1. P^palliib^//.
The anonymous material herein is intended for use in teacher training
and professional development by the Hamblen County Department of
Education Instructional Coaches.
KM2
Student Work
Samples
D
MARTIN

2. Name
Tha Busy Pond ' Th* Busy Pond ° IndD
Is this story real How are
or make-believe?
the frogs and X)
How do you turtles similar?
know?
Reality/Fantasy Analylt
lading a-z. A:Haa-z.
rt)
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3
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paw ^ ©SGPlte I
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riam^r

6. Rimarvi grades Ma^*
Name
Problem Solving: Adding two digit numbers with regrouping *ͣ
Directions: For each problem below follow the problem solving
procedures found in the front of your journal.
#1 fi)r:a'h!is.twenty-four books about iJrg^h^'tmB^tgh^^eesw
bookS' about..bug&. How many books does Flora have |in aj[i;^
Drawing:
Number Sentence:
2if
Ex planation: X' ndd P^ y n nd 1
-fhe ojuP.Wpe^?I: IDm
pro diem ^yver^-Sng f 7
Wfhehi ridd ^4 afi8. I rjrr"
^

7. #2 iSiquel seesjQUR4eenii£ars.^n*^pne>«sffil+*^
^.ap9 cH^UUventy ma-toFcy-efgs-^m.jQiioii^e^ag^ijseQ^. C^l together) how
many cars did Miguel see on both streets?
Drawing
Number Sentence: _ ,_,
Is- + 1.^ .2q nvas
Explanation:

8. Pnnxorvj grades tvW * I ConvB
#3 J«iria picks thir.ty-nine blueberries. She-picks twenty^seven-
s tpawfeerri es. S'hg"-e<3tt'gri'S-J±)Lij:iejef^>>aG^ .
How many pieces of fruit does Tina pick(^n^^alj)? ,
Drawing:
^
(f?
Number Sentence: /-^ H
I
Fxpln ntin ! J ͣ v9QW I1( Q^_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ^
f sh
he, qh&er.

9. #4 Raul finds fort)/-seven acprns on his front lawn.* ItHti^~fp(W+
l-gwfl-4»€ has thpee—mopfe-^reesr JHefiiids twenty-eight acorns orf
his bacH lawn. How many a^orm does Raul find ^f^gether?
Drawing
Number Sentence:
acorns
Explanation: J— C QQ I nn I no.^
5.Ahi aAAl + t-^^^^73,

10. Upp^^ Elemcninyu "^ad^m
._-5^e,..„.J!iK,VW^N^^
^uW^ex^^^-VSoA-W^ o^ocv^(-tt-(^. t/x
)A^y ^nnh v^SQ^rre^^^rje Vn^S__^^
___________„____i^M^s£%_lvt____________„
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:n^[^c1s^^,^^^ij^s^ ___^viocJtL»^_
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]v!i)iLL3ma-.AKirmn
±:i_Qnniv|Z£L__jaui±v
haxbare^...

11. 1.1.6- Choose the correct use of quotation marks and commas in direct
-a
quotations.
Understanding when and where to use quotation marks and commas when
using conversation. ^
J
A- cor ^e. c^,^^
a
(C
I ^'Ku
''- v<^^;^^,i ^^^cp^^^'
s^
i
r

12. Upper Qemcn'teiru Moth
Rye classes are going on a bus trip and^ach_classJias2X
students. If each bus holdsoiTlyJ^.,students,jTOW^—
buses areTieeded for the tiTp? Use wofds, diagrams, and
multiplication or division equations to explain your thinking.
C a33e5 ^^^
1
ho Id3 Q n y Li
cOU5
eY]s

13. iV3l Ov ^. ^
Dor I e K-^ 5co^d r
e nin
me
cWq^^^
L 9f)Ci OCA f
w Can
0 CriSor€

14. Name
r~—
' The Busy Pond ', 1
I Th* Busy Pond ° UnlD
/
j. 'ͣ
J i
Is this story real How are
or make-believe? /
How do you
the frogs and X)
r
turtles similar?
know? ' /
/
—-A'S.. Reality/Fantasy J Aralyn
it^dinga-:
£ r-^-c( y-g-j^—-nriTT- a.
-4T7r--f-^^-"-"-07^- c5
•kc'o[T';;e' f+
noj--......rsa" 's-TTn xSnT
kt's^ ^ m m PrcctTTlc' l~"Hr^
ͣ^ͣp..^..—l^..„.^^...--.^y^ ^er)
;r;'

15. Prmxnj Gvcdes ImxmQo
D DesGPlte It
I.
2.
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Sparck}
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f

16. t^imonA &(OAcs Nri^n^ Htadin
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Gr««tin
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Co
Slqnafura

17. ͣM
m'H T,6mr)rTf r'~-':
V'L^f]
fe a -k j^----rx"-n 'CL lats:5PTi
.
zln
Ihrner

18. Rinnor^l trades I^AaW^*'
Name * ,/ͣ'
Problem Solving: Adding two digit numbers with regrouping <
Directions: For each problem below follow the problem solving
procedures found in the front of your journal.
#1 Tlora has twenty-four books about birds. She has eighteen,
books about bugs. How many books does Flora have |naljj>
Drawmg:
m
Number Sentence:
imber sentence: # »
Explanation: ^c^Aj ;^^Anrd is
+he a(X|f/Wre^ I nth 7
VKlUhldA 2^ anfe i jnf
i£2x

19. #2 Miguel sees fourteen cars on one STfSSt: He sees fifteen*
«cars a-nd twenty motorcycles-'^n..ja43aiJaa-P==4:ifieot. C^ltogether) how
many cars did Miguel see on both streets?
Drawing
^
Number Sentence:
Explanation:

20. Prwrm^ gradec) t^ath ^ I ConvB
#3 Tina picks thirty-nine blueberries. She picks twenty-seven
strawberries. She-^e^tSci-s thirteei^ac<>ws-<yffi7f-i^:ve~9P^^•
How many pieces of fruit does Tina pickc^n^dj!? ^ *
Drawing:
(f-?
mp^r Sentence: /^
eg s-^7 .^^ fpuit ͣ^^
..........I^ v?aw incjl -fhah i n
Explanation
dl> aci ^6 Wnft tkp. nhc.<>K

21. #4 Raul finds forty-sevsfluamO^m^i^aPiJQwn. IfHm4FW+
krwft-bc hac thrco ffwtp^e-ipeesr ffeTTrias twenty-eight acornron"
his back lawn. How many agorm does Raul find ^(together?
Drawing
w
Number Sentence:
ll_ -^ 1^ -12. c^oorns
. T
innr _-!—
Explanation: :r
7 nn I no V
±:t^^~i5.

22. Upp^ Efemci'Ttoyu Vcadirn
/r
&.......Jl_i^ki^V)„e£..^.e<?o^,^u^
rNfi ^eaVj ^08^ ^Q ediV.
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^^^^^^bl^SriAV^^
DCe(xVv-gabV Da^^'.-y, SVaHc '.V Ap yooey
hrDChujie^,

23. ^,
1.1.6- Choose the correct use of quotation marks and commas in direct
/
»^ quotations.
-t?
Understanding when and where to use quotation marli:s and commas when
using conversation. ^
J
A- coroe^ c^-^
T , -Cc
(c ("f. I ^'X'VV -N^ve., ^^^ ^^ .^-^^^ S
C>^O^P^^^'

24. upper Ummm Saencc
(page 1 of 2.^
Imagine that you are able to travel to, and live on. Mercury, Venus or
Mars. Describe what living on the planet is like. Explain what type of home
you live in. Do you need any special equipment to survive on this planet?
How is living on this plaRefe^ifferent from living on Earth?
/W

25. Ufftr Qemcntari) Sacncc
aJt J_ hved o^__(iLcfLX^:iu_„t^__^^.2Qy_R
fc^ Qu^c5n/>ig./ I ajrou/d lijy^___ijOl__a___Adk
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aiv^ nr^a^ y.^
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26. tmcnm Science
"Ktmrn^f^
ii^ ^
air
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igtirOt^^^ %;^^m^i
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10
Ml
I'tjf ,.*^'
• •*., * i,
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27. Upper -EjemcntinJ Moth
L faac 1 of 2,
Jive glasses are going on a bus trip and^ach_class_has_21_
stud^nls. If each bus holds_Qnlyj4QLslud_e]iLsJ2QwjIia^—
buses areTieeded for thelripTUse wofds, diagrams, and
multiplication or division equations to explain your thinking.
ab^e
ch
/ͣ'
1(A
ho Ids o"^

28. upper tlementoM Uft^
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n c
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e ^i/O /
la
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fh^q^
VJ^^ i^hgemj QC4
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29. Upper Scnnentoni j^j^
Wanda, Warner, and Wilbur are at the Dinky Diner. One
ordered a squid sandwich. One ordered a licorice
milkshake. And the third ordered fried fish lips. Wilbur is
allergic what?
ordered
to seafood. Warner won't eat anything fried. Who
®firsFfhounhh/On-^ OrrJerpr/
3nu,iol^rA^nc/A//ah,0nf. oro/erec/
at.
ci. l/cor/r(^ rniIkshrLJ^p J~hp^ -hhr^c/
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mmsh^JA
ctn,
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oun
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e o^.{irpA/
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^hg-i VJiIAlip jo CL/Z-eroin ro
£/5 /i //ps )lU/^'^i€ pa ha. no Op,

30. Middle School Modf)**!
Order of Operations Lesson
Goal statement for today:
I can use order of operations and parentheses to solve problems.
Quick Write: When is it important to do things in a certain order?
?r (fOo do ihina 'in Q Per Win orHer
yp<^r and nier t^^ rinhf ^r)5en
How could this happen?:
Our Rules:
Rule 1: First perform any calculations inside parentheses.
Rule 2: Next perform all multiplications and divisions, working from left to right.
Rule 3: Lastly, perform all additions and subtractions, working from left to right.
Lk.
______________Our Helper:___________________
perenvhgS(.s Olea^g
EC0CV^vOf") H u se
MuV'
iilli j^m
Diii^iM. ^-pgy
A rlrj-nct Cxo(V
s_iihjW£m 5^i
When solving problems in math, it is important to do things in the right order!
Let's try their problem again and see who is right:
3+4x2

31. Jddt 6choD Ntetm (corny )*^'
Now lei's try a 6"" Grade Example!
3 + 6x(5 + 4)^3-7
stepi:-RrsV ^'^ If" 'H (ic'kubfor
Step 3: do I ^ on papej"
Step.: 5€^ ^? Q^^?^
Coach A/Player B Coach B/Player A
9 + 6x(8-5) 4 - (2 + 6) - ]
What went wrong?
Can you identify the mistake that was made here? Explain in words
where the mistake was made and what should have happened.
9 -(8 X 3) X 9
9- 24x 9
-15 x9
/
XkL V>^>A( (J iD Same PQA
Think-Pair-Share
,/

32. NAiddie about in real life?
What
School KAodh CCcntd)^i
I Do- A caterer charges a setup fee of $50, plus $20 per person. How much will the
caterer charge if 35 people attend the party, and the customer has a coupon for $100
off the total?
t^laxLe, VherA p-V
m
We Do-Mr. Smith charged Jill $32 for parts and $15 per hour for labor to repair her
bicycle. If he spent 3 hours repairing her bike, how much does Jill owe him?
I HO
You Do- Joe buys 2 shirts at $8.00 each. He also buys a pair of jeans for $20.00, then
he gets a $3.00 discount. How much did he spend.
:) G.oo
Individual Quick Check:
Answer
(4 X 5 X l) + 4 -2
Answer
8 X (6 - 3) + 2
,a
Answer
5-h(8 + 4)-4x9
Goal Check: I can use order of operations and parentheses to solve
problems. (Circle one)
Yes!!! really want to learn to do this better

33. ^F
Middle Schcol KAo^ *Z
ije^^j p h
P~^ •43 ' ah„i.
f)lcr
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on ^:Jey ^^c ng^
To
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34. Middle 6chcD( McecVi *3
^
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35. Middle School LaTYjuaae
Persuasive Letter Writing Notes
M,c^ h rtUr.
Name your goal or thesis for this letter: pC^^^^ ' ^
A goal or thesis is:
CL ^W^IaV i^ocV ckscpihts ^^csUo ov On
CX'^^QUOKP e V i^^jJPOl fX'
List your main reasons:
You win need some good reasons to support your goal or thesis.
Briefly list three reasons that will convince Miss Nelson that
your thesis is valid.
IJ^ (xr<^ ^^rpy cuid Uill ckonuC loith our neuMvlcS.
Facts or Examples:
What are some facts or examples you could state to support this
reason and validate this argument?
a. i/J-^ u)tV noi M-po'^ p'-^^r c.AAroo^<s^
b.U)<^ w*M not r^jjc^ SOihalk.
tJe will k, C/Ood L.;^ͣ^'0^ y^^ t.o^^ ^ Sutsfiilt:.
d.tO^- ^

36. Middle 6chool lormaqc CCbn^)
Conclusion:
A piece of persuasive writing usually ends by summarizing the
most important details of the argument and stating once again
what the receiver is to believe or do.
Notes for conclusion:
b-^ vtCv i^<)-bt a
rtSP-cx
f i jiV SUo.^ you Tkoj Lj-t
{^(^ rla.?5- pro/v^i5--«lS Tkai L
cor o- .>i x/oor -voL^o^ ;-R c ic<5<,j^ ^^i^^tf'
V.A/C(
0./1C ot y U ,
- j-imc you lovi"^ ^^ ""-
vjOv ^'L tv a^Y paper airf)o^t3 u,
t^iv^ du ail o 4
ͣ> oulf )or^P[u^^ co(y,p^^ ]j(}Xx
t-^'

37. Middle School LAnQuaqe.(G)nty)
D2JA}fi^^Jij^^._________________
_Kr^,^AU,XM_ 373^1______________________
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^^|>£.ct you >^xon. ckpd hWxJKAj >^<. ^'^I^<.
UJL^
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pkns£......„x>£_____
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cj,rcj.
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TOP {])] xuted.
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Las
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k: TO ^OOM 207

38. Middle School 3oaal &vA€s/
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h
U
Oi^
8
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39. Middle School Science-
Opft h£ y_
Js^mAcd ^jf)e^'r IJnVntandcd SDgftt
OU O0x)d bring McdrJIc Mirtimiiixe^
XQ lP;fd»J6te
f)nf, -4Vn4 Ichfcs li^f^ -fam) OU ninn'f Vnai) utoh
Coiild tof q cune -(V foiald hipppn.
liin^s^ or di'smse^
yL|lq,jL^ 'pyrrrxs jh rna}x_____' tp #, d IS Su
f^VJCrUpn^
Copie6 Dp -j^neir besh
AninnaLs
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Earn
Tcanj pi pf/)p)€
s rt^frodiice._____' 6t> arnins4 fibli
anirmJ5 ^Wn Irufew^d w
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aNies ir^omoQiQ
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rhe Tf5u.H DpoJonm MDiAid Wp VdHI nnd
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40. Vocabulary^ Student VOl Mraiegy
WWddlc School VocabiAkml 34-st&
sESJ '^^ '^
VOCABULARY WORD:
^'
1. Write the sentence in which the word appears in your text,
{)(i 0((mn(:rc( ^-ii-^v^fiLL LZl
;/^i= 'I / "^"'O^SDi fv?/::/^--
/
2. Bifsed on how the word is used in the sentence, what
do you think it rneans? K-'
/(? fH'"
3. Ask a teacher or a friend, or look in a book for the
actual definition.
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o
u
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o
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4. Use the word in
a sentence of your own.
O
X
X- )Oke: , r^ ri UpT^i re ] Chi or ͣJ|-r*
>
>
MR; fin.
00
o
5. To help you remember the meaning,
O
u
you can draw a picture; think of an Uhr^SVnnir
action the word suggests to you; or ,) ..--
connect the word to a song, story, '0<^^^^rv^
'
or news report.
5 N<.
h-^ ,-^-
6. Explain why you chose this way to
represent the word's meaning. aW£^^ V,-
(ifij m ^-^ ^f^^*'" iU
fe ffe r!irna)uia 1
ͣ~5u6V i^cjrc and ^^^

41. HQh School Biology
The digestion of dairy milk or soymilk provides the body with important nutrients.
A. Describe how the digestive system converts the carbohydrates, proteins,
and fats in dairy milk or soymilk into nutrients that can be used by cells.
Include the body parts and or and organs involved.
B. Describe how the nutrients in the digestive system are made available to
cells throughout the body after digestion has occurred. Include the body
parts and organs involved.
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t
cwiif^(> aciti::^, uj^'ch a<£ X»JhnMlijA^af^'{y^
Wi!H^ri^rijii,»:< f.fm ii:4Uc<Tf £i:if ͣ
htfA& tft^ifv) ^r; ItQrffelKi
4lS
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COfiLb/i^

42. HiQYi School LQYguaj-
11
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priVft^cAQ /s>___<^1 ^..L) K^V<, o./v><i, liftu^s, j^n^^ dboV____
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43. h ScX)W U-fcrcdore (p, I of5)
Reading Performance Assessment Task 2
High School - 2009 - My Antonia
Notes on my thoughts,
He wore the rings and pins and badges of different fraternal orders to which he reactions and questions as I
belonged. Even his cuff-buttons were engraved with hieroglyphics, and he was read:
more inscribed than an Egyptian obelisk.
Once when he sat down to chat, he told us that in the immigrant car ahead
there was a family from 'across the water' whose destination was the same as
ours.
'They can't any of them speak English, except one little girl, and all she can
say is "We go Black Hawk, Nebraska." She's not much older than you, twelve
or thirteen, maybe, and she's as bright as a new dollar. Don't you want to go
ahead and see her, Jimmy? She's got the pretty brown eyes, too!'
This last remark made me bashful, and I shook my head ^id settled down to
'Jesse James.' Jake nodded at me approvingly.
I do not remember crossing the Missouri River, or anything about the long
day's journey through Nebraska. Probably by that time I had crossed so many
rivers that I was dull to them. The only thing very noticeable about Nebraska
was that it was still, all day long, Nebraska.
•£fb * 4 ^HHIH f
r I had been sleeping, curled up in a red
fe-. ^BP plush seat, for a long while when we
reached Black Hawk. Jake roused me
and took me by the hand. We
stumbled down from the train to a
wooden siding, where men were
WP^WBPwP '/.'''^^r^K ^^^1 IK running about with lanterns. I
wmm^^ ͣ ͣ ͣ .^^ "R. -
couldn't see any town, or even distant
lights; we were surrounded by utter
darkness. The engine was panting heavily after its long run. In the red glow
from the fire-box, a group of people stood huddled together on the platform,
encumbered by bundles and boxes. I knew this must be the immigrant family
the conductor had told us about. ITie woman wore a fringed shawl tied over
her head, and she carried a little tin trunk in her arms, hugging it as if it were a
baby. There was an old man, tall and stooped. Two half-grown boys and a girl
stood holding oilcloth bundles, and a little girl clung to her mother's skirts.
Presently a man with a lantern approached them and began to talk, shouting
and exclaiming. I pricked up my ears, for it was positively the first time I had
ever heard a foreign tongue.
Another lantern came along. A bantering voice called out: 'Hello, are you Mr.
Burden's folks? If you are, it's me you're looking for. I'm Otto Fuchs. I'm
Mr. Burden's hired man, and I'm to drive you out. Hello, Jimmy, ain't you
scared to come so far west?'
I looked up with interest at the new face in the lantern-light. He might have
stepped out of the pages of 'Jesse James.' He wore a sombrero hat, with a
Reading and Literature
Oregon Department of Kducation - Office of Assessment and Information Services

44. i9H5)
Reading Performance Assessment Task 2
High Scliool - 2009 - My Antonia
wide leather band and a bright buckle, and the ends of his moustache were Notes on my thoughts,
twisted up stiffly, like little horns. He looked lively and ferocious, I thought, reactions and questions as I
and as if he had a history. A long scar ran across one cheek and drew the read:
comer of his mouth up in a sinister curl. The top of his left ear was gone, and
his skin was brown. Surely this was the face of a desperado.
As he walked about the platform in his high-heeled boots, looking for our
trunks, I saw that he was a rather slight man, quick and wiry, and light on his
feet. He told us we had a long night drive ahead of us, and had better be on the
hike. He led us to a hitching-bar where two farm-wagons were tied, and I saw
the foreign family crowding into one of them. The other was for us. Jake got
on the front seat with Otto Fuchs, and I rode on the straw in the bottom of the
wagon-box, covered up with a buffalo hide. The immigrants rumbled off into
the empty darkness, and we followed them.
I tried to go to sleep, but the jolting made me bite my tongue, and 1 soon began
to ache all over. When the straw settled dowTi, I had a hard bed. Cautiously 1
slipped from under the buffalo hide, got up on my knees and peered over the
side of the wagon. There seemed to be nothing to see; no fences, no creeks or
trees, no hills or fields. If there was a road, I could not make it out in the faint
starlight. There was nothing but land: not a country at all, but the material out
of which countries are made. No, there was nothing but land—slightly
undulating, I knew, because often our wheels ground against the brake as we
went down into a hollow and lurched up again on the other side. I had the
feeling that the world was left behind, that we had got over the edge of it, and
were outside man's jurisdiction. I had never before looked up at the sky when
there was not a familiar mountain ridge against it. But this was the complete
dome of heaven, all there was of it. I did not believe that my dead father and
mother were watching me from up there: they would still be looking for me at
the sheep-fold down by the creek, or along the white road that led to the
mountain pastures. I had left even their spirits behind me. The wagon jolted
on, carrying me I knew not whither. I don't think I was homesick. If we never
arrived anywhere, it did not matter. Between that earth and that sky I felt
erased, blotted out. I did not say my prayers that night: here, I felt, what would
be would be.
Reading and Literature
Oregon Department of Education ' Office of .Assessment and Information Services

45. 3of5)
Task 2
Reading Performance Assessment
High School - 2009 - My Antonia
1. Use the line below to create a timeline^of the narrator's jo|irneVi^ the train. Include at
least 5 events in your timeline
v7 V'^--—'
:S
>=i K) O
n
2. If you were trying to explain this selection to someone who had not read it, what would you
say about it? ,
^vY€Pfc dffi, v4^i-<cc ^' rsypuryf i iWJU
Reading and Literature
Oregon Department of Education -Office oi Assessment and Information Services

46. Reading Performance Assessment Task 2
High School - 2009 - My Antonia
4. This selection begins with the words, "I first heard of Antonia..." Who or what do you
think Antonia most likely is? What clues in the text led you to this conclusion? Support
your interpretation with examples.
"^ am-i immlmd of f]^rm nrmr-c^. "^
5. Author Willa Gather introduces the reader to a variety of characters in this selection. Use the
chart below to explain what she reveals about the various characters' personalities and what
techniques she uses to reveal them (e.g., physical descriptions, dialogue, actions, possessions,
etc.).
Character Personality traits How the author reveals them
Jimmy Burden
v5
Jake Marpole
-Weil's xiimfYUj'IWl uJrviU. OAM
v>a.
Passenger
Conductor
KUpfxkl to mr( ^ mum.
Otto Fuchs
_____il
Reading and Literature
Oregon Department of Education -ͣ Office of Assessment and Information Services

47. ("f.5c>f5)
Reading Performance Assessment Task 2
High School - 2009 - My Antonia
6. The last paragraph in this part of the story is filled with strong images that can create a
mood, serve as a symbol, or convey a theme of the story. Choose at least two of these
images and explain why you think the author included them.
Select from the choices below or write in one of your own:
^4) "If there was a road, I could not make it out in the faint starlight. "
b. "There " nothing but land: not a country at all, but the material out of which countries are
made. was
c. "/ had the feeling that the world was left behind, that we had got over the edge of it and were
outside man's jurisdiction. "
d. "But this was the complete dome of heaven, all there was of it. "
e. "... they to mountain pastures..." me at the sheep-fold down by the creek, or along the white road
that led
would still be looking for
i. "The wagon jolted on, carrying me I knew not whither. "
1^^^'Between that earth and that sky I felt erased, blotted out. "
Explanation: v ^-ASl m^ Tcj^ ^^^uj- ^^^-^,
First Image: p, >mKA, "0>^Vx ^
VbiAjOl atujjt UiVfl,r^ X'^xiAx cu-t. ao^ and lAlK^t i tS
jeconaImage: trN{l«r^ t^ AOIVavC >n 'y^tlWWn ^VaSl ^H1^ •< t-'U(J
Second
mage: x^,k. ,^ f^m^^r^
Explanation: I %x.
0 u
Additional Images;
Explanation:
Reading and iviicrature
Oregon Department of Education - Office of assessment and Information Services

48. '|-liQh School Mrrtng
11
privo,^..^ i'^___Qu ^Aj K^V<, oA^<i. y^i>»^ j^o^^ dpoV____
Ww^ Yo> ^^^^f "^^y^ gp^v^ ^^f-/___^v;.Q^qV^. Ikcy^^ ^r^.pAc
/U 'kjp. -tig.og_ 9q^v^/'|^. ^^^f^oV 5aiL -Wu>.__-Vr, trNf>V

49. School CtXfa. hY)0'-jSS
Felicity's class helped scientists study monarch butterflies. The students caught butterflies, put an identifying tag on
each one, and then released them. The next year scientists caught 24 of the tagged butterflies. They sent Felicity's
class the table below, which shows the distance flown by each of the 24 butterflies.
Distance Flown by Butterflies (in mi es)
613 1366 1600 1371 1696 884
842 1886 239 1779 1604 2122
1090 1678 1885 1476 1803 1662
104 1665 1697 1669 120 857
What is the range of the distances, in miles, that the 24 butterflies flew? Show or explain how you got
your answer.
Copy the table below into your student answer booklet. Complete your table by determining the
number of butterflies that flew within each distance interval.
Distance Intervals Flown by Butterflies
Distance Interval (in miles) Number of Butterflies
0-600
601-1200
1201-1800
1801-2400
In your student answer booklet, create a circle graph that shows the information in your table from part
(b). Be sure to do the following:
• Draw the sectors in your circle graph so that their sizes are reasonably accurate
• Label each sector of your graph with the distance interval it represents and the percent of the
butterflies that flew within the distance interval.
• Show how you determined each percent
• Include a title for your graph.
!aMJ200
cDlT
t (Mm
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