting. I prepared a special sample for her; it was full of sentences like “To be good is to be happy,” “Faith is the lode-star of life,“ “We should always be kind to animals,” and so on. I wanted her to do her best. She gave the morning to it, and told me at lunch that I was “synthetic.” Probably you think that the compositor has failed me here and printed “synthetic” when I wrote “sympathetic.” In just this way I misunderstood my calligraphist at first, and I looked as sympathetic as I could. However, she repeated “synthetic,” so that there could be no mistake. I begged her to tell me more, for I had thought that every letter would reveal a secret, but all she would add was “and not analytic.” I went about for the rest of the day saying proudly to myself “I am synthetic! I am synthetic! I am synthetic!“ and then I would add regretfully, “Alas, I am not analytic!” I had no idea what it meant.

5

And how do you think she had deduced my syntheticness? Simply from the fact that, to save time, I join some of my words together. That isn’t being synthetic, it is being in a hurry. What she should have said was, “You are a busy man; your life is one constant whirl; and probably you are of excellent moral character and kind to animals.” Then one would feel that one did not write in vain.

6

My pen is getting tired; it has lost its first fair youth. However, I can still go on. I was at school with a boy whose uncle made nibs. If you detect traces of erudition in this article, of which any decent man might be expected to be innocent, I owe it to that boy. He once told me how many nibs his uncle made in a year; luckily I have forgotten. Thousands, probably. Every term that boy came back with a hundred of them; one expected him to be very busy. After all, if you haven’t the brains or the inclination to work, it is something to have the nibs. These nibs, however, were put to better uses. There is a game you can play with them; you flick your nib against the other boy’s nib, and if a lucky shot puts the head of yours under his, then a sharp tap capsizes him, and you have a hundred and one in your collection. There is a good deal of strategy in the game (whose finer points I have now forgotten), and I have no doubt that they play it at the Admiralty in the off season. Another game was to put a clean nib in your pen, place it lightly against the cheek of a boy whose head was turned away from you, and then call him suddenly. As Kipling says, we are the only really humorous race. This boy’s uncle died a year or two later and left about £80,000, but none of it to his nephew. Of course, he had had the nibs every term. One mustn’t forget that.

7

The nib I write this with is called the “Canadian Quill”; made, I suppose, from some steel goose which flourishes across the seas, and which Canadian housewives have to explain to their husbands every Michaelmas. Well, it has seen me to the end of what I wanted to say—if indeed I wanted to say anything. For it was enough for me this morning just to write; with spring coming in through the open windows and my good Canadian quill in my hand, I could have copied out a directory. That is the real pleasure of writing.

*nib: the writing point of a pen, especially an insertable tapered metal part with a split tip

“The Pleasure of Writing” by A. A. Milne, from Not That It Matters. In the public domain.

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FunctionTransformation
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h(x)=(x−6)2{{1}}
p(x)=(x−2)2−9{{2}}
q(x)=x2+12{{3}}
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The parent function for a quadratic is represented by fx=x2.

For each function in the table, determine how the parent function was transformed. Drag and drop the correct transformation for each function into the table.

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The correct response is:

g(x) = –x2 + 7: Vertical Reflection and Vertical Shift

h(x) = (x – 6)2: Horizontal Shift Only

p(x) = (x – 2)2 – 9: Vertical Shift and Horizontal Shift

q(x) = x2 + 1/2: Vertical Shift Only

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2

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Student(s) may not have understood that 2 is a factor and not a multiple of 8.

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16

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Correct answer

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18

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Student(s) may have believed that because this number had an 8 in it, it was a multiple of 8.

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40

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Correct answer

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48

", + "value": "8a80808163e9a30a0163ec6818fa390e", + "rationale": "

Correct answer

" + } + ], + "prompt": "
Which of the following are multiples of 8?  Pick three that are correct.
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The correct inequality is {{0}}.

\n\n

The solution is {{1}}.

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A truck is preparing a load for delivery to a construction site.

  • The truck can carry a maximum of 5,000 pounds.
  • 1,250 pounds of bags of cement and 725 pounds of sand are on the truck.
  • x concrete blocks will be put onto the truck.
  • Each concrete block weighs 12.5 pounds.

Select an inequality that can be used to determine the number of concrete blocks that can be loaded onto the truck. Then, solve your inequality and choose the correct answer.

Drag and drop the inequalities that correctly complete the sentences below.

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The correct inequality is 12.5x + 1,250 + 725 ≤ 5,000.

The solution is x ≤ 242.

The weight of x concrete blocks is represented by the expression 12.5x. When that weight is added to the 1,250 pounds of bags of cement and the 725 pounds of sand, the total weight must be less than or equal to 5,000 pounds. So the inequality is 12.5x + 1,250 + 725 ≤ 5,000. Solving the inequality gives 12.5x ≤ 3,025, or x ≤ 242.

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The Invisibility Suit

1

Matt watched as his best friend, Reid, struggled to pull on what looked like a shiny astronaut costume over his clothes. Reid was the smartest kid Matt knew, to be sure, but an invisibility suit? Even though it was the year 2056 and invisibility technology had been a dream of scientists for decades, Matt never imagined he’d see the real thing in his lifetime, let alone see it invented by a twelve-year-old boy genius who just happened to be his best friend.

2

“Ta-da!” said Reid. He was fully visible, and he looked ridiculous. Matt responded by laughing hysterically.

3

“I hate to tell you this, but if anything, you look incredibly visible. If you walked into a room full of people, you would be the most noticeable person there!” Matt couldn’t stop laughing.

4

Reid had anticipated this reaction and waited patiently for Matt to finish his mocking critique before very dramatically pulling a pair of safety goggles from his backpack and instructing Matt to put them on. Matt took the glasses, put them on his face, and looked at Reid—but Reid seemed to have completely disappeared.

5

“How did you . . . what is . . . I can’t believe . . .” Matt sputtered to make sense.

6

Reid smiled and reached over to remove the safety goggles from his friend’s face. Matt shook his head as Reid suddenly re-appeared and began speaking. “I began doing research last year,” he said. “I learned that scientists are creating lenses that can bend light and make an object covered in material such as this,” he gestured to the shiny material of the suit he was wearing, “appear to be invisible. This technology will make it so that surgeons can see past their hands, truck drivers will be able to see past obstacles in front of their trucks and be safer on the roads. This technology is going to be incredibly beneficial!”

7

Matt was impressed. Reid went on. “OK, so, as you know, everyone in my family wears glasses. I created a lens from extremely thin film and have secretly placed it in each of their frames. When I walk around my house in this reflection suit this afternoon, no one will know I’m there!” Reid looked triumphant.

8

Matt’s expression clouded. “Hmmm . . . but how will that be “beneficial” like the stuff scientists are developing for surgeons and truck drivers? What you’re talking about just sounds like, well, spying. It doesn’t sound like you, Reid.”

9

“You say that now,” said Reid, “but when you hear about all I am able to accomplish while invisible, you will beg me to make a suit for you.” Matt shrugged reluctantly at his friend, wondering if Reid understood what he was getting himself into.

10

Later that day, Reid was pleased to see that his parents and both sisters were home. Alone in his room, he unpacked his suit and put it on. He walked quickly into his sisters’ bedroom and stood by the window. When the girls walked in, they were chatting excitedly and looking at a list his sister Meg had in her hand.

11

“OK, so all of the kids we invited to Reid’s surprise party have said they can come,” said Meg, checking off items on the list. “That’s great!” replied his younger sister Cora.

12

“Grandma and Grandpa are going to be able to drive in from Chicago, too! Reid is going to be SO surprised!” Reid put both hands up to his invisible face, feeling the shock of learning information he was not supposed to hear.

13

He snuck out of the room as quickly and quietly as he could, but as he stepped out into the hall, he overheard his parents having their own secret conversation by the stairs. Reid’s dad was telling Reid’s mom that he had found the perfect birthday gift for Reid that morning, and Reid’s mom listened excitedly before revealing another surprise for the party.

14

Reid ran as fast as he could to his bedroom and quickly removed the suit. He pulled up his communicator and typed a text message to Matt: “You were right about everything. Am retiring the suit. Will explain everything at school tomorrow.”

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The Mysterious Box

1

"This is the last box," Samuel called as he entered the foyer of his new home. He carried the heavy box down the hallway to the kitchen where he found his mother, father, and sister unpacking various gadgets. Samuel's family had sold their previous home and moved into this old Victorian-style house so his father could work at the local hospital. Samuel didn't relish the idea of moving at first, but now he thought this might not be such a bad place to call home. Additionally, school didn't start for another month, so Samuel and his sister, Catherine, would have time to explore their new neighborhood and meet other kids.

2

After Samuel placed the cardboard box on the kitchen counter, his mother rushed over and started inspecting it.

3

"This box contains your great-grandmother's wedding china," Mom explained as she opened it. "These dishes are very old and fragile, so I hope they survived the move."

4

While his mother carefully examined each piece of china, Samuel asked his father what needed to be accomplished next.

5

"Well, you and Catherine can take the boxes of winter clothes up to the attic after lunch," Dad said as he put spices and canned goods away in the pantry. "We'll also need to see if the previous owners left anything behind and clear it out."

6

Catherine let out a groan at the thought of spending the afternoon cleaning the attic.

7

"Come on, Catherine," Samuel said with a smile. "Clearing out the attic might be fun! You never know what treasures might be hidden in this old house."

8

Catherine replied, "You've got your head in the clouds if you think we'll discover hidden treasures in this place. I think we're more likely to find a bunch of clutter."

9

After lunch, Samuel and Catherine hauled several boxes to one of the guest rooms, where they could access the stairs to the attic. The attic was hot, and Catherine immediately felt like leaving the cramped space. They deposited the boxes in one corner of the large attic and then looked around to see what had been left behind.

10

Catherine let out a dramatic sigh when she reached the opposite end of the attic where several cardboard boxes were piled against the wall. Unfortunately, they would need to go through them all to see what was inside.

11

Samuel found a box of old books that were in good condition and could be taken to the local library. Catherine's mood improved immensely after finding a trunk filled with outdated clothes. Samuel could not keep a straight face when he saw her donning a hideous floral scarf and an enormous feathered hat. The clothes were spotless, so Catherine decided to donate them to the high school's drama department.

12

After spending most of the afternoon sorting through boxes, Samuel had just about run out of steam when he heard Catherine let out a gasp of excitement.

13

"Samuel, take a look at this!"

14

His sister was pointing at something, and Samuel peered over her shoulder to see a wooden box sitting on one of the rafters near the ceiling.

15

He carefully dislodged the box from its resting place and set it on the attic floor. Samuel noticed that the locked box had the name "Reynolds" painted on one side and assumed this was the name of a family that once lived in the house.

16

"Let's try to open it and see if there really is treasure inside!" Samuel exclaimed as he searched the rafter for the key that would unlock the mysteries inside the box.

17

"No, Samuel," Catherine said quickly. "Imagine that this box contained Great–grandmother's wedding china or Dad's baseball card collection. You wouldn't want someone to look through it, would you?"

18

After listening to Catherine, Samuel had a change of heart and abandoned his search for the missing key. When they finished their task, the siblings brought the wooden box downstairs to show their parents.

19

Samuel's mother immediately recognized the name on the box. "This is the name of the woman who sold us this house," she explained. "She inherited the home from her grandfather, but she didn't think that she could handle all the maintenance. Ms. Reynolds only lives a few blocks away, so we could return the box to her this evening."

20

About half an hour later, Samuel, Catherine, and their mother stood on the steps of a small brick house. A woman with bright red hair answered the door and smiled after recognizing the children's mother. Their mother introduced Samuel and Catherine, and Ms. Reynolds ushered them all inside. Samuel held onto the box as everyone took seats around a small kitchen table. He carefully placed the box on the table and told Ms. Reynolds about their discovery. After listening, Ms. Reynolds abruptly left the kitchen. She returned a few moments later with an antique key in her hand. Samuel felt his heart begin to race as he waited for Ms. Reynolds to open the box and reveal what was inside.

21

Ms. Reynolds's face filled with emotion when she finally opened the lid.

22

"It's filled with old photographs and letters from my grandparents," Ms. Reynolds said in a quiet voice. "I thought these were lost forever. I can't tell you what it means to me to have them back."

23

Realizing that they had uncovered a hidden treasure after all, Samuel smiled widely at his sister.

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the states of Arizona Colorado New Mexico and Utah meet.

", + "value": "8a80808163e9a6940163ea60225665c3", + "rationale": "

Student(s) may not have thought any additional punctuation was needed.

" + }, + { + "correct": false, + "label": "

the states of, Arizona Colorado New Mexico and Utah meet.

", + "value": "8a80808163e9a6940163ea60225665c4", + "rationale": "

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the states of Arizona, Colorado, New Mexico, and Utah meet.

", + "value": "8a80808163e9a6940163ea60225665c5", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

the states of, Arizona Colorado New Mexico and Utah, meet.

", + "value": "8a80808163e9a6940163ea60225665c6", + "rationale": "

Student(s) may have thought commas were needed to separate the series from the rest of the sentence.

" + } + ], + "prompt": "
Read this portion of the sentence.
 
The Four Corners Monument marks the place where __________

What is the correct way to complete the sentence?
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The greatest common factor of 72 and 90 is {{0}}.

\n\n

The least common multiple of 8 and 10 is {{1}}. 

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A correct response is shown below:

  • The greatest common factor of 72 and 90 is 18.

    The least common multiple of 8 and 10 is 40. 

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Drag and drop the responses below to complete each statement. 

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Shaking with fear Gina, told us about the scary movie.

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Student(s) may not have noticed that a comma is placed incorrectly after the word \"Gina.\"

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Shaking with fear, Gina told us about the scary movie.

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Correct answer

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Shaking with fear Gina told us about, the scary movie.

", + "value": "8a80808163e9a4a80163ea5840df5c26", + "rationale": "

Student(s) may not have noticed that a comma is placed incorrectly after the word \"about.\"

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Shaking with fear Gina told us about the scary movie.

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Student(s) may not have noticed that the comma is missing after the word \"fear\" to separate the introductory element from the rest of the sentence.

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Which of the following sentences is punctuated correctly?
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EventLikelihood of Occurring
The probability of a student in a certain district attending college is 0.9.{{0}}
The probability of rain falling tomorrow morning is 0.05.{{1}}
The probability of a student visiting the library after school is 0.55.{{2}}
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Some events are listed in the table below. For each event, the likelihood of the event occurring is given as a numeric probability. Based on this probability value, is each event likely, neither likely nor unlikely, or unlikely to occur? 

Drag and drop the correct answer into the box next to each event. 

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Because 0.9 is close to 1, attending college is a likely event.

Because 0.05 is close to 0, rain falling is an unlikely event. 

Because 0.55 is close to 0.5, going to the library is neither likely nor unlikely. 

", - "element": "drag-in-the-blank" - } - ], - "_id": "657e0f0b82db5379af1f1f7d" - }, - "64c02ae55358f5442178dabf": { - "markup": "", + "4028e4a2317137900131717495f40604": { + "id": "4028e4a2317137900131717495f40604", + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "pie-passage": "@pie-element/passage@2.10.5" + }, + "models": [ + { + "passages": [ + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

Something New

Are you ready for something new at Pine Street School? This year, you will have a chance to vote for many things. As your principal, I promise that your votes count.

Here is how the new system works:

  1. Every Monday, each class in the school spends half an hour in the computer lab.
  2. Every student gets a chance to use a touch-screen voting desk.
  3. Sitting at a voting desk, you press the START button. A choice appears.
  4. Each week you may vote for daily lunch choices. The two choices that get the most votes will be served. Some weeks, you may have also other choices to vote for.
  5. Here is a sample of a lunch choice voting menu. After each vote, press NEXT.
    \"\"
  6. Here is a sample of another kind of voting choice.
    \"\"
  7. When you are done, you will see “THANK YOU FOR VOTING!”
  8. The two foods with the most votes will be served the next school day.
", + "title": "Something New" + }, + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

Touch Screens

Touch screens are here. I have seen them at libraries and food stores, and on phones and voting machines. You can touch a name to make a phone call or cast a vote. You can use a touch screen to check yourself out at a market. Here is one sample. Suppose three people are running for mayor. The screen might look like this:

\"\"

When you press a name and then NEXT, your vote is counted. A screen says something like “THANK YOU FOR VOTING.” It’s as easy as that!

", + "title": "Touch Screens" + } + ], + "id": "4028e4a2317137900131717495f40604", + "element": "pie-passage" + } + ], + "_id": "66608bf92c68d449025d9a44", + "layout": "left", + "buildInfo": [ + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
EquationTrue or False?
| −6+4 |=| −6 |+| 4 |{{0}}
| 2−8 |=| 2 |−| 8 |{{1}}
| 7+5 |=| 7 |+| 5 |{{2}}
| −3−1 |=| −3 |−| 1 |{{3}}
| −2+(−4) |=| −2 |+| −4 |{{4}}
\n", - "correctResponse": { - "0": "1", - "1": "1", - "2": "0", - "3": "1", - "4": "0" - }, - "id": "8a8080815974ba09015974c5d2e7001e", - "choices": [ - { - "id": "0", - "value": "True" - }, - { - "id": "1", - "value": "False" - } - ], - "prompt": "

Decide if each equation is true or false.

Drag and drop True or False into the box next to each equation.

", - "choicesPosition": "left", - "rationale": "

False: |–6 + 4| = |–6| + |4|

False: |2 – 8| = |2| – |8|

True: |7 + 5| = |7| + |5|

False: |–3 – 1| = |–3| – |1|

True: |–2 + (–4)| = |–2| + |–4|

The first equation is false, because |–6 + 4| = |–2| = 2, while |–6| + |4| = 6 + 4 = 10. The second equation is false, because |2 – 8| = |–6| = 6, while |2| – |8| = 2 – 8 = –6. The third equation is true, because |7 + 5| = |12| = 12, and |7| + |5| = 7 + 5 = 12. The fourth equation is false, because |–3 – 1| = |–4| = 4, while |–3| – |1| = 3 – 1 = 2. And the last equation is true, because |–2 + (–4)| = |–6| = 6, and |–2| + |–4| = 2 + 4 = 6.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64c02ae55358f5442178dabf" - }, - "6529fd05117b72a3375670f5": { - "markup": "", + "8a80808163e098aa0163e29f3e4d2101": { + "id": "8a80808163e098aa0163e29f3e4d2101", + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "pie-passage": "@pie-element/passage@2.10.5" + }, + "models": [ + { + "passages": [ + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

It Could Save Your Life

Look around you. There is probably one in the room where you are sitting. A red canister in a corner probably covered with dust. It is a bright spot of color in the room. It may seem useless. But, it could save your life!

Fire extinguishers are made to remove one of three things present in a fire: intense heat, oxygen (or some other gas), or fuel. They are made of metal and filled with water. If it is not water, an extinguisher is filled with something that suffocates fire, like foam. This material is forced out of the extinguisher like spray from a can. A special valve keeps the gas from escaping from the extinguisher until the lever at the top is pressed.

You may have an extinguisher at home that is not filled with water. It is essential that you have it inspected every six years. Sometimes the gauge says the extinguisher has the right pressure and will work properly. But, the gauge could be incorrect. That is why an inspection is important.

If you ever need to use an extinguisher, remember to aim the spray of water or foam at the source of the fire. Move the can in a back–and–forth motion, like you are sweeping. Do not use a water–filled extinguisher for putting out electrical fires. Use it for putting out wood or paper fires only. Most fire extinguishers only have a small amount of substance in them. It can be used up in seconds. So, extinguishers are best for small fires that have not spread. For large or fast–spreading fires, call 9–1–1 and go to a safe place.

", + "title": "It Could Save Your Life" + } + ], + "id": "8a80808163e098aa0163e29f3e4d2101", + "element": "pie-passage" + } + ], + "_id": "66608cb02c68d449025da6b0", + "layout": "left", + "buildInfo": [ + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\n\t\n
12×2={{0}}
{{1}}×12=96
60÷12={{2}}
 {{3}}÷12=7
\n\n

 

\n", - "correctResponse": { - "0": "8", - "1": "4", - "2": "1", - "3": "11" - }, - "id": "4028e4a24ba8bd32014bc40337753803", - "choices": [ - { - "id": "0", - "value": "4" - }, - { - "id": "1", - "value": "5" - }, - { - "id": "2", - "value": "6" - }, - { - "id": "3", - "value": "7" - }, - { - "id": "4", - "value": "8" - }, - { - "id": "5", - "value": "9" - }, - { - "id": "6", - "value": "14" - }, - { - "id": "7", - "value": "22" - }, - { - "id": "8", - "value": "24" - }, - { - "id": "9", - "value": "72" - }, - { - "id": "10", - "value": "76" - }, - { - "id": "11", - "value": "84" - } - ], - "prompt": "

Sameera sells boxes of peaches with 12 peaches in each box, as shown below.

\"A

She writes the equations below to show how many peaches she will sell, in all, if she sells different numbers of boxes.

Drag and drop the correct number into each box to complete each equation.

", - "choicesPosition": "below", - "rationale": "

The following values make the equations correct and complete and are the result of accurately determining an unknown whole number in each multiplication or division equation relating three whole numbers: 12 × 2 = 24; 8 × 12 = 96; 60/12 = 5; and 84/12 = 7.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd05117b72a3375670f5" - }, - "652f7c0d8b267d67aad0b859": { - "markup": "", + "66a422b68d7b54ecec8051dd": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "teacherInstructions": "

TEACHER READS:

Look at the graph.

How many more train books are there than animal books?

", + "id": "4028e4a23828e67701382b71e3501930", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

5

", + "value": "4028e4a23828e67701382b71e3501932", + "rationale": "

This is the number of animal books.

" + }, + { + "correct": false, + "label": "

7

", + "value": "4028e4a23828e67701382b71e3501933", + "rationale": "

This is the number of train books.

" + }, + { + "correct": false, + "label": "

13

", + "value": "4028e4a23828e67701382b71e3501934", + "rationale": "

This is the result of adding the number of train books and the number of animal books.

" + }, + { + "correct": true, + "label": "

2

", + "value": "4028e4a23828e67701382b71e3501931", + "rationale": "

There are 7 train books and 5 animal books. 7 minus 5 is 2.

" + } + ], + "prompt": "

Look at the graph.

\"\"

How many more train books are there than animal books?

", + "element": "multiple-choice" + } + ], + "_id": "66a422b68d7b54ecec8051dd" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

A = {{0}}

\n\n

B = {{1}}

\n\n

C = {{2}}

\n\n

D = {{3}}

\n\n

14×23= {{4}}

\n", - "correctResponse": { - "0": "9", - "1": "8", - "2": "4", - "3": "1", - "4": "12" - }, - "id": "4028e4a24b9010f8014b9fc5072d265b", - "choices": [ - { - "id": "0", - "value": "7" - }, - { - "id": "1", - "value": "12" - }, - { - "id": "2", - "value": "13" - }, - { - "id": "3", - "value": "24" - }, - { - "id": "4", - "value": "30" - }, - { - "id": "5", - "value": "40" - }, - { - "id": "6", - "value": "60" - }, - { - "id": "7", - "value": "74" - }, - { - "id": "8", - "value": "80" - }, - { - "id": "9", - "value": "200" - }, - { - "id": "10", - "value": "212" - }, - { - "id": "11", - "value": "317" - }, - { - "id": "12", - "value": "322" - } - ], - "prompt": "

Latasha is solving the number sentence 14×23=? . She draws the area model below.

\"A

What numbers complete the area model? What is the value of \n \n 14×23\n ?

Drag and drop the correct value into each box to make each number sentence true.

", - "choicesPosition": "below", - "rationale": "

To find the answer to A, multiply 20 × 10, A = 200. To find the answer to B, multiply 20 × 4, B = 80. To find the answer to C, multiply 3 × 10, C = 30. To find the answer to D, multiply 3 × 4, D = 12. Add up all the partial products to find the value of 14 × 23, as follows: 200 + 80 + 30 + 12 = 322.

", - "element": "drag-in-the-blank" - } - ], - "_id": "652f7c0d8b267d67aad0b859" - }, - "6583a47a5a7a14ed1c498286": { - "markup": "", + "6545a7e2d2b97873e15e482c": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "teacherInstructions": "

TEACHER READS:

The chart below shows how many books each student read.  Which two students read the most books?

", + "id": "8a80808163e095450163e6827eb2456c", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

Cindy and Katie

", + "value": "8a80808163e095450163e6827eb2456e", + "rationale": "

Student(s) may not have realized that Katie was one of the students who read the most number of books, but Cindy was not.

" + }, + { + "correct": true, + "label": "

Katie and Frank

", + "value": "8a80808163e095450163e6827eb2456f", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

Frank and Missy

", + "value": "8a80808163e095450163e6827eb24570", + "rationale": "

Student(s) may not have realized that Frank was one of the students who read the most number of books, but Missy was not.

" + }, + { + "correct": false, + "label": "

Missy and George

", + "value": "8a80808163e095450163e6827eb24571", + "rationale": "

Student(s) may have chosen the two students who read the least number of books rather than the students who read the most number of books.

" + } + ], + "prompt": "
\"\" 
", + "element": "multiple-choice" + } + ], + "_id": "6545a7e2d2b97873e15e482c" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "teacherInstructions": "", - "partialScoring": true, - "markup": "

  cosθ= {{0}}

\n\n

  tanθ= {{1}}

\n", - "correctResponse": { - "0": "6", - "1": "3" - }, - "id": "8a80808189e1bd890189f5560b9b21b1", - "choices": [ - { - "id": "0", - "value": " − 21 2 " - }, - { - "id": "1", - "value": " − 21 5 " - }, - { - "id": "2", - "value": " − 2 21 21 " - }, - { - "id": "3", - "value": " 2 21 21 " - }, - { - "id": "4", - "value": " 3 5 " - }, - { - "id": "5", - "value": " 2 3 " - }, - { - "id": "6", - "value": " 21 5 " - }, - { - "id": "7", - "value": " 3 2 " - }, - { - "id": "8", - "value": " 21 2 " - } - ], - "prompt": "

Let θ represent an angle in the first quadrant such that sinθ= 2 5 .

Drag and drop the correct answers into the blanks.

", - "choicesPosition": "below", - "rationale": "

The correct responses are:

  • cosθ=215
  • tanθ=22121

Because sin2(theta) + cos2(theta) = 1 (i.e., the Pythagorean identity), sin(theta) = 2/5, and theta is in the first quadrant (and so cos(theta) is positive), we have cos2(theta) = 1 – (2/5)2 = 21/25 and so cos(theta) = sqrt(21)/5.

Then because tan(theta) = sin(theta)/cos(theta), tan(theta) = (2/5)/[sqrt(21)/5] = 2/sqrt(21) = 2 sqrt(21) / 21.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6583a47a5a7a14ed1c498286" - }, - "6529fd05117b72a33756717f": { - "markup": "", + "65592e8ccabd2fffa3edc0e4": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "8a80808163e09a670163e7fc059214ef", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

the teacher took her dog to the veterinarian.

", + "value": "8a80808163e09a670163e7fc059214f2", + "rationale": "

Student(s) may have chosen this answer because they misunderstood the phrase and took it literally.

" + }, + { + "correct": false, + "label": "

the teacher was feeling wonderful.

", + "value": "8a80808163e09a670163e7fc059214f3", + "rationale": "

Student(s) may not have known how to proceed with this question; student(s) may not have known that this answer is the opposite meaning of the idiomatic expression.

" + }, + { + "correct": true, + "label": "

the teacher was feeling sick.

", + "value": "8a80808163e09a670163e7fc059214f4", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

the teacher was sad because her dog was sick.

", + "value": "8a80808163e09a670163e7fc059214f5", + "rationale": "

Student(s) may not have realized that the sentence is using an idiom that means feeling sick.

" + } + ], + "prompt": "
Read the following sentence.

My teacher was absent from school because she was sick as a dog.
The phrase \"sick as a dog\" in the sentence above means that
", + "element": "multiple-choice" + } + ], + "_id": "65592e8ccabd2fffa3edc0e4" }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
ExpressionYes or No
(5×3)+4 {{0}}
(5×3)+(5×4) {{1}}
5×(3+4) {{2}}
\n\n

 

\n", - "correctResponse": { - "0": "1", - "1": "0", - "2": "0" - }, - "id": "8a80808154d424b80154e4026fd701f0", - "choices": [ - { - "id": "0", - "value": "Yes" - }, - { - "id": "1", - "value": "No" - } - ], - "prompt": "

Decide whether each expression is equal to \n \n 5×7\n \n\n. Drag and drop Yes or No in the box next to each expression.

", - "choicesPosition": "left", - "rationale": "

A correct response is shown below:

\"image

Correct responses indicate ability to accurately use different strategies to represent multiplication.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd05117b72a33756717f" - }, - "65aea5223a9a5edeffcbaee1": { - "markup": "", + "65592ec0cabd2fffa3edf968": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "8a80808163e9a8510163ecc7dc272b18", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

was playing

", + "value": "8a80808163e9a8510163ecc7dc272b1b", + "rationale": "

Student(s) may not have noticed that the sentence begins in the future tense and "was playing" is in the past progressive tense.

" + }, + { + "correct": false, + "label": "

played

", + "value": "8a80808163e9a8510163ecc7dc272b1c", + "rationale": "

Student(s) may not have noticed that the sentence begins in the future tense and "played" is in the past tense.

" + }, + { + "correct": true, + "label": "

will play

", + "value": "8a80808163e9a8510163ecc7dc272b1d", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

will have played

", + "value": "8a80808163e9a8510163ecc7dc272b1e", + "rationale": "

Student(s) may not have noticed that the sentence begins in the future tense and "will have played" is in the future perfect tense.

" + } + ], + "prompt": "
Read the following sentence.

Tomorrow morning I will go to the park, and I have played basketball with my friends.
What is the correct way to write the underlined part of the sentence?
", + "element": "multiple-choice" + } + ], + "_id": "65592ec0cabd2fffa3edf968" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": " (x,y)→ ( {{0}} , {{1}} )", - "correctResponse": { - "0": "3", - "1": "2" - }, - "id": "4028e4a246dfb99001471e07d9834d82", - "choices": [ - { - "id": "0", - "value": "x" - }, - { - "id": "1", - "value": "y" - }, - { - "id": "2", - "value": " -x" - }, - { - "id": "3", - "value": " -y" - }, - { - "id": "4", - "value": " x+3" - }, - { - "id": "5", - "value": " y+3" - }, - { - "id": "6", - "value": " x+5" - }, - { - "id": "7", - "value": " y+5" - } - ], - "prompt": "

On the coordinate plane below, \n \n △ABC\n\n has been reflected over the line \n \n y=−x\n\n to form \n \n △\n A\n ′\n \n \n B\n ′\n \n \n C\n ′\n \n \n\n .

\"A

Drag and drop the responses into the blanks to correctly describe the rule used to find each point in \n \n △ABC\n\n after it is transformed by the reflection.

", - "choicesPosition": "below", - "rationale": "

The coordinates of point A are (–4, –1) and the coordinates of point A' are (1, 4), so the coordinates of a point changed from (x, y) to (–y, –x) as a result of this rigid motion. The same rule describes the changes to the other two vertices caused by the reflection over the line y = –x.

", - "element": "drag-in-the-blank" - } - ], - "_id": "65aea5223a9a5edeffcbaee1" - }, - "6529fd1d117b72a33756870c": { - "markup": "", + "652f7adf8b267d67aacfe226": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "8a80808163e09a670163e30546635f3e", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

agree with

", + "value": "8a80808163e09a670163e30546645f41", + "rationale": "

Student(s) may have associated this option with the given word; however, this option is not an antonym to the given word.

" + }, + { + "correct": false, + "label": "

approve

", + "value": "8a80808163e09a670163e30546645f42", + "rationale": "

Student(s) may not have understood the question and chose an option that seemed similar to the given word.

" + }, + { + "correct": false, + "label": "

loyalty

", + "value": "8a80808163e09a670163e30546645f43", + "rationale": "

Student(s) may have associated this option with the given word; however, this option is not an antonym to the given word.

" + }, + { + "correct": true, + "label": "

oppose

", + "value": "8a80808163e09a670163e30546645f44", + "rationale": "

Correct answer

" + } + ], + "prompt": "
Which word is an antonym for the word support?
", + "element": "multiple-choice" + } + ], + "_id": "652f7adf8b267d67aacfe226" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

Between 8:00 a.m. and 12:00 p.m., the pressure decreased at an average rate of {{0}} inHg per hour.

\n\n

Between 12:00 p.m. and {{1}}, the pressure decreased at an average rate of 0.05 inHg per hour.

\n", - "correctResponse": { - "0": "0", - "1": "8" - }, - "id": "4028e4a24f762c2d0150166d88877489", - "choices": [ - { - "id": "0", - "value": "0.02" - }, - { - "id": "1", - "value": "0.04" - }, - { - "id": "2", - "value": "0.08" - }, - { - "id": "3", - "value": "0.16" - }, - { - "id": "4", - "value": "0.32" - }, - { - "id": "5", - "value": "2:00 p.m." - }, - { - "id": "6", - "value": "4:00 p.m." - }, - { - "id": "7", - "value": "6:00 p.m." - }, - { - "id": "8", - "value": "8:00 p.m." - } - ], - "prompt": "

The table below shows how the barometric pressure, measured in inches of mercury (inHg), changed over a 12-hour period.

\"\"

Drag and drop the correct response into each box to make each statement true.

", - "choicesPosition": "below", - "rationale": "

Between 8:00 a.m. and 12:00 p.m., the pressure decreased by 0.08 inHg in a 4-hour period, for an average decrease of 0.08 ÷ 4 = 0.02 inHg per hour. And between 12:00 p.m. and 8:00 p.m., the pressure decreased by 0.40 inHg in an 8-hour period, for an average decrease of 0.40 ÷ 8 = 0.05 inHg per hour.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fd1d117b72a33756870c" - }, - "6584db7f169f87c3da33e900": { - "markup": "", + "652f7adf8b267d67aacfe23a": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "8a80808163e09a670163e2c33e427ab3", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

The dog is very patient at dinnertime.

", + "value": "8a80808163e09a670163e2c33e437ab6", + "rationale": "

Student(s) may not have understood the difference between an adjective and a noun.

" + }, + { + "correct": true, + "label": "

The cat is a patient of the veterinarian.

", + "value": "8a80808163e09a670163e2c33e437ab7", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

The doctor is patient and kind.

", + "value": "8a80808163e09a670163e2c33e437ab8", + "rationale": "

Student(s) may have been distracted by the use of the word \"doctor.\"

" + }, + { + "correct": false, + "label": "

We have to be patient if we want to do well.

", + "value": "8a80808163e09a670163e2c33e437ab9", + "rationale": "

Student(s) may not have carefully examined this sentence and may have guessed.

" + } + ], + "prompt": "
In which sentence does the word patient have the same meaning as it has in the sentence below?

The doctor had a patient with a sore throat.
", + "element": "multiple-choice" + } + ], + "_id": "652f7adf8b267d67aacfe23a" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "The line of best fit for the scatter plot has a slope of about {{0}} and a y-intercept of {{1}}, so the equation {{2}} describes the relationship between x, the number of days, and y, the number of inches of rainfall.", - "correctResponse": { - "0": "0", - "1": "1", - "2": "4" - }, - "id": "4028e4a24d2f79c6014d4383bd0b107d", - "choices": [ - { - "id": "0", - "value": "2.5" - }, - { - "id": "1", - "value": "5.0" - }, - { - "id": "2", - "value": "7.0" - }, - { - "id": "3", - "value": "22.0" - }, - { - "id": "4", - "value": " y=2.5x+5" - }, - { - "id": "5", - "value": " y=5x+2.5" - }, - { - "id": "6", - "value": " y=7x+22" - }, - { - "id": "7", - "value": " y=22x+7" - } - ], - "prompt": "

A scientist was studying the amount of rainfall that fell in a tropical jungle. The scatter plot below shows the height of water, in inches, measured in a cylindrical container during a 7-day period.

\"The

Drag and drop the responses into the boxes to correctly complete the statement.

", - "choicesPosition": "below", - "rationale": "

The line of best fit for the scatter plot has a slope of about 2.5: (22 – 5)/(7 – 0) ≈ 2.43. The initial value is represented by the point (0, 5), so the graph has a y-intercept of 5. So the equation y = 2.5x + 5 describes the relationship between x, the number of days, and y, the number of inches of rainfall.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6584db7f169f87c3da33e900" - }, - "64c028fd5358f544217522d2": { - "markup": "", + "65592ec0cabd2fffa3edf966": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" - }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "{{0}}+{{1}}={{2}} of a gallon of paint", - "correctResponse": { - "0": "2", - "1": "6", - "2": "3" - }, - "alternateResponses": { - "0": [ - "6" - ], - "1": [ - "2" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "8a80808163e9a6940163ec97eee95e10", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

rumble announce

", + "value": "8a80808163e9a6940163ec97eee95e14", + "rationale": "

Student(s) may have thought the correct replacement for the words would be to remove the \"s\" from the word \"announce\" since the word \"rumble\" did not have an \"s\" at the end of it.

" + }, + { + "correct": true, + "label": "

rumble announced

", + "value": "8a80808163e9a6940163ec97eee95e15", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

rumble announcing

", + "value": "8a80808163e9a6940163ec97eee95e16", + "rationale": "

Student(s) may have thought that the correct version of the verb was the present participle.

" + }, + { + "correct": false, + "label": "

rumbled announces

", + "value": "8a80808163e9a6940163ec97eee95e17", + "rationale": "

Student(s) may have thought that the verb \"rumble\" needed to be in past tense form rather than the word \"announce.\"

" + } ], - "2": [ - "3" - ] - }, - "id": "4028e4a25104a54901515f459d7b797d", - "choices": [ - { - "id": "0", - "value": " 1 2 " - }, - { - "id": "1", - "value": " 4 7 " - }, - { - "id": "2", - "value": " 1 4 " - }, - { - "id": "3", - "value": " 7 12 " - }, - { - "id": "4", - "value": " 2 7 " - }, - { - "id": "5", - "value": " 9 12 " - }, - { - "id": "6", - "value": " 1 3 " - } - ], - "prompt": "

Bobby is painting furniture using one gallon of paint. He uses \n \n \n 1\n 3\n \n \n \n of the gallon for a bookshelf and \n \n \n 1\n 4\n \n \n \n of the gallon for a chair.

\"\"

What fraction of the gallon of paint does Bobby use in all?

Drag and drop fractions into the boxes to show the correct equation Bobby can use to find the answer.

", - "choicesPosition": "below", - "rationale": "

The correct equation to find the fraction of a gallon of paint Bobby used in all is 1/4 + 1/3 = 7/12. This answer could be selected by using the benchmark fraction 1/2 and number sense of fractions to estimate mentally and assess the reasonableness of the possible answers listed. Recognizing that the sum of the fractions is greater than 1/2 (by looking at the fraction model in the item stem) a student could identify that possible responses 1/2, 2/7, and 4/7 are all equal to or less than 1/2, whereas 9/12, which is equal to 3/4, is greater than the sum of the fractions shown in the visual model. The correct sum could also be found by converting fractions 1/3 and 1/4 to have the same denominators, in which case 4/12 + 3/12 = 7/12.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64c028fd5358f544217522d2" - }, - "6529fcdd117b72a337564d4c": { - "markup": "", - "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "prompt": "
A student is writing a story for class.  Read the sentence from her story and the question that follows.

As night came the air chilled, the sky darkened, the wind roared, and a low rumble announces the approaching storm.

Which of the following correctly replaces the underlined words in the sentence above?
", + "element": "multiple-choice" + } + ], + "_id": "65592ec0cabd2fffa3edf966" }, - "models": [ - { - "duplicates": false, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
EquationSolution
8 10 − 50 100 = {{0}}
2 5 6 − 3 4 = \n\t\t\t

{{1}}

\n\t\t\t
3 5 +1 1 4 = {{2}}
\n\n

 

\n", - "correctResponse": { - "0": "5", - "1": "2", - "2": "7" - }, - "id": "8a8080815aa560da015aaa5227c90486", - "choices": [ - { - "id": "0", - "value": " 3 100 " - }, - { - "id": "1", - "value": " 2 11 12 " - }, - { - "id": "2", - "value": " 2 1 12 " - }, - { - "id": "3", - "value": " 1 4 9 " - }, - { - "id": "4", - "value": " 2 12 " - }, - { - "id": "5", - "value": " 30 100 " - }, - { - "id": "6", - "value": " 1 4 7 " - }, - { - "id": "7", - "value": " 1 17 20 " - } - ], - "prompt": "

Drag and drop the correct solution to each equation.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown below:

  • \n \n \n 8\n \n 10\n \n \n +\n \n 50\n \n \n 100\n \n \n =\n \n 30\n \n \n 100\n \n \n \n \n\n
  • \n \n 2\n 5\n 6\n \n −\n 3\n 4\n \n =2\n 1\n \n 12\n \n \n \n \n\n
  • \n \n \n 3\n 5\n \n +1\n 1\n 4\n \n =1\n \n 17\n \n \n 20\n \n \n \n \n\n
", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fcdd117b72a337564d4c" - }, - "64c00abd5358f5442142c1a1": { - "markup": "", + "652f7adf8b267d67aacfe1f4": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": true, + "id": "8a80808163e09a670163e30539705f17", + "choiceMode": "radio", + "choices": [ + { + "correct": false, + "label": "

allowed

", + "value": "8a80808163e09a670163e30539705f1a", + "rationale": "

Student(s) may not have realized that the question was asking for a synonym and chose the option that could work as an antonym.

" + }, + { + "correct": true, + "label": "

refused

", + "value": "8a80808163e09a670163e30539705f1b", + "rationale": "

Correct answer

" + }, + { + "correct": false, + "label": "

accepted

", + "value": "8a80808163e09a670163e30539705f1c", + "rationale": "

Student(s) may not have read the question carefully and chose an option that is an antonym as opposed to a synonym.

" + }, + { + "correct": false, + "label": "

agreed

", + "value": "8a80808163e09a670163e30539705f1d", + "rationale": "

Student(s) may not have read the question carefully and chose an option that is an antonym as opposed to a synonym.

" + } + ], + "prompt": "
Which word is a synonym for the word declined?
", + "element": "multiple-choice" + } + ], + "_id": "652f7adf8b267d67aacfe1f4" }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "\n\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\t\n\t\t\t\n\t\t\t\n\t\t\n\t\n
\n\t\t\t

The area of the bases of Prism 1 and Prism 2 are the same.

\n\t\t\t		{{0}}
The area of the bases of Prism 1 and Prism 3 are the same.{{1}}
The area of the bases of Prism 3 and Prism 4 are the same.{{2}}
Prism 1 and Prism 2 have the same volume.{{3}}
Prism 3 and Prism 4 have the same volume.{{4}}
\n\n\n\t\n\t\n
\n", - "correctResponse": { - "0": "1", - "1": "0", - "2": "1", - "3": "0", - "4": "0" - }, - "id": "4028e4a249cf273e0149df5616cb1241", - "choices": [ - { - "id": "0", - "value": "True" - }, - { - "id": "1", - "value": "False" - } - ], - "choicesPosition": "below", - "rationale": "

Prism 1 has a base area of 6 sq cm and a volume of 18 cubic cm.

Prism 2 has a base area of 2 sq cm and a volume of 18 cubic cm.

Prism 3 has a base area of 6 sq cm and a volume of 24 cubic cm.

Prism 4 has a base area of 8 sq cm and a volume of 24 cubic cm.

Prisms 1 and 2 have the same volume.

Prisms 3 and 4 have the same volume.

Prisms 1 and 3 have the same base area.

", - "prompt": "

Right rectangular prisms 1–4 are shown. 

\"Prism

Decide if each statement is true or false. Drag and drop True or False into the box next to each statement.

", - "element": "drag-in-the-blank" - } - ], - "_id": "64c00abd5358f5442142c1a1" - }, - "6529fdac117b72a3375732e6": { - "markup": "", + "65592df0cabd2fffa3ecfaef": { + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "multiple-choice": "@pie-element/multiple-choice@8.14.6" + }, + "models": [ + { + "keyMode": "none", + "lockChoiceOrder": false, + "id": "4028e4a24dd647a0014de9cec9754486", + "choiceMode": "radio", + "choices": [ + { + "correct": true, + "label": "

definition 1

", + "value": "4028e4a24dd647a0014de9cec9754487", + "rationale": "

Nels is very shy, so he blushes from embarrassment when he realizes that Pa is not there and Kristen is alone.

" + }, + { + "correct": false, + "label": "

definition 2

", + "value": "4028e4a24dd647a0014de9cec9754488", + "rationale": "

This meaning of “flush” is not relevant to the context of the sentence.

" + }, + { + "correct": false, + "label": "

definition 4

", + "value": "4028e4a24dd647a0014de9cec975448a", + "rationale": "

This is a related meaning, but it is not as precise as the meaning given in definition 1. Nels does not glow or shine, but he does blush and turn red from strong emotion.

" + }, + { + "correct": false, + "label": "

definition 3

", + "value": "4028e4a24dd647a0014de9cec9754489", + "rationale": "

While Nels’s feelings are forced into the open when he blushes, this is not the meaning of the word as it is used in this sentence.

" + } + ], + "prompt": "

Read this sentence from the story.

Nels flushed even redder when he glanced around and saw Kristen was alone.

Now read the dictionary entry.

\"Dictionary

Which definition of flushed is used in the sentence?

", + "element": "multiple-choice" + } + ], + "_id": "65592df0cabd2fffa3ecfaef" }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "partialScoring": true, - "markup": "

The total area of the picnic area can be found using the expression {{0}}.

\n\n

The total area of the playground can be found using the expression {{1}}.

\n\n

The total area of Overview Park is {{2}} square feet.

\n", - "correctResponse": { - "0": "3", - "1": "2", - "2": "8" - }, - "id": "4028e4a24ca05186014cfc38fa7209eb", - "choices": [ - { - "id": "0", - "value": " 20×30" - }, - { - "id": "1", - "value": " 24×10" - }, - { - "id": "2", - "value": "(10 × 20) + (10 × 10)" - }, - { - "id": "3", - "value": "(10 × 20) + (10 × 2)" - }, - { - "id": "4", - "value": "(10 × 20) + (10 × 4)" - }, - { - "id": "5", - "value": "(10 × 10) + (10 × 14)" - }, - { - "id": "6", - "value": "240" - }, - { - "id": "7", - "value": "400" - }, - { - "id": "8", - "value": "520" - } - ], - "prompt": "

Overview Park has a picnic area and a playground, as shown in the diagram below.

\"The

Drag and drop the correct answers into each box that make the statements true.

", - "choicesPosition": "below", - "rationale": "

A correct response is shown below:

  • The total area of the picnic area can be found using the expression (10 x 20) + (10 x 2).
  • The total area of the playground can be found using the expression (10 x 20) + (10 x 10).
  • The total area of Overview Park is 520 square feet. 

The area of the picnic area can be found using the expressions that shows the area of the rectangle (10 × 20) added to the area of the triangle (1/2 × 10 × 4), or (10 × 2), which equals 220 square feet. The area of the playground can be found by finding the area of the square (10 × 10) and adding to it the area of the rectangle (10 × 20) to get 100 + 200 = 300 square feet. The total area of Overview Park is the sum of the areas of the two portions, so 220 + 300 = 520 square feet.

", - "element": "drag-in-the-blank" - } - ], - "_id": "6529fdac117b72a3375732e6" - }, - "653c5b0d78e8a06f954401ad": { - "markup": "", + "8a80808163e09a670163e20a3c9c4164": { + "id": "8a80808163e09a670163e20a3c9c4164", + "markup": "", "elements": { - "drag-in-the-blank": "@pie-element/drag-in-the-blank@5.12.5" + "pie-passage": "@pie-element/passage@2.10.5" + }, + "models": [ + { + "passages": [ + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

Source 1: Striving for the Gold

1

If you're ever sitting in an Italian restaurant and notice a very tall, lean, young man gorging on spaghetti and chicken parmesan, you could be watching an Olympic champion and not even know it. Eating Italian food is one way that swimmer Tom Dolan gears up for a big race—along with making sure his inhaler is full. Tom has a case of asthma that might prevent some people from walking down the street, but he has won two gold medals and has broken a world record.

2

Tom Dolan started swimming at age five, simply to prove that he could out-swim his older sister. He has always been highly competitive; when he was a child, his dad could always get him to drink an extra glass of milk by filling two glasses and challenging Tom to a race. At the age of eleven, he broke his arm and his mother told him to stop swimming until the cast was off. Instead, Tom covered the cast with a foam casing and kept on swimming.

3

When Tom was twelve, he was running on the playground and suddenly felt like he could not breathe. He did not tell his parents until it happened a second time. They took him straight to the doctor, who diagnosed him with allergies and asthma. Tom was allergic to dust, mold, and pollen. Worst of all for a swimmer, he was sensitive to chlorine!

4

Tom's asthma did not stop him from becoming a competitive swimmer in college though, nor did the fact that he was also diagnosed with exercise–induced asthma. This meant that his asthma would get worse as he worked out more intensely. Another doctor said he also had a condition called tracheal stenosis, a narrow windpipe. Due to the tracheal stenosis and asthma, Tom could only take in about 10% as much oxygen as his competitors.

5

Despite his medical conditions, Tom continued to swim. His best event was the 400–meter Individual Medley (IM), which consists of 100 meters each of four different strokes: butterfly, backstroke, breaststroke, and freestyle. Sometimes Tom blacked out during practice, but never during a race. Even a collapse and subsequent hospitalization in Hawaii during his sophomore year in college did not stop Tom. He had his eye on the Olympics.

6

The Olympics in Atlanta in 1996 presented Tom with a special challenge. The heat and humidity created sticky, heavy air that made it more difficult than usual for him to breathe. Going into the last 50 meters of the 400–meter IM, Tom was 3/100ths of a second behind his toughest competition, Eric Namesnik, another American swimmer. Tom pushed himself to the limit, beating Eric by 35/100ths of a second and setting a world record for the event. He went on to win his second gold medal in the same event in Sydney in 2000.

7

Tom believes that he is a great swimmer because of, not in spite of, his medical problems. He feels that his asthma taught him how to overcome adversity. As he says, he feels like he is one step ahead, because "I know that my body has gone through more stress and strain than anyone else in the pool." And, quite possibly, more Italian food.

", + "title": "Source 1: Striving for the Gold " + }, + { + "teacherInstructions": "", + "author": "", + "subtitle": "", + "text": "

Source 2: What Is Asthma?

(Excerpt from a pamphlet on asthma distributed in doctors' offices)
1

Asthma is a disease that causes the bronchial tubes that bring air into a person's lungs to become red and swollen. Because air cannot move smoothly in and out of the lungs, asthma sufferers have difficulty breathing.

2

People of all ages can suffer from asthma, although it's most common in younger individuals (under age 40). People who have asthma have sensitive airways that can react to a number of things, called "triggers," which cause an asthma attack. Many things trigger asthma. Asthma triggers include pollens, mold, pet dander, cleaning solutions, air pollution, tobacco smoke, exercise, a change in the weather, and even anxiety and stress.

3

Small portable inhalers can be an asthma sufferer's best friend. These devices deliver medicine directly into the lungs, which helps shrink the swollen airways and makes breathing easier. The medicine is squirted into the throat as a mist while the person inhales, holds their breath for 15 seconds, and then exhales slowly.

", + "title": "Source 2: What Is Asthma? " + } + ], + "id": "8a80808163e09a670163e20a3c9c4164", + "element": "pie-passage" + } + ], + "_id": "663f55452e5284bde96a332b", + "layout": "left", + "buildInfo": [ + { + "name": "@pie-element/passage", + "version": "latest" + } + ] }, - "models": [ - { - "duplicates": true, - "lockChoiceOrder": true, - "teacherInstructions": "

TEACHER READS:

David and Zac were each given a number by their teacher. They have to show their numbers using base-ten blocks. David used these blocks to show his number. Zac used these blocks to show his number. Drag and drop the answer that will make each sentence true.

David's blocks show the number [BLANK]. Zac's blocks show the number [BLANK]. Subtracting Zac's number from David's number equals [BLANK].

", - "partialScoring": true, - "markup": "

David's blocks show the number {{0}}.

\n\n

Zac's blocks show the number {{1}}.

\n\n

Subtracting Zac's number from David's number equals {{2}}.

\n", - "correctResponse": { - "0": "9", - "1": "7", - "2": "2" - }, - "id": "8a8080818abf7347018ad734f95e0f13", - "choices": [ - { - "id": "0", - "value": "81" - }, - { - "id": "1", - "value": "90" - }, - { - "id": "2", - "value": "91" - }, - { - "id": "3", - "value": "111" - }, - { - "id": "4", - "value": "190" - }, - { - "id": "5", - "value": "191" - }, - { - "id": "6", - "value": "340" - }, - { - "id": "7", - "value": "345" - }, - { - "id": "8", - "value": "430" - }, - { - "id": "9", - "value": "436" - } - ], - "prompt": "

David and Zac were each given a number by their teacher. They have to show their numbers using base-ten blocks.

David used these blocks to show his number.

\"David

Zac used these blocks to show his number.

\"Zac

Drag and drop the answer that will make each sentence true.

", - "choicesPosition": "below", - "rationale": "

David's blocks show the number 400 + 30 + 6 = 436. Zac's blocks show the number 300 + 40 + 5 =  345. Subtracting Zac's number from David's number equals 91.

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Troubling Times

1

“Rachel, we have to leave soon. I hear Sheridan will march troops down from Cumberland, and you know what they’re going to do, right? His Union Army will burn everything in the valley and leave nothing behind for us—nothing to eat and nowhere to live.”

2

From his vantage point, frozen in front of the open barn door, Dean heard the man’s voice grow agitated as he spoke. Without thinking, Dean jumped to the left and plastered his back against the side of the barn, palms pressed against the warm wood, his eyes watching the open door.

3

“We’ll have to stay at my father’s farm,” a woman’s voice urged, “but he’s so far north, Andrew, and we don’t know whether the cart will travel that far.” Their voices became muffled just before Dean heard footsteps heading towards the barn door. A moment later, a woman entered the blinding Virginia sunlight, her back to Dean as she walked away. He watched her long skirt brush the dusty ground, saw the wooden bucket swing in her hand, and breathed a sigh of relief as she disappeared from view.

4

“Okay, so, this is a little weird,” he thought, “just a little bit wrong.” He dug his cell phone out of his school bag, reaching past car keys that rattled conspicuously and absurdly outside the old barn. “No signal, of course, you worthless android,” he muttered, unceremoniously shoving the phone into his jeans pocket just as Andrew stepped around the corner and faced him, a heavy iron bar at the ready in his strong, clenched fist.

5

“Hello, stranger,” Andrew said cautiously, his eyes assessing Dean with both curiosity and concern. “Is there something I can help you with?”

6

Only a minute earlier, Dean had been halfheartedly listening to his study group debate details of the Civil War battles that had taken place 160 years ago in his home town, right outside the school cafeteria in which they all sat that very moment. He had desperately wanted to leave, but his friends seemed bent on reviewing every detail of the war in real time, minute by minute. He didn’t care about farms and battles and North and South. Dean watched the wind tirelessly swirl the leaves and rubbish in the parking lot outside of the cafeteria doors and knew it was time to cut out, so he slid his laptop into his messenger bag in a split second and slipped through the doors before anyone knew he’d gone.

7

The heavy glass and metal door rattled shut behind him as he stepped onto grass—not parking lot—and, impossibly, saw fields stretching to the ridgeline that had been hidden for years behind the strip mall. But the decrepit Shockeysville Mall he knew so well was gone, as were the buildings and streets around it. Instead, a rambling fieldstone wall and split-rail fence stretched across lush acreage; he saw trees and cows in the distance and, like a shot, he turned to reenter the cafeteria door, convinced that what he was seeing was the product of an overactive imagination and a lack of sugary snacks. He reached up to where he knew the metal door handle should be, only there was no handle. In fact, there was no cafeteria door because the cafeteria was gone, replaced by a wooden barn and an open door swung far aside and offering him a view of the shady, mote-filled interior, and—now—of Andrew.

8

Before Dean could mutter a response, both Andrew and Dean heard a terrifying sound from beyond the ridgeline: gunshots, three loud and powerful reports from an ordnance rifle, echoing off the trees surrounding the farm. The men glanced in the direction of the sound, and when Andrew looked back, his immediate concern for Dean had evaporated.

9

“If you’re a Union sympathizer, then I think your friends are heading this way. But if you’re not,” he spat, “then you’re about to have a very bad day.” Andrew spun on his heel and hurried off in the direction the woman had gone, leaving Dean shaking his head and still plastered against the barn.

10

“What is HAPPENING here? Where is the school, why are Union troops marching in, and what’s with her dress?” He paced in confusion, glancing in the direction of the three shots. “I know I’m home, because I can see the ridgeline, but this is NOT home. I walked through the cafeteria door,” he thought, mentally retracing his steps. He looked into the barn, its soaring cathedral ceiling a rib cage of massive beams and its wide-planked floor strewn with bits of hay and earth. Simple tools hung from the wall—a rake, a harness, a length of rope, an axe. Andrew had built a house with those tools, and Rachel had made it a home. And Sheridan’s troops would destroy their life’s work in minutes.

11

With a gut-wrenching lurch, Dean slowly realized not where, but when he was. “Andrew said Sheridan is marching, which means it’s August of 1864, and the Union army is heading for Shockeysville. It doesn’t matter whose side Andrew is on, because his house is below the Mason-Dixon line, and Sheridan will never leave it in one piece for the Confederate Army to use. I need to help Andrew—or find a portal home, FAST.”

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The Sneaky Leprechaun

One beautiful day while running through a garden, a young leprechaun named Pat came across a tall, stunning waterfall. He watched as the cool water glistened in the sunlight as it fell into the pool below. Just then, a rainbow appeared right before his eyes! "Wow, I bet there is a pot of gold at the end of that rainbow!" he said. Without another thought, Pat jumped onto the rainbow and slid all the way down to the pond, ending with a splash. Pat landed in the crystal clear water, but there was no gold to be seen. "I was wrong, there is no gold here, but only I know that..." Pat let out a conniving laugh as he headed back to see his brother, Lucky.

"Lucky, I found a pot of gold at the end of a rainbow, come quick!" Lucky was excited and quickly followed Pat back to the top of the waterfall.

"The gold is down there?" asked Lucky.

"Yes, you must slide down the rainbow to see the pot of gold," replied Pat. Lucky glided down the rainbow, reached the water below with a loud plop, and eagerly looked around. As he did this, Pat laughed deviously. "I can't believe you fell for that one! I tricked you, there is no gold!" Pat laughed until he could barely breathe, but Lucky did not think it was a funny joke. Lucky walked away angrily, his clothes dripping wet.

"Pat, one day you will tell the truth and no one will believe you." he said in a low, disappointed tone.

Pat disregarded Lucky's comments and continued to play practical jokes on other leprechauns in the garden. A few weeks later, Pat came across an old, long wooden bridge. As he crossed it, he saw a colorful rainbow emerge from the bright blue sky. The rainbow led from the highest clouds all the way to the ground below the bridge. As he stared down from the bridge, Pat thought he saw something shining on the ground below. He gazed until his eyes fixed onto a bowl–like object filled with something. "It is, that is a pot of gold!" Pat looked around, frantically looking for a way to get down to the gold. It was a very far drop to the ground from where he stood on the old bridge, and he knew he needed help. As fast as he could, Pat ran home to get Lucky.

When Pat told Lucky what he had discovered, Lucky replied "No way, I am not falling for that again!"

Pat pleaded with Lucky to believe him. "I promise I am telling the truth this time, there really is a pot of gold!" Lucky still did not trust him. After what felt like hours, Lucky became so annoyed with Pat that he finally agreed to follow him to the old bridge. When they arrived, the beautiful rainbow was gone and to Pat's dismay, so was the pot of gold. Pat looked down in disappointment, but a moment later something shiny caught his eye. Something was stuck in the mud just a few feet from where he stood. He walked over, picked it up, and rinsed it off in the pond. "Look, I found one gold coin, I told you there was gold here!" said Pat.

Lucky gazed at his brother and then at the coin and said, "If only you had always told the truth...I would have believed you sooner!"

Pat replied, "You are right, I am sorry Lucky."

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The domain of the function is {{0}}.

\n\n

The range of the function is {{1}}.

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The speed of a sound wave varies depending on the temperature of the air that carries the wave. The equation below models the speed of a sound wave, S, in knots, as a function of the air temperature, T, in Kelvin (a temperature scale used by scientists).

S=643.91273.15T

Drag the correct domain and range of the function into the boxes below.

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A correct response is shown. The domain of the function is all real numbers greater than or equal to 0. The range of the function is all real numbers greater than or equal to 0.

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Breaking News

1

On Tuesday, Shonda hustled into the newsroom just in time to hear her new boss, the managing editor of the Billford Citizen, call her name.

2

“Shonda, great—welcome aboard! Now, there’s a graffiti artist in town who’s been hired to paint a mural on the exterior of the post office building, and I want you to go find out who it is, get everything you can about them and the mural, and give me a pitch for the story by noon tomorrow, okay? And on Friday night, sit in on the town meeting at 7:30. They’re voting on whether to repurpose the old rail depot into a performing arts center, and we think there’s going to be a massive turnout. Get the numbers—you know: who attended, what the final vote is, whether anyone threw a tantrum because of the final decision—and build a balanced article, Shonda, without opinion or taking sides.” Shonda frenetically jotted notes into her phone as she wondered whether her mom would let her borrow the car on Friday.

3

“Sure. Okay, Mr. Meredith.”

4

Every day at the Billford Citizen began in the same way: Shonda would arrive after school, and Mr. Meredith would pile up assignments that were due by impossible deadlines. Within a week, he’d also given Shonda a set of newsroom keys so she could come in early on days her column was due. Then he asked her to copyedit the entire calendar section and to update the print resources room. Nothing was too much for Shonda, who performed each task to perfection and hit every deadline. After all, a part-time job with the local newspaper was a fantastic résumé piece that demonstrated to colleges just how dedicated she was to a career in journalism. She was sure she’d be named her class valedictorian, too, and the free school lunch program had exceeded its own expectations due to her tireless leadership.

5

One morning, about three weeks after Shonda started working at the Citizen, her brother Tyler lounged at the kitchen table as Shonda trundled in for breakfast wearing mismatched pajamas and shuffled over to the coffee pot, her braids shrouding puffy eyes that made her look far from the tireless leader everyone thought she was. She caught him staring at her in disbelief, brows raised, coffee cup halfway to his mouth. “Tell me again,” he said, “how much you need this job, because local art is a thrill-a-minute—I mean, you’re reporting on whether an artist used Titian Red or just plain-old red, or whether they dished out the money for real sable brushes or bought synthetic, right? Surely there’s a Pulitzer in there somewhere. Honestly, Shonda, if you want to be an investigative reporter, why are you breaking yourself over small-town stuff?”

6

“Small-town stuff is important, Tyler, because it’s the world we interact with every day, and because what happens here affects what happens in the rest of the world. The Citizen is a great local paper, and Mr. Meredith only wants the best for it.” But Shonda had started to wonder whether she was the best person for the Citizen.

7

A week later, Tyler drove Shonda to the newsroom, the silence hanging heavily in the car. She knew she had to talk to Mr. Meredith about how she was letting him down, about how she wasn’t the dependable staff member he thought she was, so she trudged reluctantly toward the door to his office with every confidence that she was about to be fired from her first real job.

8

“Mr. Meredith, I have tomorrow’s deadline . . . my article is due. I have the fundraising gala to plan, and then there’s photo archives to digitize and organize. I almost forgot about an interview I scheduled with a pottery club, and I submitted an article to the copyeditor without even proofreading it first—I misspelled orange, Mr. Meredith! Orange! I don’t think I’m the right person for this job.”

9

“Shonda, listen, I’ve been thinking about your contributions here at the Billford Citizen, and they’re spectacular, really spectacular. My problem is that I want the Citizen to be the best local paper it can be, but it can’t be great if I ask too much of my staff. I don’t see how anyone could be responsible for the kind of stellar work you do here and keep up with school at the same time if I place unreasonable expectations on them. You’re the best person for the job that you signed up for—a part-time job, two days each week—so let’s help you be the best reporter you can be for this paper that we love. Let’s look at the work you have in front of you and reduce it to a manageable list that you can complete in those two days. You can’t be any good for this paper, Shonda, or for anyone if you’re overwhelmed with responsibilities. Of course,” he said with a wink, “it means I’ll have to take you off the Arts desk, which I’m sure you’ll find disappointing.”

10

He opened a desk drawer with a clatter and handed Shonda a Billford Citizen identification tag on a long, blue lanyard. Beneath her name were the words “Investigative Reporter, City Desk.”

\"\"

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*This script is for teacher/testing proctor use only. This script is to be read aloud to students when audio technology is not available during test administration. This script can also be used for students who are deaf or hard of hearing or have other auditory impairments who require accommodations, such as sign language.*

Listen to the presentation and answer the following question(s).

Amphibians

Amphibians are extremely interesting animals. Amphibians live some of their lives in water and some of their lives on land. They are able to achieve this because their bodies go through amazing transformations, called metamorphosis.

These neat creatures are cold–blooded. This means that they are the same temperature as their environment. The word amphibian technically means two–lives. A frog is one example of an amphibian.

Frogs begin their life cycle as an egg. They hatch into water as tadpoles which have gills and a small tail to help them swim. At this point, they are basically small fish. Soon, tadpoles begin to transform. They start to grow legs, and lungs begin to develop so they can breathe out of water.

At 9 weeks old, the tadpole looks more like a frog than a tadpole. The whole metamorphosis is complete at 16 weeks. This is when the frog is an adult and lives out of the water.

Amphibians are very interesting and incredible creatures.

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Amphibians

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