ISAT Sample Book 5: Sample Items for Reading and Mathematics 2013 doc

2013 ISAT Grade 5 Sample Book Structure of the Grade 5 Reading ISAT ISAT Reading testing in spring 2013 will consist of 30 norm-referenced items, as well as criterion- referenced item

2013

ISAT Sample Book

Copyright © 2012 Illinois State Board of Education

All rights reserved This publication may be reproduced or transmitted by downloading and printing

for the purpose of practice testing and not for distribution or resale

Portions of this work were previously published

Stanford Achievement Test: Tenth Edition sample items used with permission of NCS Pearson, Inc.

MATHEMATICS

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3

2013 ISAT Grade 5 Sample Book

Introduction

This sample book contains sample ISAT items classified with an assessment objective from the Illinois Assessment Frameworks or from the Common Core Standards These 2013 samples are meant to give educators and students a general sense of how items are formatted for ISAT All 2013 ISAT test books will be printed in color This sample book does not cover the entire content of what may be assessed Please refer to the I/linois Assessment Frameworks for complete descriptions of the content

to be assessed at each grade level and subject area The J/linois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm and the Common Core Standards are available

online at http://www.isbe.net/common_core/default.htm The Student Assessment website contains additional information about state testing (www.isbe.net/assessment)

Reading Samples

2013 ISAT Grade 5 Sample Book

Structure of the Grade 5 Reading ISAT

ISAT Reading testing in spring 2013 will consist of 30 norm-referenced items, as well as criterion- referenced items The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Pearson, Inc The criterion-referenced items are all reviewed by Illinois educators and pilot tested with Illinois students

Item Formats

Multiple-choice items require students to read and reflect, and then to select the alternative that best expresses what they believe the answer to be A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts

Extended-response items require students to demonstrate an understanding of a passage by

explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test

Reading Sessions

All standard time administration test sessions are a minimum of 45 minutes in length Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session More details about how to administer this extra time will appear in the [SAT Test Administration Manual This policy does not affect students who already receive extended time as determined by their IEP

45 minutes 6 shorter passages—30 multiple-choice items total

Session 2 Consists of 2, 3, or 4 passages

45 minutes 20 multiple-choice items

1 extended-response item

; Consists of 2, 3, or 4 passages Session 3 20 multiple-choice items

45 minutes :

1 extended-response item

(Some items will be pilot items.)

Shorter Passage Followed by

Multiple-Choice Sample Items

<⁄7 ——— Reading 2013 ISAT Grade 5 Sample Book

night every fall, the

rivers and lakes of

Thailand are dotted

No one knows for

sure how this lovely custom got started

Some say it was started 700 years ago by

a wife of a king who wanted to surprise

and please her husband Others say it

started even longer ago as a special

religious ceremony But however it

began, it is delightful

Families always used to make their

floats, or little boats, from banana leaves

torn into strips and woven into the

shape of a bowl Then they beautifully

decorated them with flowers Now, while

many families still make their own floats,

others simply buy them Modern floats

may be made of banana leaves or plastic

All of them still hold a lighted candle, a

flower, a stick or two of sweet-smelling

incense, and a coin

On the holiday evening, families

gather at parks near lakes, rivers, or

canals for outdoor dinners Adults sit on mats and visit with their neighbors while children play tag or hide-and-seek In some cities, blazing fireworks and dancers

in shining silk costumes entertain the crowd

Many men and women sell things

People sell floats to those who have not made them at home Other people sell balloons in various shapes and colors or clever toys made of bamboo Food sellers

offer noodle soup, dried fish, candy, little cakes, roasted chicken, and bamboo

tubes filled with sticky rice cooked in coconut milk They pour soft drinks into small plastic bags, whirl a rubber band around the top, and stick in a short straw

Then, when the full moon rises,

families light the candles and set their little boats afloat The waterway soon twinkles like a fairyland with candles bobbing in their floats and fireworks reflecting in the water

GO ONP

Paragraph 2 of this selection is After reading the title, what

mainly about — should you expect to learn from

this selection?

A how this holiday might have

B_ what the floats are made of B Ideas for new recipes

C when the holiday takes place C Why we celebrate the Fourth of

D what people eat during the July

To understand more about the >

meaning Of the floating leaf Which detail in the selection

cups, the reader should ask — shows that this is a relaxing

holiday?

A how the floats are kept from

being burned by the flame A Families spend the evening

B why acoin is placed in the float eating, playing, and visiting

C what happens to all the floats B People spend hours making

when the holiday is over floats

D how much store-bought floats C There are many different kinds of

D Itis held in autumn

STOP

2013 ISAT Grade 5 Sample Book

Answer Key with Assessment Objectives Identified

2 1 A 1.5.12 Identify explicit and implicit main ideas

ó 2 B 2.5.05 Compare stories to personal experience, prior knowledge, or other

To view all the reading assessment objectives, download the J/linois Reading Assessment Framework

for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm

10

Multiple-Choice Sample Items

11

<⁄7 Reading 2013 ISAT Grade 5 Sample Book

This passage is about a girl who is invited to a friend’s party

The Surprise

1 Sarah’s mother hung up the phone “That was Aisha’s mother,” she said

“She wanted to make sure it was okay for you to attend the party at their house Saturday.”

2 Sarah nodded When Aisha was a baby, she and her parents had moved from

Nigeria to the town where Sarah lives Some of Aisha’s relatives were arriving from Africa, so she had invited Sarah to the welcoming party

3 “It sounds like fun,” her mother said, but

then noticed her daughter’s worried expression

4 Sarah sat at the table and stared at her

fingernails “What if I don’t fit in? They’re

planning a Nigerian celebration, and I don’t

know what to wear, what to say, or how to act

I won’t know anybody there.”

5 Her mother smiled “Nonsense You know

Aisha and her parents I’m sure her relatives are

very nice; you'll fit right in Look at it this way:

it will be an adventure, and you'll get to try

something new And maybe you'll like it!”

6 Sarah wasn’t so sure, but Saturday afternoon found her at Aisha’s front door

She had picked a white shirt and jeans, hoping this ordinary outfit would fit any situation Aisha opened the door and welcomed her inside The house buzzed like

a beehive with friends and family People spilled out the back door of the house and into the yard One look at what most of them were wearing and Sarah’s fears about her attire returned Many of the men and women wore bright clothes in

vivid colors and bold patterns Even Aisha wore a long purple dress with wide

sleeves Sarah took a step backwards I knew it, she thought I’m not dressed right

7 Aisha noticed her friend’s concern “I bet you’ve never seen clothes like these! It’s what we wear in Nigeria.”

“Oh—” Sarah said, looking down at her own clothing

“Don’t worry! You look fine,” Aisha assured her “There are other people here

in jeans.”

10 As they walked farther into the house, a rhythmic pounding of drums thudded

in Sarah’s ears, drawing her to the backyard where singers and guitar players were

playing music Sarah had never heard before “It’s called juju,” Aisha explained

“It’s traditional Nigerian music Let’s go dance!”

Sarah watched in amazement as groups of people, including Aisha and other

children, began to dance The men executed graceful spins, hops, and kicks, while

the women swayed back and forth and waved their arms through the air like

graceful butterflies Children were having a good time inventing their own way of dancing to the music

Aisha stepped out of the group of dancers and tugged on Sarah’s arm “Come

on, give it a try! Copy what I do.”

Hesitantly, Sarah joined the dancers, her eyes following Aisha’s every move as she imitated the swoop of Aisha’s arms Slowly, a smile began to emerge on

Sarah’s face, and her movements grew bolder as she tried to match her dancing to the music Sarah began to relax and enjoy herself

“You're good!” Aisha said when the music stopped “But let’s take a break All

that dancing has made me hungry!”

Sarah was also hungry Her stomach growled at the smell of roasting meat “It

smells delicious,” Sarah said

Aisha beckoned Sarah to a table and explained to her what each dish was “This

is goat,” she said, pointing to the meat Sarah had smelled

Goat? Sarah thought I’ve never had goat What if I don’t like it?

“This is cassava,” Aisha said, spooning some onto Sarah’s plate “And this rice dish is called jollof.”

Sarah nibbled at the goat meat and found she liked the taste, and the cassava reminded her of sweet potatoes; but her favorite dish was the jollof “It’s so spicy

I love it!” she exclaimed “How do you make it?”

Aisha led Sarah into the kitchen

where Aisha’s mother stood at the

stove “Someone is a fan of your jollof,”

she said with a nod to Sarah

Sarah sniffed at the delicious smell

wafting through the air “How do you

make it?” she asked

Aisha’s mother handed Sarah a spoon

“T’ll teach you,” she said “First

step—stir!”

As they cooked, Aisha’s mom

described the ingredients in the dish

and directed Sarah step by step in its preparation Once the jollof was finished,

Sarah carried a big, steaming bowl of the rice, tomato, red pepper, and onion dish

<⁄z Reading 2013 ISAT Grade 5 Sample Book

outside for everyone else to enjoy Aisha scooped up a spoonful, tasted it, and

complimented her friend on her cooking

24 At home that evening, Sarah’s mother asked her how she enjoyed the party

25 “It turned out to be a surprise party,” Sarah announced “A surprise for me! I

wasn’t expecting to have such a good time You were right, Mom; I learned

something new and it was fun! Aisha’s mom taught me to make a Nigerian food called jollof, and she invited me to come back for more cooking lessons.”

26 Her mother grinned “Now I’m the one who’s surprised Tomorrow night the

kitchen is all yours!”

TY What is the main idea of me Y cm, Why did the author italicize the nl |

paragraphs 3-4? words “I’m not dressed right” in

paragraph 6?

A Sarah wonders about her

friend’s family A To show that Sarah was

B Sarah decides what clothes thinking to herself

C Sarah receives an invitation to remembering the past

a friend’s party C To show that Sarah was

D Sarah shares her concerns about whispering to her friend

attending the party D To show that Sarah was

speaking in a different tone

GO ONP

14

“The house buzzed like a

beehive with friends

and family.”

Which does “buzzed like a

beehive” suggest about

the setting?

A Aisha’s house is small

and interesting

B Aisha’s house is filled with

noise and anger

C Aisha’s house is confusing

and frustrating

D Aisha’s house is filled with

talking and movement

Which word from paragraph 13

shows that Sarah is

How does Sarah most likely feel

about her experience at the party?

I need a lunch break

Those glasses break easily

It was hard to break the news to

A Aisha tells her she is good

B She has nothing else to do

C Aisha convinces her to join the group

D She feels pressured by the group

How does Sarah change from

the beginning of the passage to the end of the passage?

A From bored to curious

B From worried to funny

C From uncertain to comfortable

D From impatient to determined

STOP

Answer Key with Assessment Objectives Identified

1 D 1.5.17 Distinguish the main ideas and supporting details in any text

2 2 A 1.5.28 Determine how authors and illustrators express their ideas

2 3 rc 5.RL.4 Determine the meaning of words and phrases as they are used in a

@ text, including figurative language such as metaphors and similes

© 5.RL.4 Determine the meaning of words and phrases as they are used in a

= how the speaker in a poem reflects upon a topic; summarize the text

E 6 A 1.5.05 Determine the meaning of a word in context when the word has

8 8 A 1.5.22 Draw inferences, conclusions, or generalizations about text and

re support them with textual evidence and prior knowledge

@

ss 5.RL.2 Determine a theme of a story, drama, or poem from details in the

© 9 B text, including how characters in a story or drama respond to challenges or

¬ how the speaker in a poem reflects upon a topic; summarize the text

10 C 2.5.08 Determine what characters are like by what they say or do by how

the author or illustrator portrays them

To view all the reading assessment objectives, download the I/linois Reading Assessment Framework for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm and the Common Core Standards at http://www.isbe.net/common_core/default.htm

17

Extended-Response Sample Item

18

Assessment Objective: 1.5.22 Draw inferences, conclusions, or generalizations about text and

support them with textual evidence and prior knowledge

What lessons can the reader learn from Sarah”s experience? Use information from the

passage and your own ideas and conclusions to support your answer

Extended-Response Scoring Rubric

20

Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text Readers use this

information to interpret the text and/or make connections to other situations or contexts through

analysis, evaluation, or comparison/contrast A student-friendly version of this extended-response rubric is available online at www.isbe.net/assessment/reading.htm

+ Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented

explicitly and implicitly

+ Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically

4 through analysis, evaluation, inference, or comparison/contrast

+ Reader uses relevant and accurate references; most are specific and fully supported

+ Reader integrates interpretation of the text with text-based support (balanced)

+ Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly

+ Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically

3 (with some gaps) through analysis, evaluation, inference, or comparison/contrast

+ Reader uses relevant and accurate references; some are specific; some may be general and not fully supported

+ Reader partially integrates interpretation of the text with text-based support

+ Reader demonstrates an accurate but limited understanding of the text

+ Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making

2 only limited connections to other situations or contexts

« Reader uses irrelevant or limited references

+ Reader generalizes without illustrating key ideas; may have gaps

+ Reader demonstrates little or no understanding of the text; may be inaccurate

« Reader makes little or no interpretation of the text

1 * Reader uses no references, or the references are inaccurate

+ Reader's response is insufficient to show that criteria are met

0 * Reader's response is absent or does not address the task

* Reader's response is insufficient to show that criteria are met

21

2013 ISAT Grade 5 Sample Book

- Write your answer to the question in your own words,

- Write as clearly as you can so that another person can read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite any part of it

Wet | lessons Con Can the reacker S

Sarahs —

22

Grade: 5 Sample: 2 Score: 2

- Read the question completely before you start to write your answer,

- Write your answer to the question in your own words,

- Write as clearly as you can so that another person can read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite any part of it

(% À ® Ne Lednning ae Vy

SSøn aqreađfC can learn

L Cun predict hat Say

glory HI! So t think thai 0G

8 dam be worried if you olin Rt in at doesnt

mean your nok normal i ys md ker You un rue

Gnd being on \U£ iS Ax 2k Ỉ thing Brel pot) bodu Cn

—¬ whe Yee Cure Lecause Its Whe Hou PT

id you they Cart QC

| 034 becaue- 14⁄2 one Cay J nese ch CO ¢ whe : di

are, ike Cor ØaimPlP when Aisha € Saiel “ Dont vom!

Yoo leok, Cine” ‘when She ngliced "¬ Cy ern

Pcl ¡ dle When Bish me Corte L, Ceet ce | celle

2013 ISAT Grade 5 Sample Book

here in jeans So She wasnd the only one tn

jeans thot woulel “ef mode Wr Feel Letter

* The reader provides interpretation (a4 lesson a reader can learn is dont be worried if you dont fit in

it doesnt mean your not normal it just makes you unique and being unique is a good thing) The reader provides a bit of text support (Dont worry! you look fine; There are other people here in jeans) The interpretation is fairly limited and demonstrates limited understanding of the text

24

Grade: 5 Sample: 3 Score: 3

— Read the question completely before you start to write your answer,

- Write your answer to the question in your own words,

- Write as clearly as you can so that another person can read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite any part of it

“dees and sat

just Lhe Ho 2 grove Gfopn |

thom just #o RE sn The text

Slates, 7 Lie hot dressed, fight,

and “a2 hit if \Son% Whe

2013 ISAT Grade 5 Sample Book

Story Sarah enc 20 _vp lourg ,

tood ‡2 sted fi 0

ne 2

Jee olhe jr Peaple

Jeans on _ Also | Cor

26

- Write your answer to the question in your own words,

- Write as clearly as you can so that another person can read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite

any part of it

2013 ISAT Grade 5 Sample Book

* This reader focuses on some key ideas (you should try new things so you can know what you could stick with or not try it again) and provides text support (Sarah decides to go to the Nigerian party; Sarah tried a traditional Nigerian dance and loved it) for the interpretations The reader also provides an analogy as interpretation U tried to wear something ordinary to a football party and tried to stay out of the football conversation but in the end I learned that I liked everything) The lack

of balance between interpretation and text support and the general text support result in some gaps

28

Grade: 5 Sample: 5 Score: 4

- Read the question completely before you start to write your answer,

- Write your answer to the question in your own words,

- Write as clearly as you can so that another person can read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite any part of it

Vbe reader cam \earn Prat Co

avout Stina Wo, WAS aood ko stick oor

from othe cs, Sava wad Bo Scared What

Qe was N : OO ‘at cy `*o S\Y wes DECADGE Ane

de X no wok “ao wear Yo 4@

Mloervao œacXo Ane wenk xo Mee ca

nM @ PAID _x*e +: 2x1 and blue

ears and When Bne ao heir she

rex iced Awar everbone ane CLUBS Loear-

INE, ‘Brialkt , OoO- o0T coloved clotines To

me, woobld Se a VAN Ve NEWNOUS Xo

Qo xe 2` party, ‘out ar least ID

Would have Know someane reve

t2 —_" Gove€o(vY me +wwoooi Wy

net Yous Ness wet \ke Awa ¡Ø

Wy Saraln, Meow Ae story, Aisha _

29

A> Grodan’ Lorry:

2013 ISAT Grade 5 Sample Book

xao Doral that che shatdin’ 4 coor vũ

because Mnere were sowie cao |

eople rere wilho were wearing —-

bloe e8 G1,

‘earn = ert LOO _ sex SON te et ~ uur

clon ho avd Lov einov\din’ + Wo e9

abo oT Uotyat otner Peo ele VW 4%

For EXaAMNDIE, aN oe mea, & one, =¬ os

31

2013 ISAT Grade 5 Sample Book

go dance because she didn't know how to dance like them) support the reader's logical

interpretations This response is balanced with each interpretation supported by specific text-based

support

32

- Write your answer to the question in your own words,

- Write as clearly as you can so that another person can read your answer and understand what you were thinking,

- Read over your answer to see if you need to rewrite any part of it

2013 ISAT Grade 5 Sample Book

Couvdœc 3s Stay ar A Poyry Wherry

; ore one oF ho an peaple ot the

msual ! Th : smilor ‘betwee Felt hye x

didnt ft like how Sarah Felt wren

* The reader demonstrates an accurate understanding of the text by focusing on key ideas

( readers can learn lessons such as, try new things, be courageous, and learn new things from Sarah's expierience) The discussion of each key idea integrates specific and relevant details from the text with interpretation The reader also makes personal connections to the text events (This is similar because I felt like I didn't fit in, like how Sarah felt when she came in jeans and everyone was wearing dresses I know how she feels because I expierienced it, too) This response is balanced with each interpretation supported by specific text-based support

35

Illinois Standards Achievement Test

Mathematics Samples

Structure of the Grade 5 Mathematics ISAT

ISAT Mathematics testing in spring 2013 will consist of 30 norm-referenced items, as well as 45 criterion-referenced items, some of which will be used for developmental purposes The 30 norm- referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Pearson, Inc The 45 criterion-referenced items are all reviewed by Illinois educators and pilot tested with Illinois students

Item Formats

Multiple-choice items require students to read, reflect, or compute, and then to select the

alternative that best expresses what they believe the answer to be This format is appropriate for

quickly determining whether students have achieved certain knowledge and skills Well-designed multiple-choice items can measure student knowledge and understanding, as well as students’

selection and application of problem-solving strategies A carefully constructed multiple-choice item can assess any of the levels of mathematical complexity from simple procedures to sophisticated concepts They can be designed to reach beyond the ability of students to “plug-in” alternatives or

eliminate choices to determine a correct answer Such items are limited in the extent to which they

can provide evidence of the depth of students’ thinking

Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis for extrapolating about students’ approaches to problems These items reduce the

concern about guessing that accompanies multiple-choice items The short-response items are scored with a rubric and count as 5% of the scale score of the test

Extended-response items require students to consider a situation that demands more than a

numerical response These items require students to model, as much as possible, real problem

solving in a large-scale assessment context When an extended-response item poses a problem to solve, the student must determine what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the solution in terms of the original situation Students are expected to

clearly communicate their decision-making processes in the context of the task proposed by the

item (e.g., through writing, pictures, diagrams, or well-ordered steps) The extended-response items

are scored with a rubric and count as 10% of the scale score of the test

Scoring Extended- and Short-Response Items

Extended- and short-response items are evaluated according to an established scoring scale, called a rubric, developed from a combination of expectations and a sample of actual student responses Such rubrics must be particularized by expected work and further developed by examples of student work in developing a guide for scorers Illinois educators play a substantial role in developing these guides used for the scoring of the short- and extended-response items Committees of mathematics educators from throughout the state attend a validation meeting, during which they use the

mathematics scoring rubrics to establish task-specific criteria that are used to score all short- and

extended-response items consistently and systematically

Answer Document for Grade 5 Mathematics ISAT

Students in grade 5 respond to all test items in a separate answer document Test administrators should monitor students carefully during testing to make sure students are using the appropriate pages of the answer document, especially for the short- and extended-response items

37

2013 ISAT Grade 5 Sample Book

Mathematics Sessions

All standard time administration test sessions are a minimum of 45 minutes in length Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session More details about how to administer this extra time will appear in the [SAT Test Administration Manual This policy does not affect students who already receive extended time as determined by their IEP

Session 1 40 multiple-choice items

45 minutes (30 of these are an abbreviated form of the Stanford 10.) Session 2 30 multiple-choice items

45 minutes 3 short-response items

Session 3 2 extended-response items

45 minutes P

(Some items will be pilot items.)

Calculator Use for Grade 5 Mathematics ISAT

All students in grade 5 are allowed to use a calculator during all sessions of the mathematics

assessment Students are allowed to use a calculator as long as the calculator does not have any prohibited features as noted in the Calculator Use Policy for the ISAT Mathematics Tests

(http://www.isbe.net/assessment/pdfs/calculator_ISAT.pdf) Schools, teachers, and parents should be advised that when students attempt to use calculators with which they are unfamiliar, their

performance may suffer In a like manner, students who are not taught when and how to use a

calculator as part of their regular mathematics instructional program are also at risk

Rulers for Grade 5 Mathematics ISAT

All students in grade 5 will be provided with a ruler to use during all sessions of the mathematics

assessment This ruler will allow students to measure in both inches and centimeters

Scratch Paper for Grade 5 Mathematics ISAT

Students must be provided with blank scratch paper to use during only session 1 Only session 1 contains norm-referenced items, which were normed under such conditions Students may not use scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper However, students must show their work, when required, for each short-response item in session 2

on the appropriate page in the answer document Students must show their work for each extended- response item in session 3 on the appropriate pages in the answer document

38

I

In the 1988 Olympic Games,

Florence Griffith Joyner of the

United States set an Olympic

record for the women’s

100-meter dash Her time was

ten and sixty-two hundredths

seconds How is this time

_ = Mathematics 2013 ISAT Grade 5 Sample Book

‘

4 6

The table below shows the area in A pizza was cut into 8 equal pieces

square miles for 5 different states Ben ate 2 pieces, and Sam ate

Carlos calculated the sum of the areas 3 pieces

of 3 states He found that the total

number of square miles for these

three states is 119,156 square miles

State Square Miles

State Square Miles

Illinois 55,593 Hawaii 6,423

Ohio 40,953

Wisconsin 54,314 pizza did Ben and Sam eat?

Which 3 states did Carlos ¬ > 8 ~ 5 ° 8 = 5

include in his total?

A_ Illinois, Vermont, Wisconsin

B Vermont, Wisconsin, Hawaii '

C Wisconsin, Ohio, Vermont _— |

D Ohio, Hawaii, Illinois What value for n makes this

number sentence true?

5 65 +n+ 141 = 141+9+65

Lisa had $40.80 She spent $14.50 | A 9

for a CD, $9.57 for a shirt, and B 76

$8.95 for lunch

C 206

D 215 Exactly how much money

should Lisa have left?