Milestones

Georgia

Assessment System

Study/Resource Guide

Study/Resource Guide for Students and Parents

Grade 5

The Study/Resource Guides are intended to serve as a resource for parents and students. They contain practice questions and learning activities for each content area. The standards identified   in the Study/Resource Guides address a sampling of the state-mandated content standards.
For the purposes of day-to-day classroom instruction, teachers should consult the wide array of resources that can be found at www.georgiastandards.org.

Table  of Contents
THE GEORGIA MILESTONES ASSESSMENT SYSTEM	3
HOW TO USE THIS GUIDE	4
PREPARING FOR TAKING TESTS	5
OVERVIEW OF  THE END-OF-GRADE ASSESSMENT	6
TYPES OF ITEMS	6
DEPTH OF KNOWLEDGE	8
ENGLISH LANGUAGE ARTS (ELA)	11
DESCRIPTION OF TEST FORMAT  AND ORGANIZATION	11
CONTENT	11
ITEM TYPES	11
ENGLISH LANGUAGE ARTS (ELA) DEPTH OF KNOWLEDGE EXAMPLE ITEMS	12
ENGLISH LANGUAGE ARTS (ELA) CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS	23
ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS	62
ENGLISH LANGUAGE ARTS (ELA) SAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES	67
ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS	75
MATHEMATICS	83
DESCRIPTION OF TEST FORMAT  AND ORGANIZATION	83
CONTENT	83
ITEM TYPES	83
MATHEMATICS DEPTH OF KNOWLEDGE  EXAMPLE ITEMS	84
MATHEMATICS CONTENT DESCRIPTION AND ADDITIONAL  SAMPLE ITEMS	92
MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS	128
MATHEMATICS  SAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES	133
SCIENCE	145
DESCRIPTION OF TEST FORMAT  AND ORGANIZATION	145
CONTENT	145
ITEM TYPES	145
SCIENCE DEPTH OF  KNOWLEDGE EXAMPLE ITEMS	146
SCIENCE CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS	150
SCIENCE ADDITIONAL SAMPLE ITEM KEYS	180
SOCIAL STUDIES	185
DESCRIPTION OF TEST FORMAT  AND ORGANIZATION	185
CONTENT	185
ITEM TYPES	185
SOCIAL STUDIES DEPTH OF  KNOWLEDGE EXAMPLE ITEMS	186
SOCIAL STUDIES CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS	189
SOCIAL STUDIES ADDITIONAL SAMPLE ITEM KEYS	213
APPENDIX: LANGUAGE PROGRESSIVE SKILLS, BY GRADE	220

THE GEORGIA MILESTONES ASSESSMENT SYSTEM

Dear Student,
This Georgia Milestones Grade 5 Study/Resource Guide for Students and Parents is intended as a resource for parents and students . It contains sample questions and helpful activities to give you an idea of what test questions look like on Georgia Milestones and what the   Grade 5 End-of-Grade (EOG) assessment covers .
These sample questions are fully explained and will tell you why each answer is either correct or incorrect .

Get ready—open this guide—and get started!

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HOW TO USE THIS GUIDE

Let’s get started!
*	Get it together!
•	This guide
•	

Pen or pencil
•	Highlighter
•	Paper

*	Gather materials
•	Classroom notebooks
•	Textbooks

*	Study space
•	Find a comfortable place to sit .
•	Use good lighting .
•	Time to focus—no TV, games, or phones!

*	Study time
•	Set aside some time after school .
•	Set a goal—how long are you going to study?
•	Remember—you cannot do this all at one time .
•	Study a little at a time every day .

*	Study buddy
•	Work with a friend, sister, brother, parent—anyone who can help!
•	Ask questions—it is better to ask now and get answers .
•	Make sure you know what you need to do—read the directions before you start .
•	Ask your teacher if you need help .

*	Test-taking help
•	Read each question and all of the answer choices carefully .
•	Be neat—use scratch paper .
•	Check your work!

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PREPARING FOR TAKING TESTS

Getting ready!

Here are some ideas to think about before you take a test .
•	Get plenty of rest and eat right . Take care of your body and your mind will do the rest .

•	If you are worried about a test, don’t be . Talk with a teacher, parent, or friend about what is expected of you .

•	Review the things you have learned all year long . Feel good about it .

•	Remember that a test is just one look at what you know . Your  class work, projects, and other tests    will also show your teachers how much you have learned throughout the year .

Try your best!

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OVERVIEW OF THE END-OF-GRADE ASSESSMENT

What is on the End-of-Grade Assessment?
✽	English Language Arts (ELA)
✽	Mathematics
✽	Science
✽	Social Studies

TYPES OF ITEMS
✽	Selected-response items—also called multiple-choice questions
•	English Language Arts (ELA), Mathematics, Science, and Social Studies
•	There is a question, problem, or statement that is followed by four answer choices .
•	There is only ONE right answer, so read EACH answer choice carefully .
•	Start by eliminating the answers that you know are wrong .
•	Then look for the answer that is the BEST choice .
✽	Technology-enhanced items—also called multiple-select or two-part questions
•	English Language Arts (ELA), Mathematics, Science, and Social Studies
•	There is a question, problem, or statement .
•	In a multiple-select question, you will be asked to select more than one right answer .
•	In evidence-based  selected-response  (EBSR)  questions,  you  will  be  asked  to  answer  the  first  part of the question . Then, you will answer the second part of the question based on how you answered    the first part .
•	Read the directions for each question carefully .
•	Start by eliminating the answers you know are wrong .
✽	Constructed-response items
•	English Language Arts (ELA) and Mathematics only
•	There is a question, problem, or statement but no answer choices .
•	You have to write your answer or work out a problem .
•	Read the question carefully and think about what you are asked to do .
•	In English Language Arts (ELA), go back to the passage to look for details and information .
•	You will be scored on accuracy and how well you support your answer with evidence .
✽	Extended constructed-response items
•	English Language Arts (ELA) and Mathematics only
•	These are similar to the constructed-response items .
•	Sometimes they have more than one part, or they require a longer answer .
•	Check that you have answered all parts of the question .

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✽	Extended writing-response
•	English Language Arts (ELA) only
•	There is a question, problem, or statement .
•	You may be asked to do more than one thing .
•	You will be asked to read two passages and then write an essay .
•	You will be scored on how well you answer the question and the quality of your writing .
•	Organize your ideas clearly .
•	Use correct grammar, punctuation, and spelling .
•	Support your answer with evidence from the text .

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DEPTH OF KNOWLEDGE

Test questions are designed with a Depth of Knowledge (DOK) level in mind . As you go from Level 1 to Level 4, the questions get more and more challenging . They take more thinking and reasoning to answer . You may have experienced these types of questions in your classroom as your teachers find ways to challenge you each day .
A Level 1 item may not require as much thinking as a Level 4 item—but that does not mean it’s easy .     A Level 4 item may have more than one part or ask you to write something .
Here is some information to help you understand just what a DOK level really is .

Level 1 (Recall of Information)
✽	Identify, list, or define something .
✽	Questions may start with who, what, when, and where .
✽	Recall facts, terms, or identify information .

Level 2 (Basic Reasoning)
✽	Think about things—it is more than just remembering something .
✽	Describe or explain something .
✽	Answer the questions “how” or “why .”

Level 3 (Complex Reasoning)
✽	Go beyond explaining or describing “how and why .”
✽	Explain or justify your answers .
✽	Give reasons and evidence for your response .
✽	Make connections and explain a concept or a “big idea .”

Level 4 (Extended Reasoning)
✽	Complex thinking required!
✽	Plan, investigate, or apply a deeper understanding .
✽	These items will take more time to write .
✽	Connect and relate ideas .
✽	Show evidence by doing a task, creating a product, or writing a response .

Page  8 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Depth of Knowledge

Level 1—Recall of Information
Level 1 asks you to identify, list, or define . You  may be asked to recall who, what, when, and where .  You may also be asked to recall facts  and  terms  or  identify  information  in  documents,  quotations, maps, charts, tables, graphs, or illustrations . Items that ask you to “describe” and/or “explain” could         be Level 1 or Level 2 . A Level 1 item requires that you just recall, recite, or repeat information .	
Skills Demonstrated	Question Cues	
•	Make observations
•	Recall information
•	Recognize formulas, properties, patterns, processes
•	Know vocabulary, definitions
•	Know basic concepts
•	Perform one-step processes
•	Translate from one representation to another
•	Identify relationships	•	Tell who, what, when, or where
•	Find
•	List
•	Define
•	Identify; label; name
•	Choose; select
•	Compute; estimate
•	Express as
•	Read from data displays
•	Order	

Level 2—Basic Reasoning
Level 2 includes some thinking that goes beyond recalling or repeating a response . A  Level  2 “describe” and/or “explain” item would require that you go beyond a description or explanation of information to describe and/or explain a result or “how” or “why .”	
Skills Demonstrated	Question Cues	
•	Apply learned information to abstract and real-life situations
•	Use methods, concepts, and theories in abstract and real-life situations
•	Perform multi-step processes
•	Solve problems using required skills or knowledge (requires more than habitual response)
•	Make a decision about how to proceed
•	Identify and organize components of a whole
•	Extend patterns
•	Identify/describe cause and effect
•	Make basic inferences or logical predictions from data or text
•	Interpret facts
•	Compare or contrast simple concepts/ideas	•	Apply
•	Calculate; solve
•	Complete
•	Describe
•	Explain how; demonstrate
•	Construct data displays
•	Construct; draw
•	Analyze
•	Extend
•	Connect
•	Classify
•	Arrange
•	Compare; contrast
•	Predict	

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Level 3—Complex Reasoning
Level 3 requires reasoning, using evidence, and thinking on a higher level than Level 1 and Level 2 . You will go beyond explaining or describing “how and why” to justifying the “how and why” through reasons and evidence . Level 3 items often involve making connections across time and place to explain a concept or a “big idea .”	
Skills Demonstrated	Question Cues	
•	Solve an open-ended problem with more than one correct answer
•	Create a pattern
•	Generalize from given facts
•	Relate knowledge from several sources
•	Draw conclusions
•	Translate knowledge into new contexts
•	Compare and discriminate between ideas
•	Assess value of methods, concepts, theories, processes, and formulas
•	Make choices based on a reasoned argument
•	Verify the value of evidence, information, numbers, and data	•	Plan; prepare
•	Create; design
•	Ask “what if?” questions
•	Generalize
•	Justify; explain why; support; convince
•	Assess
•	Rank; grade
•	Test; judge
•	Recommend
•	Select
•	Conclude	

Level 4—Extended Reasoning
Level 4 requires the complex reasoning of Level 3 with the addition of planning, investigating, applying deeper understanding, and/or developing that will require a longer period of time . You may be asked to connect and relate ideas and concepts within the content area or among content areas in order to be at this highest level . The Level 4 items would be a show of evidence—through a task,
a product, or an extended response—that the higher level demands have been met .	
Skills Demonstrated	Question Cues	
•	Analyze and synthesize information from multiple sources
•	Examine and explain alternative perspectives across a variety of sources
•	Describe and illustrate how common themes are found across texts from different cultures
•	Apply mathematical models to illuminate a problem or situation
•	Design a mathematical model to inform and solve a practical or abstract situation
•	Combine and synthesize ideas into new concepts	•	Design
•	Connect
•	Synthesize
•	Apply concepts
•	Critique
•	Analyze
•	Create
•	Prove	

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ENGLISH LANGUAGE ARTS (ELA)

DESCRIPTION OF TEST FORMAT AND ORGANIZATION
The Grade 5 English Language Arts (ELA) EOG assessment has a total of 61 items .
You will answer a variety of item types on the test . Some of the items are selected-response
(multiple-choice), which means you choose the correct answer from four choices . Some items will ask you         to write your response using details from the text . There will also be a writing prompt that will ask you to    write an essay .
The test will be given in three sections .
•	Section 1 will be given on Day 1 . You will be given a maximum of 90 minutes to complete the section .
•	Sections 2 and 3 will be given over one or two days . You may have up to 85 minutes to complete each section .

CONTENT
The Grade 5 English Language Arts (ELA) assessment will measure the Grade 5 standards that are described at www .georgiastandards .org .
The content of the assessment covers standards that are reported under these domains:
•	Reading and Vocabulary
•	Writing and Language
There are two kinds of texts—literary and informational text .
There are two kinds of essays students may be asked to write—an opinion essay and an informational or explanatory essay .
Students will also write an extended constructed-response using narrative techniques . Students may be asked to continue a story or perhaps write a new beginning, for example . The stimulus text may be literary or informational . (Item 5 on page 30 gives an example of a prompt that requires a narrative response .)

ITEM TYPES
The English Language Arts (ELA) portion of the Grade 5 EOG assessment consists of selected-response (multiple-choice), technology-enhanced (two-part questions that are evidence-based selected-response [EBSR] or multiple-select questions), constructed-response, extended constructed-response, and extended writing-response items .

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ENGLISH LANGUAGE ARTS (ELA) DEPTH OF KNOWLEDGE EXAMPLE ITEMS
Example items that represent applicable DOK levels are provided for you on the following pages . The items     and explanations of what is expected of you to answer them will help you prepare for the test .
All example and sample items contained in this guide are the property of the Georgia Department of Education .

Example Item 1
Selected-Response
DOK Level 1: This is a DOK level 1 item because it requires the student to recall how to indicate the title    of a book .
English Language Arts (ELA) Grade 5 Content Domain II: Writing and Language
Standard: ELAGSE5L2d . Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .
d . Use underlining, quotation marks, or italics to indicate titles of works .
Which sentence shows the correct way to write the title of a book?        A . During the summer I read a great novel, Because of Winn-Dixie .
B . During the summer I read a great novel, BECAUSE OF WINN-DIXIE .
C . During the summer I read a great novel, Because of Winn-Dixie .
D . During the summer I read a great novel, “Because of Winn-Dixie .”

Correct Answer: C

Explanation of Correct Answer: The correct answer is choice (C) During the summer I read a great novel, Because of Winn-Dixie . Underlining or italics are appropriate for book titles . Choice (A) does not show the reader that Because of Winn-Dixie is a title . Choice (B) uses all caps, which is not correct for a book title . Choice (D) uses a format that would be appropriate for a short story but not for a novel .

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Read the article and answer example items 2 and 3 .

Making Hockey Safer
Hockey is a popular sport in North America . Players skate  across  a  sheet  of  ice .  They  use  special sticks to pass the puck, a small disc of hard rubber . Then the players try to score by shooting the          puck into the opposing goal . The game moves fast, so it can be dangerous without the right gear for protection . Fortunately, protective equipment has improved over the years .
History
When the National Hockey League began in 1917, players  wore  minimal  gear .  Helmets  were  not required . Goaltenders did not wear masks . This allowed players to see everything on the ice . However,      it also increased the risk of getting hurt . Surprisingly, players  were  not  forced  to  wear  helmets  until 1979 . This was only required of new players, though . Players who had signed with the league before     1979 could choose for themselves . The last player to skate without a helmet retired in 1997 .
Present
Today,  the league is clearer on player safety . All new players in the National Hockey League have to       wear a partial visor on their helmets . A visor is a clear shield that protects the eyes . The rule applies           to new players and is in response to eye injuries over the years . Players who have already been in the league do not have to follow the rule . When asked why they didn’t want the added protection, some players claimed that wearing the gear makes it hard for them to see the puck clearly . Does this new         rule mean that audiences will never see players without helmets shoot the puck? Not exactly . Another   rule allows players to continue skating if  their  helmets  fall  off .  But,  once  the  players  leave  the  ice, they cannot return without helmets . Goalies, however, have a different rule . If they lose their helmets,  play stops immediately .
The Future
Each year, experts try to make hockey safer . Some of their attempts are successful, while others are        not . Clearly, the league and the players need to work together to make the game safer . The debate continues over how much protection is enough .

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Example Item 2
Selected-Response
DOK Level 2: This is a DOK level 2 item because the correct response is based directly on details and evidence from the text .
English Language Arts (ELA) Grade 5 Content Domain I: Reading and Vocabulary
Genre: Informational/Explanatory
Standard: ELAGSE5RI1 . Quote accurately from a text when explaining what the text says explicitly and    when drawing inferences from the text .

Which sentence from the article BEST supports the idea that the National Hockey League now has a stronger focus on safety?

A . The game moves fast, so it can be dangerous without the right gear for protection .
B . When the National Hockey League began in 1917, players wore minimal gear .
C . The rule applies to new players and is in response to eye injuries over the years .
D . Another rule allows players to continue skating if their helmets fall off .

Correct Answer: C

Explanation of Correct Answer: The correct answer is choice (C) The rule applies to new players and is     in response to eye injuries over the years . The goal of the rule the sentence refers to is to protect players
from injury . Choice (A) is incorrect . This is a reason for the new rule . Choice (B) is incorrect . This sentence   tells only how much gear players wore at the time professional hockey began . Choice (D) is incorrect . This         is an exception to the safety rule .

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 	English Language Arts (ELA)
Example Item 3
Constructed-Response
DOK Level 3: This is a DOK level 3 item because it requires the students to think about what they read and to write a response that is supported with evidence from the text .
English Language Arts (ELA) Grade 5 Content Domain I: Reading and Vocabulary
Genre: Informational/Explanatory
Standard: ELAGSE5RI2 . Determine two or more main ideas of a text and explain how they are supported        by key details; summarize the text .
Summarize the main ideas in the article .

Be sure to include key details from the article to support your answer . Write your answer on the lines            on your answer document .

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Scoring Rubric

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to summarize a text and analyze its details
•	Includes specific examples/details that make clear reference to the text
•	Adequately summarizes the text with clearly relevant information based on the text	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to summarize a text and analyze its details
•	Includes vague/limited examples/details that make reference to the text
•	Summarizes the text with vague/limited information based on the text	
0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to summarize a text and analyze its details	

Exemplar Response

Points Awarded	Sample Response	

2	The National Hockey League has improved player safety and continues to  improve  safety where possible . When the league began, players were not required to wear helmets . That changed in 1979 when new players were required to wear helmets . Now, new players must wear helmets that have protective visors . Eye injuries caused a need for this rule change . People in the league continue to discuss how much protection to use .	

1	The National Hockey League added a rule making players wear helmets with shields to protect their eyes . A shield is a clear covering to protect their eyes and make it safe to play hockey .	
0	Players didn’t have to wear helmets to play hockey until recently .	

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Example Item 4
Extended Writing-Response
DOK Level 4: This is a DOK level 4 item because the student must plan and write an essay and evaluate information from two passages in order to form an opinion .
English Language Arts (ELA) Grade 5 Content Domain II: Writing and Language
Genre: Opinion
Standards:
ELAGSE5W1 . Write opinion pieces on topics or texts, supporting a point of view with reasons and information .
ELAGSE5L1 . Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking .
ELAGSE5L2 . Demonstrate command of the conventions  of  Standard  English  capitalization,  punctuation, and spelling when writing .

This section of the test assesses your skill to comprehend reading passages and use information from the passages to write an opinion essay .
Before you begin writing your essay, you will read two passages .
As you read the passages, think about details you may use in an opinion essay about the development of wind energy .
These are the titles of the passages you will read:
1 .  The Wind Energy Trap 2 . Winning with Wind

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The Wind Energy Trap

wind turbine

Wind power lets people capture and use wind for energy . The structures that capture wind are called    wind turbines . They are tall structures with blades similar to propellers on aircrafts . The blades turn in    the wind to generate electricity . Supporters applaud wind for its environmental friendliness, but that          is not the whole story . Wind farms, groups of turbines, may not emit air pollution or destroy habitats,      but they do impact nature and humans .
First, the blades create noise pollution . When  turning,  the  heavy  blades  produce  significant  noise . Some blame this noise for confusing birds and causing them to fly toward the noise and perish . Some humans living near wind farms have complained about this sound too . Farms that are too close may      have to deal with constant noise . It is easy to support wind farms when you don’t have to live next to      one .
Wind energy is unreliable . It is plentiful when it is windy  outside,  but  what  happens  during  calm days? You  can’t store wind energy like you can solar energy . You  can’t allow it to build up for weeks      to make up for calm days . There are some battery-powered storage options, but these are not used everywhere .
Energy from wind is also inconvenient . Windy conditions don’t always match up with the need for electricity . For example, winds might increase at night when the demand for electricity is lower . When people are sleeping, they don’t need as much power .
Wind farms are more likely to be located in rural areas, away from large groups of people . But these large populations are the ones who need the extra energy . The only way to get that energy to the city is to build transmission lines, which are cables that let electricity move from one place to another .
This is very expensive and time-consuming . Spending money to transmit or send wind power erases   any savings wind power may have created .
Wind farms also require a large amount of space . You can’t just put a wind farm anywhere . For instance, a hilly area might have trouble catching wind, as the hills  break  up  the  airflow .  Some farmers don’t want wind farms taking up valuable acres of land . Others do not like the look of wind farms . To please both groups, wind farms would need to be moved to areas with no people . There again, the cost of installing lines to send the power to a city would not make sense .
While wind energy may have some benefits, the costs are too big to ignore . People do not want the noise pollution . Birds fly into the tall structures . The energy is not always available when needed . Perhaps most importantly, few people want wind farms on their land . It is clear that wind is not the answer to our energy needs .

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Winning with Wind
It is very easy to take electricity for granted . We simply flip a switch and our lights turn on . Plug in a toaster, and bread cooks to a crisp . Both of these simple but important things are possible because          of energy . One of the most promising types of energy comes from wind . It is plentiful, pollution free,   and cheap .
Wind energy is a type of solar energy . As long as the sun exists, wind will exist . It will never run out . Other resources like natural gas and oil will run out some day . No matter how much wind power is   used, some amount of its energy will be available tomorrow .
So far, there is no energy source completely free from consequences . However, wind energy has the  least impact on the environment by far . There is no digging, mining, or injecting chemicals into the ground . No gases are released into the air .
Critics claim that wind farms threaten birds and other wildlife . However, wind energy is far less threatening to these animals than other buildings and towers .
Additionally, thanks to wind power’s lack of pollution, wildlife actually benefits from this energy . Other energy sources pollute the air, water, or soil . Wind energy is completely clean, ensuring no negative  effects on nearby birds and animals .
The cost of this energy  declines  yearly .  Start-up  costs  may  exceed  those  of  other  energy  sources, but prices drop sharply after the initial expense . In the short term, people may think it is expensive .   Once it is set up, though, wind energy is affordable . Wind power requires no fuel and limited costs          for management . Other types of energy require constant management . Coal, for instance, requires mining . It is very dangerous, expensive, and can have long-term effects on the health of the workers .  With wind energy, wind does the work . It turns the blades to harness the energy .
Wind energy is produced in the United States . Any energy this country creates and keeps is less energy that it has to buy from other countries . It allows the United States to rely more on itself for energy . That saves money .
When you study each energy source and weigh the pros and cons, the clear winner is wind . It is an available resource . It can be harnessed easily . It keeps energy costs low and does not pollute Earth .

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WRITING TASK

There is currently a discussion about the advantages and disadvantages  of  using wind energy .
Think about BOTH sides of the discussion . Then write an opinion essay in your own words supporting either side . In your essay, explain your opinion about the use of    wind energy and give reasons to support your opinion .
Be sure to use information from BOTH passages in your opinion essay .

Writer’s Checklist
Be sure to:
•	Introduce your opinion .
•	Support your opinion with reasons and details from the passages .
•	Give your reasons and details in a clear order .
•	Develop your ideas clearly and use your own words, except when quoting directly from the passages .
•	Identify the passages by title or number when using details or facts directly from the passages .
•	Use linking words, phrases, and clauses to connect reasons .
•	Use clear language and vocabulary .
•	Have a strong conclusion that supports your opinion .
•	Check your work for correct usage, grammar, spelling, capitalization, and punctuation .

Now write your opinion essay on your answer document . Refer to the Writer’s Checklist as you     write and proofread your essay .

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The following are examples of a seven-point response . See the seven-point, two-trait rubric for a text-based opinion response on pages 80 and 81 to see why these examples would earn the maximum number of points .
Wind energy is good in many ways. It is cheap and can be found everywhere. It also does not hurt animals and nature. People should support using wind energy.
Wind is a free resource. In “Winning with Wind,” the author states, “No matter how much wind power is used, some amount of its energy will be available tomorrow.” It will never completely run out. Oil, natural gas, and coal will all run out, but wind will always be here.
The low price of wind energy is also helpful. After start-up costs, it is very cheap to catch. “Wind power requires no fuel and limited costs for management,” according to the second article. It also saves money because the more wind energy the United States uses, the less energy it has to buy from other countries.
The first author does make a good point that “it is easy to support wind farms when you don’t have to live next to one.” It is easy for people in cities to push for wind farms because they don’t have to live by them. For those people who live with the noise, wind energy isn’t so good. Wind farms should be moved farther away from people’s homes. It will cost more to build transmission lines, but it is worth the cost.
Wind energy should be a benefit for everyone. By making this change and paying the extra money, everyone can be safe from the few downsides.
OR
Things that seem too good to be true often are. Wind energy sounds like a good solution to bring cheap energy to American homes, but there is more to the issue.
First, people can suffer from health issues because of farms. Although those in favor of wind farms say that wind farms don’t cause pollution, they cannot deny that the farms do fill the air with noise. The constant loud noise is more than annoying. It is harmful. Animals are also at risk. Birds, for instance, fly into wind turbines and die. In “Winning with Wind,” the author claims that “. . . wind energy is far less threatening to these animals than other buildings and towers.” That does not mean that it is okay to put animals at risk. People and animals should not have to deal with these problems.
People cannot rely on wind energy. One day it could be very windy and then calm the next. For it to be reliable, it would have to be windy every day. Solar energy is more reliable; it is available more often than wind and can be stored very easily for later use.
Another problem with wind energy is that people don’t agree about where to build wind farms. People don’t want them on their land. The noise and the sight of them bother people. Moving wind farms to the middle of nowhere would work if it weren’t so costly. We would have to build transmission lines, and that would cost too much.
Wind energy may be a better solution than coal and oil, but it is far from perfect. Before Americans can rely on wind, more research needs to be done. Experts need to find ways to make it safer.

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ENGLISH LANGUAGE ARTS (ELA) CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS
In this section, you will find information about what to study in order to prepare for the Grade 5 English Language Arts EOG assessment . This includes main  ideas  and  important  vocabulary  words .  This  section also contains practice questions, with explanations of the correct answers, and activities that you can do           on your own or with your classmates or family to prepare for the test .
All example and sample items contained in this guide are the property of the Georgia Department of Education .

Unit 1: Reading Literary Text
READING PASSAGES: LITERARY TEXT CONTENT DESCRIPTION
The literary passages in the English Language Arts test are used to identify main ideas and details, cite  evidence, make inferences, determine themes, and understand vocabulary .

Key Ideas and Details
•	Think about the passage and visualize, or make a mental picture, as you read .
•	Look for ideas and details that tell you what the passage is about .
•	Use those ideas and details when writing or speaking about the passage .
•	Think about the message or what the author is trying to say .
•	Look for themes as you read . Ask yourself—what is this  about?
•	Think  about  the  characters,  setting,  and  events  in  the passage .
•	Summarize the important details and ideas after you read .

Craft and Structure
•	Make sure you understand the words and phrases as you read .
•	Think about how the author’s word choice and types of figurative language are used to provide imagery and improve the passage .
•	Look at the structure of the passage . Pay attention to how the parts of the passage (e .g ., section, chapter, scene, stanza) work with each other and the passage as a whole .
•	Think about the point of view of the passage .

Integration of Knowledge and Ideas
•	Look at the pictures or drawings that are in the passage . Think about what additional information these images may add to the text .
•	Think about the similarities and differences in two passages . Understand how the information is connected in the passages .
•	Use your knowledge of setting, plot, characterization, and other story elements when you compare and contrast the theme and topics .

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KEY TERMS
Literary texts: Passages that are stories, dramas, or poems . (RL)
Quote: Repeating or writing out exactly what a source says, word for word . Quotes are always put inside quotation marks . (RL1)
Inference: To infer means to come to a reasonable conclusion based on evidence found in the literary text .
By contrast, an explicit idea or message is stated directly by the author . The author tells the readers exactly what they need to know . (RL1)
Theme: The theme of a literary text is its lesson or message . For example, a story could be about two friends who like to do things together, and the theme might be the importance of friendship . (RL2, RL9)
Summarize: To give the main events of a story in the order in which they happen . (RL2)
Compare vs . contrast: Though similar, comparing is analyzing two things, such as characters or stories, in relation to each other, while contrasting is specifically analyzing the differences between two things, such as two different characters or stories . (RL3, RL9)
Character: A person or thing in a work of literature . Goldilocks is a character in “Goldilocks and the Three   Bears .” (RL3)
Setting: Where and when a story takes place, including the time of day, the season, or the location . (RL3)
Plot: The events that happen in the beginning, middle, and end of a literary text . (RL3)
Narrator: The character who tells the story in a literary text from his or her point of view . (RL3, RL6)
Speaker: The voice of a literary text that speaks about the writer’s feelings or situation . The speaker is not always the author because the author may be writing the text from a different perspective . In poems and stories, the speaker may not be an actual person but an imagined one . In poems, the speaker is often not named or identified by gender or any other characteristics . (RL3, RL6)
Interact: How characters behave toward each other in a literary work . These interactions may include dialogue, actions, or descriptions of how characters’ feelings affect others . (RL3)
Figurative language: To  understand figurative language, you cannot simply define the words in the phrase .      You  will need to distinguish between literal and figurative meanings of words and phrases . (Literal refers to      the “actual meaning of a word or phrase .”) For example, if someone tells you to “open the door,” you can      open a real door . If someone tells you to “open the door to your heart,” you are not expected to find a door        in your chest . Instead, you are to open up your feelings and emotions . Examples of figurative language are similes and metaphors .
•	Similes make a comparison using a linking word such as like, as, or than . (Her shirt was as green as the grass .)
•	A metaphor makes a comparison without a linking word; instead of one thing being like another, one thing is another . If someone describes recess by saying “It was a zoo,” he or she is using a metaphor . Recess was chaotic with lots of different people running around; it was not literally a zoo . (RL4)
Structure: In literary writing, writers use structure to convey meaning . This structure helps break longer pieces of writing into smaller portions that are grouped together because they happened around the same time or because they share a similar meaning . (RL5)
•	Chapter: A section of a book . Books are often divided into chapters . (RL5)
•	Scene: A section of a drama or play . Plays are often divided into scenes . (RL5)
•	Stanza: A section of a poem . Poems are often divided into stanzas . (RL5)

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Point of view: The perspective from which a story is told . The point of view depends upon who the narrator       is and how much he or she knows . The point of view could be first person (I went to the store), second       person (You went to the store), or third person (He went to the store) . The point of view used by the author  can have a big influence on the story . (RL6)
Visual elements: Pictures, drawings, cartoons or comics, or diagrams that help a reader create a mental picture of the text . (RL7)
Tone: The tone found in writing is the attitude of an author about a subject or an audience . The author will choose words and language to create a tone and express a viewpoint in a text . (RL7)
Genre: A genre is a category of composition . Each genre has a particular style, form, and content . For example, mysteries and adventure stories are literary genres . (RL9)
Important Tips

Use details to support ideas and to answer what you know and how you know it .

When responding to an item, try to answer the question being asked before you read the answer choices .

Look for familiar prefixes, suffixes, and word roots to help you decide the meaning of an unknown word .

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Sample Items 1–5

Read the story and answer questions 1 through 5 .

Doctor Dolittle
by Hugh Lofting

ONCE upon a time, many years ago when  our  grandfathers  were  little  children—there  was  a  doctor; and his name was Dolittle—John Dolittle, M .D . “M .D .” means that he was a proper doctor and knew a whole lot .
He lived in a little town called, Puddleby-on-the-Marsh . All the folks, young and old, knew him well by sight . And whenever he walked down the street in his high hat everyone would say, “There goes the Doctor!—He’s a clever man .” And the dogs and the children would all run up and follow behind him;    and even the crows that lived in the church tower would caw and nod their heads .
The house he lived in, on the edge of the town, was quite small; but his garden was very large and      had a wide lawn and stone seats and weeping-willows hanging over . His sister, Sarah Dolittle, was housekeeper for him; but the Doctor looked after the garden himself .
He was very fond of animals and kept many kinds of pets . Besides the  goldfish  in  the  pond  at  the bottom of his garden, he had rabbits in the pantry,  white  mice  in  his  piano,  a  squirrel  in  the  linen closet and a hedgehog in the cellar . He had a cow with a calf too, and an old lame horse—twenty-five  years of age—and chickens, and pigeons, and  two  lambs,  and  many  other  animals .  But  his  favorite pets were Dab-Dab the duck, Jip the dog, Gub-Gub the baby pig, Polynesia the  parrot,  and  the  owl Too-Too .
His sister used to grumble about all these animals and said they made the house untidy . And one       day when an old lady with rheumatism came to see the Doctor, she sat on the hedgehog who was sleeping on the sofa and never came to see him anymore, but drove every Saturday all the way to Oxenthorpe, another town ten miles off, to see a different doctor .
Then his sister, Sarah Dolittle, came to him and said, “John, how can you expect sick people to      come and see you when you keep all these animals in the house? It’s a fine doctor who would have his parlor full of hedgehogs and mice! That’s the fourth personage these animals have driven away . Squire Jenkins and the Parson say they wouldn’t come near your house again—no matter how sick they are . We are getting poorer every day . If you go on like this, none of the best people will have you for a doctor .”
“But I like the animals better than the ‘best people,’” said the Doctor .  “You are ridiculous,” said his sister, and walked out of the room .
So, as time went on, the Doctor got more and more animals; and the people who came to see him got less and less . Till at last he had no one left—except the Cat’s-meat Man, who didn’t mind any kind of animals . But the Cat’s-meat Man wasn’t very rich and he only got sick once a year—at Christmas-time, when he used to give the Doctor sixpence for a bottle of medicine .
Sixpence a year wasn’t enough to live on—even in those days, long ago; and if the Doctor hadn’t had    some money saved up in his money-box, no one knows what would have happened .

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And he kept on getting still more pets; and of course it cost a lot to feed them . And the money he      had saved up grew littler and littler .
Then he sold his piano, and let the mice live in a bureau-drawer . But the money he got for that too      began to go, so he sold the brown suit he wore on Sundays and went on becoming poorer and poorer .
And now, when he walked down the street in his high hat, people would say to one another, “There goes John Dolittle, M .D .! There was a time when he was the best known doctor in the West Country— Look at him now—He hasn’t any money and his stockings are full of holes!”
But the dogs and the cats and the children still ran up and followed him through the town—the same          as they had done when he was rich .

Item 1
Selected-Response
Read the paragraphs from the story .

Then his sister, Sarah Dolittle, came to him and said, “John, how can you expect sick people to come and see you when you keep all these animals in the house? It’s a fine doctor who would have his parlor full of hedgehogs and mice! That’s the fourth personage these animals have driven away . Squire Jenkins and the Parson say they wouldn’t come near your house again—no matter how sick they are . We are getting poorer every day . If you go on like this, none of the  best people will have you for a doctor .”

“But I like the animals better than the ‘best people,’” said the Doctor .
Based on the paragraphs, which sentence BEST describes Doctor Dolittle?    A . He does not like the people who live in his small town .
B . He feels more appreciated by animals than patients .
C . He is happier being around animals than people .
D . He resents his sister for not taking his side .

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Selected-Response
Read the sentence from the story .

“You are ridiculous,” said his sister, and walked out of the room .
Why does Sarah MOST LIKELY  say this to Doctor Dolittle? A . to reveal her disinterest in his work
B . to express her dislike for his choices
C . to share her thoughts about his hygiene
D . to convey her concern for his garden

Item 3
Evidence-Based Selected-Response Technology-Enhanced
This question has two parts . Answer Part A, and then answer Part B .  Part A
Which word BEST describes how Sarah Dolittle feels about her brother?

A . proud
B  .   annoyed C .  confident D . suspicious

Part B
Which sentence from the story BEST supports the answer in Part A?

A .    The house he lived in, on the edge of the town, was quite small; but his garden was very large and had          a wide lawn and stone seats and weeping-willows hanging over .
B . His sister, Sarah Dolittle, was housekeeper for him; but the Doctor looked after the garden himself .
C . His sister used to grumble about all these animals and said they made the house untidy .
D . And the money he had saved up grew littler and littler .

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Constructed-Response
Explain how Doctor Dolittle’s actions help to develop the theme of the story .

Use details from the story to support your answer . Write your answer on the lines on your answer document .

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Extended Constructed-Response
Rewrite the story from Sarah’s point of view .

Be sure to include only the portions of the story that involve Sarah . Include details that support her viewpoint . Write your answer on the lines on your answer document .

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Unit 2: Reading Informational Text
READING PASSAGES: INFORMATIONAL TEXT CONTENT DESCRIPTION
The informational and explanatory passages in the English Language Arts test can be used to determine central ideas, write an objective summary, analyze ideas, and provide supporting text evidence .

Key Ideas and Details
•	Think about the passage and visualize, or make a mental picture, as you read .
•	Read closely to know exactly what the passage says .
•	Look for ideas and details that tell what the passage is about .
•	Use those details when writing or speaking about the passage .
•	Think about the message and what the author is trying to say .
•	Look for the main ideas in the passage . Ask yourself—what is this about?
•	Think about the reasons for interactions between parts of a passage; is one thing meant to show contrast to the other, complement it, or explain it?
•	Summarize the important ideas and details in the passage .

Craft and Structure
•	Make sure you understand the words in the passage .
•	Think about the similarities and differences in the overall structure of passages .
•	Compare and contrast multiple accounts of the same event or topic .
•	Think about the author’s point of view in the passage .

Integration of Knowledge and Ideas
•	Look for details or evidence in the passage that support the author’s points .
•	Use information from multiple passages to learn more about a topic . Integrate information from these passages to show an understanding of a topic .

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KEY TERMS
Informational texts: Passages that explain or inform . (RI)
Inference: To infer means to come to a reasonable conclusion based on evidence found in the passage .
By contrast, an explicit idea or message is stated directly by the author . The author tells the readers exactly what they need to know . (RL1)
Main ideas: What the text is mostly about . These are also called the central or controlling ideas . (RI2)
Key details: The facts and ideas that support the central idea . (RI2)
Summarize: To summarize means to provide an overview of a text that captures the main points but does not give all the details . (RI2)
Relationships: The connections between two or more people or things . When reading for information, it is important to examine the way individuals, events, ideas, and concepts interact . (RI3)
Interactions: Interactions in text refer to how ideas influence individuals or events or how individuals influence ideas or events . (RI3)
Organization: Organization refers to the way in which a piece of writing is structured . Each sentence, paragraph, or chapter fits into the overall structure of a text and contributes to the development of ideas . Organizational structures include chronological order, cause and effect, comparison and contrast, order of importance, and problem and solution . (RI5)
•	Chronological order: The order in which a series of events happened . A text that is arranged in order of time from the beginning to the end is in chronological order . (RI5)
•	Order of Importance: Ideas are organized from least important to most important or from most important to least important . (RI5)
•	Cause and effect: Events and their outcomes . A text may be organized by problems and solutions or actions and reactions . These are all referred to as cause and effect . (RI5)
•	Comparison and contrast: The structure of comparison and contrast analyzes the relationships between ideas in a text . Comparing analyzes the similarities, while contrasting analyzes the differences . (RI5, RI6)
•	Problem and solution: Text that is organized by problem and solution identifies a problem and proposes one or more solutions . An author may use problem and solution to try to persuade readers about a certain topic or course of action . (RI5)
Point of view: The specific perspective or position the author has on a topic . (RI6)
Account: A description of events . A firsthand account is a  description  of  events  written  or  told  by someone who was actually there . If your friend tells you she fell  and  hurt  her  knee,  it  is  a  firsthand account . A secondhand account is a description of events written  or  told  by  someone  who  was  not actually there but got the story from another source . If your friend tells you that your other friend fell and
hurt her knee, but the friend who is telling you didn’t see the fall happen, it is a secondhand account . (RI6)
Reasons: Details that support the author’s particular points in a text . (RI8)
Evidence: Something that proves the truth of something else . Informational texts may contain evidence in the form of key words, illustrations, maps, or photographs to prove that the information is correct . (RI8)
Integrate: Putting together key details and evidence from sources in a way that supports your main idea . (RI9)

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Important Tips

Try to read the questions about an informational text before you read the text so that you know what to look out for .

Cite strong evidence from a text to support analysis of what the text says explicitly and what can be inferred .

Locate support for important ideas and concepts within the text to answer what you know and how you know it .

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Sample Items 6–9

Read the article and answer questions 6 through 9 .

Are You Ready for a Pet?
1	There are many factors to consider when adding a pet to your family . First, you need to be sure     that you are able to care for the animal for life . Many people think they want a pet, but they        don’t realize the work it takes . Puppies, for instance, need lots of attention . They need activities       to burn off extra energy . They also need training .
2	It is not fair to bring an animal into your home only to ignore it or fail to take care of it . Like   humans, animals require not only food and shelter but also love and attention . Owners will also need to pay for various expenses . Pets need regular visits to their doctors . They need special     food, the cost of which ranges from reasonable to pricy . Collars and leashes are important too . Some pets need training . Make sure that your budget can stretch to meet the needs of a pet .
3	When you are confident that you want a pet and are able to care for it forever, you must choose      an animal whose needs work with your lifestyle . For instance, someone who is away from home      all day and unable to let a dog outside might want to consider a cat, turtle, or bird . Similarly, if       you don’t have time to walk your pet, opt for a smaller breed of dog . Often, they do not require       as much activity as large dogs . Bored dogs develop undesirable habits like chewing shoes and destroying furniture .
4	Pets are not the only ones who benefit from living with humans . Research shows  that  just interacting with their pets can make people happier and healthier . Petting a dog  provides unexpected benefits . For example, it can improve a person’s ability to resist disease . It can also lower high blood pressure . There are even some chemical benefits, including lowered stress . Of course, pets also tend to make their owners feel happier .
5	Consider adopting from an animal shelter . So many animals have been abandoned and neglected     and need a forever home . Many of these pets are turned over to shelters because their families        can no longer afford them . Some are left behind when their families move to housing that does         not allow pets . Some families simply don’t want the responsibility of a pet anymore .
6	Animal shelters have pets of all ages and needs . This means there is an ideal animal for every  home . If you don’t have time to train a puppy, you might prefer an adult or senior dog . Some breeds have excess energy and need to run . Others prefer to sit in your lap and relax .
7	There are several factors to consider before adding a pet to your family . Remember that pets      need as much love and care as any other family member . Be sure you are able to provide these needs before inviting an animal into your home .

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Selected-Response
Which sentences BEST state two main ideas of the article?

A .    It is important to consider the different responsibilities of pet ownership before getting a pet . Owning a    pet can be positive for both the owners and the pets .
B .   Busy families should consider cats or other animals that do not need much care . Sometimes bored   dogs develop bad habits and destroy household items .
C . Animal shelters provide a range of animals to choose from . Animals are left at shelters for various reasons, such as owners moving or no longer being able to care for their pets .
D . Pets can help lower human stress levels . There is research showing that pet ownership can have a number of other health benefits as well .

Item 7
Selected-Response
Based on paragraph 2, what is the meaning of various?

Owners will also need to pay for various expenses .

A . large
B . many
C . unnecessary
D . unplanned

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How does the author support the idea that there are many things to consider before buying a pet?

Use details from the article to support your answer . Write your answer on the lines on your answer document .

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How can pet ownership affect the health of a pet owner?

Use details from the article to support your answer . Write your answer on the lines on your answer document .

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Unit 3: Writing Opinion Texts

CONTENT DESCRIPTION
Some passages in the English Language Arts test will help you develop opinions and support a point of view on a topic in an opinion essay . In your writing, use evidence, examples, quotations, and reasons to develop and support your opinion .

Text Type and Purpose
•	An opinion essay takes a position on or agrees or disagrees with a point of view .
•	Some common opinion words are “agree” or “disagree” or “for” or “against .”
•	When you state your opinion, you need to support it with reasons, examples, and evidence .
Production and Distribution of Writing
•	Introduce a topic or text clearly by including your opinion .
•	Produce writing with organization and style that fit the task, purpose, and audience .
•	Provide a concluding statement related to the opinion you present .
•	Strengthen your writing by reviewing or revising, if needed .
Audience, Purpose, and Voice
•	As you write, remember who your audience will be .
•	Make sure your writing is appropriate . Watch your tone, style, and voice .
•	Link your opinion and reasons using words, phrases, and clauses .
•	Remember, you are writing for a purpose—think about what you are writing and why .
Research to Build and Present Knowledge
•	Conduct a short research project that uses several sources to build knowledge through investigation of different aspects of a topic .
•	Gather information from different types of sources, including print and digital sources .
•	Summarize or paraphrase information from sources . Provide a list of sources you used in your notes    and finished work .
•	Use evidence from literary or informational texts to support analysis, reflection, and research .
Range of Writing
•	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences .
Scoring Rubric
•	An opinion scoring rubric can be found beginning on page 80 . You may find it helpful to read and discuss this rubric with a parent or another adult .
•	The rubric shows you what is needed to produce a strong piece of opinion writing .
•	The rubric is important to understand . It tells you what to add to your opinion writing .
•	Opinion writing on the assessment will be scored using this rubric .

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KEY TERMS
Opinion text: An opinion text states an opinion or agrees or disagrees with a point of view . (W1)
Point of view: The opinion or perspective of the writer on a specific topic . (W1)
Topic: What a piece of writing is about . When writing your opinion, choose topics about which you have strong feelings and a lot to say . (W1a)
Introduction: The beginning of a piece of writing . The introduction should let readers know what they will      be reading about, and it should set up the main idea, or thesis, of the writing . (W1a)
Organization: The way in which a piece of writing is structured . Similar ideas and illustrations should be grouped together and the order of the information should make sense . Each sentence, paragraph, or text feature fits into the overall structure of a passage and contributes to the development of ideas . Writers structure their texts to match their purpose and audience . For example, if you were writing an opinion essay in which you wanted to show the negative effects of something, you might choose cause and effect as an organizational structure . (W1a, W4)
Reasons: Details that support your opinion in a piece of writing . (W1b)
Fact and opinion: A fact is a statement that can be proven .  An opinion is a statement that cannot   be proven because it states a writer’s belief or judgment about something . Deciding whether or not a
statement is a fact or an opinion often comes down to a single question: “Can you prove it?” If you can    prove a statement somehow, then it is a fact . If not, it’s an opinion . (W1b)
Linking words and phrases: Words or groups of words that link one idea to the next . Writing should not     jump from one idea to the next without transitions that guide the reader along . Examples of linking words include also, another, and, more, because, therefore, since, and but . Examples of linking phrases are to begin, on the other hand, for example, and in conclusion . (W1c)
Concluding statement: The end of a piece of writing . The concluding statement should sum up the main purpose of the writing and provide an overall takeaway for the reader . (W1d)
Audience: The people who will be reading the piece of writing . Writers should keep their audience in mind   and adjust their ideas and vocabulary so that they can be best understood . (W4)
Purpose: The writer’s reason for writing his or her essay or article . All writing has a purpose, whether it is        to persuade, inform, explain, or entertain . (W4)
Revision: The process of editing and rewriting a piece of writing . All good writing requires a lot of revision       in order to catch mistakes and make ideas clearer . (W5)
Research: Gathering information in order to learn more about a topic . (W7, W9)
Source: A book, article, website, person, or piece of media that contains information . (W7, W8)
Evidence: Something that proves the truth of something else . Informational texts may include facts, opinions of experts, quotes, statistics, and definitions that can be used as evidence . In literary text, the character’s thoughts, words, or actions may be used as evidence . (W9)

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Important Tips

Cite strong evidence from a text to support analysis of an author’s point of view and purpose .

Organize your writing by using chronological order, cause and effect, compare and contrast, or problem    and solution .

Make sure your writing has a concluding statement that supports the information or explanation presented .

Strengthen your writing by planning, revising, editing, rewriting, or trying a new approach . Use the rubric before, during, and after writing to make sure you are meeting the criteria .

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Sample Items 10–14

[NOTE: The structure of the practice items for this unit and for Unit 4 is as it appears in the first section of the Georgia Milestones End-of-Grade assessment: 1) multiple-choice questions (three on the actual test);
2) a constructed-response item (one on the actual test); and 3) an extended writing prompt (one on the actual test) . Additionally, the instructions for the extended writing prompt are in a format that is similar to the one on the End-of-Grade assessment . There is no extended writing prompt for the Unit 4 practice items .

This section of the test assesses your skill to comprehend reading passages and use information from the passages to write an opinion essay .
Before you begin writing your essay, you will read two passages and answer three multiple-choice questions and one short constructed-response question about what you have read .
As you read the passages, think about details you may use in an opinion essay about new school lunch guidelines .
These are the titles of the passages you will read:
1 .   So-Called  “Healthier”  School  Lunches 2 . Bravo for Making Students Healthier

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Dear Editor,

So-Called “Healthier” School Lunches

I was so excited to hear that our local schools would finally be serving more healthy lunches . For   years I have felt guilty for allowing my kids to eat the processed foods offered by the school lunch program . Sadly, it seems that the new guidelines have not made much of a difference . Children are still eating chicken nuggets, fish sticks, and pizza every month .  Some of the fruits and vegetables    that are supposed to be so healthy come from cans . They are not the fresh and healthy produce I was expecting .
Another problem with the new guidelines is the portion sizes . Children are given a calorie maximum based on their age, without taking into account their different sizes and needs . A 220-pound high   school football player doing two-a-day practices is getting the same  amount  of  food  as  smaller children or children who are not as active . That hardly seems fair .
Both of my children have told me that they are hungry all day . One of my children has lunch at 10:45 a .m . And that is supposed to last until school is over at 3:15 p .m .? My children hunt for junk food every day right after school . I know that many schools are struggling to meet these guidelines, but they have to do better than this .
I have no choice but to send my children to school with packed lunches . This way I can control          the portions myself . I can also be sure that they have fresh, not processed, fruits and vegetables  every day .
Frustrated with food, Palmer Ross

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Dear Editor,

Bravo for Making Students Healthier

Before retiring ten years ago, I had been an elementary school teacher for thirty-seven years . During    my first year, students were filled with energy . They ran around all during recess . Then they would   come back in the classroom and complete their lessons .
At the start of my career, students ate in the classroom . Their parents packed them fairly healthy lunches . They often consisted of leftover home-cooked meals rather than processed foods . I often  saw vegetables that seemed to have come straight from the garden .
Over the years, students seemed to become less energetic . I  noticed  more  students  sitting  and talking during recess . Many were eating non-nutritional snacks . Fewer were playing and burning off extra energy . When they returned to class, their minds wandered . They struggled to focus .
Prepared lunches at school did not help . In fact, they  added  to  the  problem .  Students  received regular servings of pizza, burgers, and mashed potatoes from a box . Many students loved it, but it    didn’t seem right to me . Our students deserved better . They deserved healthy foods to nourish their brains and bodies .
Now, students are finally getting more healthy foods at  schools .  Our  country  recently  revealed  a change in school lunches . No more processed chicken fingers, pizza,  and  sugary  chocolate  milk . Students now enjoy more healthy baked options, fruits, vegetables, and low-fat dairy products . These options are offered at every meal . Students can fill up on brain-healthy foods .
I have also heard that school leaders plan to change vending machine options . They will swap sugary snacks for more healthy whole-grain options . Hats off to health!
There are so many distractions like the Internet, video games, and smartphones . Real foods like vegetables and fruits will help students focus in class . It will help them feel healthier and have more energy to be active .
Sincerely, Tyra Watts

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Selected-Response
Which statement expresses one way the letter writers BOTH support their ideas?

A . Both list questions about the healthiness of school lunches .
B . Both include information about children they have known .
C . Both include interviews with principals of schools .
D . Both discuss their personal experiences when they were children .

Item 11
Selected-Response
Which sentence BEST states a point of view shared by BOTH letter writers?

A . They agree that school lunches are the best option for kids .
B . They both are doubtful that school lunches have improved over time .
C . They agree that school lunches are more important than recess .
D . They both are critical of processed foods in school lunches .

Item 12
Selected-Response
Which choice BEST describes the text structure of “So-Called ‘Healthier’ School Lunches” and “Bravo for Making Students Healthier”?

A .  “So-Called ‘Healthier’ School Lunches” compares what kids like to eat with what they are served at   school and concludes that school lunches are better than lunches from home . “Bravo for Making Students Healthier” compares eating healthy food with exercising regularly and  concludes  that  kids need more exercise .
B . “So-Called ‘Healthier’ School Lunches” compares current  school  lunches  with  previous  ones  and concludes that the author will send his children with lunches from home . “Bravo for Making Students Healthier” compares how past and recent school  lunches  affect  kids  and  concludes  that  new changes are positive .
C .    “So-Called ‘Healthier’ School Lunches” compares how well kids do in school and the time of day when    they eat their lunch and concludes that early lunch times are better . “Bravo for  Making  Students Healthier” compares how well kids focus and how they are eating and concludes that current  school lunches need improvement .
D . “So-Called ‘Healthier’ School Lunches” compares lunches brought from home with school lunches and concludes that both offer benefits . “Bravo for Making Students Healthier” compares how much recess time kids get and how that affects their eating habits and concludes that kids need longer recesses .

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Constructed-Response
Explain one idea that the author of “So-Called ‘Healthier’ School Lunches” and the author of “Bravo    for Making Students Healthier” agree on regarding school lunches .

Use details from BOTH passages to support your answer . Write your answer on the lines on your answer document .

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Extended Writing-Response

WRITING TASK

There is an ongoing discussion about the new school lunch guidelines .
Think about BOTH sides of the discussion . Then write an opinion essay in your own words supporting either side of the discussion . Are the new school lunch guidelines helping students?
Be sure to use information from BOTH passages in your opinion essay .

Be sure to:
•	Introduce your opinion .

Writer’s Checklist

•	Support your opinion with reasons and details from the passages .
•	Give your reasons and details in a clear order .
•	Develop your ideas clearly and use your own words, except when quoting directly from the passages .
•	Identify the passages by title or number when using details or facts directly from the passages .
•	Use linking words, phrases, and clauses to connect reasons .
•	Use clear language and vocabulary .
•	Have a strong conclusion that supports your opinion .
•	Check your work for correct usage, grammar, spelling, capitalization, and punctuation .

Now write your opinion essay on your answer document . Refer to the Writer’s Checklist as you     write and proofread your essay .

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Unit 4: Writing Informational/Explanatory Texts

CONTENT DESCRIPTION
Some passages in the English Language Arts test will help  you  develop  an  informational/explanatory essay . In your writing, express ideas, summarize research, and use information from more than one source to develop and support your ideas .

Text Type and Purposes
•	An informational/explanatory essay states ideas and information clearly and accurately .
•	Use precise language to inform about or explain the topic .
•	When you develop your topic, use multiple facts, definitions, concrete details, quotations, or other information and examples related to the topic .
Production and Distribution of Writing
•	Introduce a topic clearly .
•	Produce writing with organization and style that fit the task, purpose, and audience .
•	Provide a concluding statement related to the information or explanation in the essay .
•	Strengthen your writing by reviewing or revising, if needed .
Audience, Purpose, and Voice
•	As you write, remember who your audience will be .
•	Make sure your writing is appropriate . Watch your tone, style, and voice .
•	Link your ideas within and across categories of information using words, phrases, and clauses .
•	Remember, you are writing for a purpose—think about what you are writing and why .
Research to Build and Present Knowledge
•	Conduct a short research project that uses several sources to build knowledge through investigation of different aspects of a topic .
•	Gather information from different types of sources, including print and digital sources .
•	Summarize or paraphrase information from sources . Provide a list of sources you used in your notes    and finished work .
•	Use evidence from literary or informational texts to support analysis, reflection, and research .
Range of Writing
•	Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences .
Scoring Rubric
•	An informational/explanatory scoring rubric can be found beginning on page 78 . You may find it helpful to read and discuss this rubric with a parent or another adult .
•	The rubric shows you what is needed to produce a strong piece of informational/explanatory writing .
•	The rubric is important to understand . It tells you what to add to your informational/explanatory writing .
•	Informational/explanatory writing on the EOG assessment will be scored using this rubric .

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KEY TERMS
Informational/explanatory texts: Pieces of writing that inform or explain something to the reader . (W2)
Topic: What a piece of writing is about . (W2a)
Introduction: The beginning of a piece of writing . The introduction should let readers know what they will      be reading about, and it should set up the main idea, or thesis, of the writing . (W2a)
Formatting: The way in which a piece of writing is organized . For example, a writer can use headings and subheadings to organize the writing and present the information in a clear way . (W2a)
Linking words and phrases: Words or groups of words that link one idea to the next . Writing should not     jump from one idea to the next without transitions that guide the reader along . Examples of linking words include also, another, and, more, because, therefore, since, and but . Examples of linking phrases are to begin, on the other hand, for example, and in conclusion . (W2c)
Precise language: Good writers choose  their  words  carefully .  Specific  and  vivid  words  and  phrases describe or explain and make meaning clear . The sentence A bird was on the ground is very general and does not use precise language . However, that sentence could be rewritten using more specific nouns and  verbs: A robin landed in the grassy field . (W2d)
Concluding statement: The end of a piece of writing . The concluding statement should sum up the main purpose of the writing and provide an overall takeaway for the reader . (W2d)
Organization: The way in which a piece of writing is structured . Similar ideas and illustrations should be grouped together and the order of the information should make sense . Each sentence, paragraph, or text feature fits into the overall structure of a passage and contributes to the development of ideas . Writers structure their texts to match their purpose and audience . For example, if you were writing an informational essay in which you wanted to show how two animals are similar or different, you might choose comparison and contrast as an organizational structure . (W4)
Audience: The people who will be reading the piece of writing . Writers should keep their audience in mind   and adjust their ideas and vocabulary so that they can be best understood . (W4)
Revision: The process of editing and rewriting a piece of writing . All good writing requires a lot of revision       in order to catch mistakes and make ideas clearer . (W5)
Research: Gathering information in order to learn more about a topic . (W7)
Source: A book, article, website, person, or piece of media that contains information . (W8)
Evidence: Something that proves the truth of something else . Informational texts may include facts, opinions of experts, quotes, statistics, and definitions that can be used as evidence . In literary text, the character’s thoughts, words, or actions may be used as evidence . (W9)
Important Tips

Begin by organizing your ideas in an outline using the main topics . Then it will be easier to fill in the supporting details .

Be sure to develop your topic with concrete details such as facts, definitions, quotations, or other information related to your topic .

Organize your writing by using chronological order, cause and effect, compare and contrast, or problem    and solution .

Make sure your writing has a concluding statement that supports the information or explanation presented .

Strengthen your writing by planning, revising, editing, rewriting, or trying a new approach . Use the rubric before, during, and after writing to make sure you are meeting the criteria .
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Sample Items 15–18

[NOTE: The structure of the practice items for Unit 4 appears as it would in section 1 of the Georgia Milestones End-of-Grade Assessment with the exception of the extended writing prompt: 1) multiple-choice questions (three on the actual test); 2) a constructed-response item (one on the actual test); and 3) an extended writing prompt (one on the actual test) .]

Read the two articles, “Fast Freddy’s Grill” and “Farm Fresh,” and answer questions 15 through 18 .

Fast Freddy’s Grill
Welcome to Wilford’s newest fast-food restaurant, Fast Freddy’s Grill . We bring you perfectly grilled burgers every time, in no time . All our meat comes from local ranchers and has no added hormones       or antibiotics, so you can feel good about indulging .
We have something for everyone at Fast Freddy’s Grill . Start with a patty made from fresh beef or turkey . Pile it high with your choice of six cheeses and a variety of vegetables to transform your  burger into your own unique creation . Vegetarians can enjoy our veggie burgers made from black beans, quinoa, and our special blend of spices .
Our critics complain that we lack choices in our menu . We may not have the variety  of  other restaurants, but that’s because we specialize in burgers . We  put all our energy into perfecting them   and becoming your go-to burger joint . As a result, we give you the best-tasting and quickest burgers       in town .
In a hurry? Come to our convenient drive-through window and try our five-minute burger, which includes an all-beef patty, bacon, lettuce, and tomato for $4 .49 . It’s guaranteed to be ready in five minutes or less or it’s free!
Next time you’re in the mood for a juicy grilled burger, give Fast Freddy’s Grill a try .

Farm Fresh
Enjoy a full-service dining experience unlike any other at Farm Fresh Restaurant . We  recently opened    on 5th Street and are proud to be Wilford’s first farm-to-table restaurant . We  never use processed    foods . Our entire menu is made fresh daily, including our famous grain-free pumpkin loaf .
We get all our ingredients from local farmers .  This  cuts  down  on  air  pollution  from  trucks  driving across the country . Our produce doesn’t sit on trucks  driving  cross-country  for  days .  All  our  foods come from within a 60-mile radius . Our customers enjoy not only great taste but also excellent health benefits . All the crops we purchase are organic; no pesticides are used to build our
flavorful dishes .
Because we rely on local farmers, our menu changes depending on the produce that is in season . This means that there will always be new and healthy dishes for you to sample . Our winter menu, for example, features a hearty turkey and squash stew that will warm your insides on a cold day!
Bring your family to Farm Fresh today and enjoy guilt-free healthy dining .

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Selected-Response
Which statement BEST describes a viewpoint shared by BOTH authors?

A . It is ideal for restaurants to make food fresh .
B . It is important for restaurants to make food quickly .
C . The best restaurants have limited food choices .
D . Restaurants should provide only healthy food .

Item 16
Selected-Response
Which sentences provide the BEST summary of “Fast Freddy’s Grill”?

A .    The article shows how important it is to get meat from ranchers in the area . The article asks readers to      try the restaurant and explains that the food is better than it sounds .
B . The article encourages readers to try this restaurant . The article explains how the restaurant uses high-quality meat for its tasty burgers and also provides quick service .
C .   The article stresses how easy it is to eat at this restaurant because the food is made quickly . The   article asks readers to become regular customers of the restaurant .
D .  The article insists that readers go to this restaurant . The article compares this restaurant to others and   shows why people prefer it .

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Based on the information in “Farm Fresh,” why is there a positive relationship between the customer and the food that is served at the restaurant?

Use details from the passage to support your answer . Write your answer on the lines on your answer document .

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What do Fast Freddy’s Grill and Farm Fresh have in common that makes them a good choice for consumers?

Use details from BOTH passages to support your answer . Write your answer on the lines on your answer document .

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Unit 5: Language

CONTENT DESCRIPTION
The language portion of the English Language Arts test focuses on the conventions of Standard English, including grammar and usage and the proper use of capitalization, punctuation, and spelling .

Conventions of Standard English
•	Use correct grammar and usage when writing .
•	Use correct capitalization, punctuation, and spelling .
Knowledge of Language
•	Express yourself clearly in an interesting way .
•	Choose your words carefully so readers understand what you are writing .
Vocabulary Acquisition and Use
•	Vary the words you use in your writing .
•	Use different strategies (e .g ., context, affixes, roots) to help you determine the meaning of unknown or multiple-meaning words .
•	Show an understanding of figurative language (i .e ., similes, metaphors) and word relationships (i .e ., synonyms, antonyms, homographs) .
•	Recognize and explain the meaning of common idioms, adages, and proverbs .
•	Use reference materials to determine the precise meanings of words or phrases .

KEY TERMS
Grammar: The set of rules for language . (L1)
Usage: Using the correct word when there is a choice (to, too, two) . (L1)
Conjunction: A word that joins together different  sentences,  clauses,  or  phrases .  Examples  of conjunctions are with, and, but, and although . (L1a)
Preposition: A word or phrase that is used to show direction, location, or time . Examples of prepositions       are on, in, around, by, through, over, and behind . (L1a)
Interjection: A word or phrase that expresses sudden or strong feelings . Examples of interjections are oh,   alas, and wow . (L1a)
Perfect tense: Used to indicate a completed or “perfected” action . Verbs can appear in one of three perfect tenses: present perfect, past perfect, and future perfect . (L1b)
•	Present perfect: Indicates  an  action  that  started  in  the  past  and  continues  in  the  present .  This  tense is usually formed using the helping verb has or have and is paired with the past participle of a verb . For example, I have lived in Georgia since 2011 . (L1b)
•	Past perfect: Indicates an  action  that  was  completed  in  the  past  before  something  else  happened . This tense is usually formed using the helping verb had and is paired with the past participle of a verb .         For example, I had finished my math homework by lunchtime . (L1b)
•	Future perfect: Indicates an action that will be completed at some point in the future . This tense is  usually formed with the helping verb will plus have plus the past participle of a verb . For example, By next summer, I will have learned to swim . (L1b)

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Verb tense: Variation in a verb to convey various times, sequences, states, and conditions . Verb tenses include past, present, future, progressive, and perfect .
•	Present tense: Describes things that are happening right now . An example is Today I walk to school . (L1c, L1d)
•	Past tense: Describes things that have already happened . Past tense verbs are usually  constructed by adding –ed to the end of a verb . An example is Yesterday I walked to school . (L1c, L1d)
•	Future tense: Describes things that have not happened yet . Future tense verbs are usually constructed   using the word “will” + a verb in the present tense . An example is, I will walk to school tomorrow . (L1c, L1d)
•	Progressive tense: Describes an ongoing action that is still in progress at some point in  time . Progressive tense verbs are usually constructed using a form of “to be” + a verb ending in –ing . An example is I am walking to school right now . (L1c, L1d)
Correlative conjunction: A type of conjunction in which  pairs  of  words  work  together  to  join  words, phrases, clauses, or sentences . Examples of correlative conjunctions are either/or, neither/nor, not only/ but also, and both/and . An example of a sentence that includes a pair of correlative conjunctions is Her    new bicycle is not only fast but also very shiny . (L1e)
Punctuation: Writing marks that help to separate and clarify ideas . Examples of punctuation  are  periods, colons, commas, exclamation marks, and question  marks .  A  comma  can  be  used  to  separate  an introductory element from the rest of the sentence . Commas can also set off the words yes and no, set off           a tag question from the rest of the sentence, and indicate direct address . (L2, L2b, L2c, L3b)
Style: The personality of the writing and how you say things . (L3a)
Context: Words and phrases that surround another word and help to explain its meaning . Sometimes            a word cannot be understood without the context of the words and phrases around it . For example, the word leaves is a multiple-meaning word because it could mean several things . When a full sentence is
included, such as The leaves of the tree were swaying in the wind or She needs to remember to grab her backpack before she leaves for school, the meaning is clear . (L4, L4a)
Context clues: The words, facts, or ideas in a text that explain a difficult or unusual word . For example, dehydrated is a difficult word . However, you can use clues included in the context of a piece of writing         to figure out the meaning of dehydrated . After running in gym class, I was dehydrated. I felt much better after drinking two glasses of water . Using the context clues in the sentences, it is clear the meaning of dehydrated is in need of water . (L4a)
Root word: The base word . Knowing the meaning of the root  word  can  help  a  reader  determine  the meaning of other forms of the word . For example, if you know that the root word school is a place that provides knowledge, you may be able to guess that a scholar is someone who is seeking knowledge . (L4b)
Affix: Letters added to a root word that change its meaning . For example, when the prefix dis– is added to      the word interest, the word disinterest means the opposite of the root word interest . (L4b)
Dictionary: A reference book that provides the precise, or exact, meanings of words and phrases . (L4c)
Glossary: An alphabetical list of words and phrases and their meanings . A glossary is often found at the        end of a text . (L4c)

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Figurative language: To  understand figurative language, you cannot simply define the words in the phrase .      You  will need to distinguish between literal and figurative meanings of words and phrases . (Literal refers to      the “actual meaning of a word or phrase .”) For example, if someone tells you to “open the door,” you can      open a real door . If someone tells you to “open the door to your heart,” you are not expected to find a door        in your chest . Instead, you are to open up your feelings and emotions . (L5)
•	Simile: A comparison using like or as . For example, “She is as pretty as a picture .” (L5a)
•	Metaphor: A direct comparison that states one thing is another . It isn’t meant to be literal, but descriptive . For example, if someone describes recess by saying “It was a zoo,” he or she is using a metaphor . Recess was chaotic with many different people running around; it was not literally a zoo . (L5a)
•	Adage: A saying that is repeated and is generally accepted as truth over time . An example is “A penny saved is a penny earned.” (L5b)
•	Proverb: A short saying that gives a piece of advice, such as “Don’t rock the boat .” (L5b)
•	Idioms: Quirky sayings and expressions specific to a language . If a saying seems unfamiliar or is not understood, it may be an idiom that needs to be researched . (L5b)
Synonyms: Words that have the same meaning . Small and little are synonyms . (L5c)
Antonyms: Words that have opposite meanings . Small and large are antonyms . (L5c)
Homographs: Words that are spelled the same but have different meanings . A bow to put in a girl’s hair and a bow that is used to shoot an arrow are homographs . In the case of homographs, context becomes especially important . (L5c)

Important Tips

To study for this part of the EOG, concentrate  on  the  kinds  of  errors  you  typically  make  in  your own writing . Then review grammar rules for those specific kinds of errors . Use books or free online
resources to find practice items that you can try . You  can work with a partner and question each other       on grammar rules or try editing sentences together . Focus your review time on strengthening the areas      or skills that need it the most .

When you are faced with an unknown word, go back to the passage . Start reading two sentences before the word appears, and continue reading for two sentences afterward . If that doesn’t give you enough clues, look elsewhere in the passage . By reading the context in which the word appears, you may be able to make an educated guess .

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Sample Items 19–29

Item 19
Selected-Response
Which sentence uses commas correctly?

A . “There goes your little sister Nathaniel,” I said .
B . “Yes it was me, I did phone you, last night .”
C . “Jason, you called last night, didn’t you?”
D . “No she is home sick today,” Nathaniel replied .

Item 20
Selected-Response
Which sentence BEST combines all the ideas into one clear statement?

Richard went to a museum . It was his first museum visit . He was amazed by the variety of   items . He was also amazed by the quality of items .

A .    Having never visited a museum before, Richard was amazed by the variety and quality of the items .          B .    The quality and variety of items at the museum amazed Richard during his first trip to a museum .           C . Because he was impressed by the quality of items and their variety, Richard visited a museum .
D . Both the quality and variety of items impressed Richard at the museum for his first visit .

Item 21
Selected-Response
Which revision of sentence 3 makes the verb tense consistent with the rest of the paragraph?
1Animals need to visit their doctors regularly . 2Veterinarians  administer  shots  regularly  to keep pets healthy . 3They also check pets’ teeth, just like dentists, to make sure they had no dangerous plaque .  4Veterinarians can even provide grooming services to keep your pet’s nails  at a comfortable length .

A . They also would check pets’ teeth, just like dentists, to make sure they had no dangerous plaque .
B . They also checked pets’ teeth, just like dentists, to make sure they have no dangerous plaque .
C . They also check pets’ teeth, just like dentists, to make sure they have no dangerous plaque .
D . They also are checking pets’ teeth, just like dentists, to make sure they had no dangerous plaque .

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Which sentence uses the underlined word as a preposition?

A . Derrick always forgets to bring his winter gloves .
B . Jasmine called to ask whether I wanted to come over later .
C . While visiting your cousin, complete your homework .
D . Iris decided to walk home with her friends after school .

Item 23
Selected-Response
What is the correct way to write the title of an article from a magazine?

A .  “Five Ways to Improve Your  Health” B .  Five  Ways  to  Improve  Your  Health C . Five Ways to Improve Your Health D . Five Ways to Improve Your Health

Item 24
Selected-Response Read the sentence .
Riding a skateboard hiking a hilly trail and swimming in a pool or lake are all activities that will help a person to become physically fit .

How should the sentence be rewritten to use commas correctly?

A .  Riding a skateboard hiking a hilly trail, and swimming in a pool or lake, are all activities that will help a  person to become physically fit .
B .   Riding a skateboard, hiking a hilly trail and, swimming in a pool or lake are all activities that will help a   person to become physically fit .
C .   Riding a skateboard, hiking a hilly trail, and swimming in a pool or lake are all activities that will help a   person to become physically fit .
D .  Riding a skateboard hiking a hilly trail, and swimming in a pool, or lake are all activities that will help a  person to become physically fit .

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Which verb phrase correctly completes the sentence?

Before you agree to meet after school, you 	your sister whether she can wait for you .

A . will have needed to ask
B . will need to ask
C . had needed to ask
D . had asked

Item 26
Selected-Response
Read the paragraph from a student’s personal essay about spending time outdoors .
1Even though I love hiking, one of my favorite things to do is just sit still .  2It is a lot harder to  do than it looks! 3My parents got me in the habit of stopping along the trail to look at nature .    4I used to roll my eyes and complain when they’d tell me to take a break or look at some kind     of moss or rock . 5My goal was to get to the end of the hike as quickly as possible . 6But now
I try to follow their advice . 7Hearing the birds or the sound of water and noticing clouds or
animal footprints is part of the fun . 8Last weekend I counted eight different kinds of bird songs  when I hiked Mt . Crimsey . 9An important stop for migrating birds, Mt . Crimsey was named after an explorer and mapmaker named Theobold Crimsey, who came to the area in the late 1860s .
Which sentence does NOT help the author’s purpose and should be removed?   A . sentence 3
B .    sentence 5
C .    sentence 7
D .    sentence 9

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English  Language  Arts (ELA)	
Item 27
Selected-Response
A student is doing research on an inventor . Read the information the student found in an online article .

In the 1940s, Marion Donovan was an inventor and young mother .  She was dissatisfied with   the cloth diapers that were available at the time . She eventually invented a semi-disposable diaper made from a washable nylon covering that could be filled with disposable paper . At the time she invented it, most businesspeople who made baby products were men .  They often were not involved in child and baby care .  They were not interested in her idea and thought   that parents would not be interested in buying disposable diapers . Donovan began making the diapers herself . Initially, she sold the diapers at only one store in New York . The diapers were very popular, and the store sold out of them . Today, disposable diapers are common and most babies in the United States wear them .

Which sentences BEST summarize the information?

A . Although businessmen were not interested in her invention, Marion Donovan made a successful semi-disposable diaper that many people bought .
B . Although her idea was good, Marion Donovan had to try hard to convince some businessmen to sell the semi-disposable diaper she invented .
C . Marion Donovan invented a diaper that had a nylon covering and contained paper that could be thrown away .
D .  Marion Donovan was a young mother and inventor whose unhappiness with cloth diapers led her to think about a different kind of diaper .

Item 28
Selected-Response
Mike is writing a note for a pet-sitter . Which information would be MOST helpful to add to the note?

A . why pet-sitting is an important job
B . the date he got each pet
C . reasons why pet ownership builds responsibility
D . the times of day the pets eat

Page  60 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 29
Selected-Response
A student is writing a report about plastic water bottles . Read the draft of one paragraph from the    report .

1Plastic  water  bottles  are  convenient .  2They  are  lightweight  and  easy  to  carry . 3They
can be packed in a backpack or sports bag and then thrown out, or ideally, recycled .
4	even though they are handy, they are also bad for the environment .
Which word or phrase should be used at the beginning of sentence 4?    A . For example,
B . In several cases,
C .  However,
D .   Certainly,

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 61 of 222

ENGLISH LANGUAGE ARTS (ELA) ADDITIONAL SAMPLE ITEM KEYS

Item	Standard/ Element/ Genre	DOK
Level	Correct Answer	
Explanation	

1	

ELAGSE5RL1
Literary	

2	

C	The correct answer is choice (C) He is happier being around animals than people . The Doctor will not get rid of his animals so that more patients will come because he likes the animals too much . Choice (A) is  incorrect  because while he prefers his animals, there is no indication that he does not like the people in his town . Choice (B) is incorrect because there is no evidence to support whether he feels appreciated . Choice (D) is incorrect because he does not show concern about his sister criticizing him .	

2	

ELAGSE5RL4
Literary	

3	

B	The correct answer is choice (B) to express her dislike for   his choices . This sentence shows that she is upset with how Doctor Dolittle is more concerned with his animals than
his patients . Choice (A) is incorrect because her comment doesn’t show disinterest in his work . Choice (C) is incorrect because their conversation does not revolve around the Doctor’s cleanliness or lack thereof . Choice (D) is incorrect because this discussion doesn’t pertain to  the  Doctor’s garden .	

3	

ELAGSE5RL1
Literary	

3	

B/C	The correct answer is choice (B) annoyed and choice (C) His sister used to grumble about all these animals and said they made the house untidy .
Sarah doesn’t appreciate  having  to  clean  up  after  the animals and is annoyed by the fact that  the  animals  are driving off patients . The answer choice for Part B of the item shows text that supports this .
In Part A, Choice (A) is incorrect because Sarah is clearly unhappy about her brother’s choices . Choice (C) is incorrect because Sarah does not think her brother is making wise decisions . Choice (D) is incorrect because  while  Sarah thinks her brother is making poor choices, she doesn’t show
suspicion toward him . The incorrect options in Part B support incorrect answers in Part A .	
4	ELAGSE5RL2
Literary	3	N/A	See scoring rubric and exemplar responses on page 67 .	
5	ELAGSE5W3	4	N/A	See scoring rubric beginning on page 76 and exemplar responses on page 68 .	

Page  62 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element/ Genre	DOK
Level	Correct Answer	
Explanation	

6	
ELAGSE5RI2
Informational/ Explanatory	

2	

A	The correct answer is choice (A) It is important to consider    the different responsibilities of pet ownership before getting     a pet . Owning a pet can be positive for both the owners and the pets . Choices (B),  (C),  and  (D)  are  incorrect  because they are too specific to a  single  paragraph  of  the  passage and don’t encompass two or more ideas .	

7	ELAGSE5RI4
Informational/ Explanatory	
2	
B	The correct answer is choice (B) many . A list of several expenses follows the sample sentence . Choices (A), (C), and (D) are incorrect because they are not synonyms for “various .”	

8	ELAGSE5RI8
Informational/ Explanatory	
3	
N/A	
See scoring rubric and sample responses on page 69 .	

9	ELAGSE5RI3
Informational/ Explanatory	
3	
N/A	
See scoring rubric and sample responses on page 70 .	

10	

ELAGSE5RI8
Informational/ Explanatory	

2	

B	The correct answer is choice (B) Both include  information about children  they  have  known .  This  is  correct  because the writer of  the  first  passage  includes  information  about his children and the writer of the second passage includes information about children she has taught . Choice (A) is incorrect because neither writer provides a list of questions . Choice  (C)  is  incorrect  because  neither  includes  an interview with principals . Choice (D) is incorrect because neither discusses personal experience as a child .	

11	

ELAGSE5RI6
Informational/ Explanatory	

3	

D	The correct answer is choice (D) They both are critical of processed foods in school lunches . This choice is correct because both writers share the viewpoint that fresh, whole foods are best and processed foods are problematic .
Choice (A) is incorrect  because  the  writer  of  the  first passage does not conclude that school lunches are best . Choice (B) is incorrect because the writer of the  second passage stresses the  improvement  in  school  lunches  over the years . Choice (C) is incorrect because the writers do not suggest that lunches are more important than recess .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 63 of 222

Item	Standard/ Element/ Genre	DOK
Level	Correct Answer	
Explanation	

12	

ELAGSE5RI5
Informational/ Explanatory	

3	

B	The correct answer is choice (B) “So-Called ‘Healthier’ School Lunches” compares current school lunches with previous ones and concludes that the author will send his children with lunches from home . “Bravo for Making
Students Healthier” compares how past and recent school lunches affect kids and concludes that new changes are positive . Choices (A), (C), and (D) are incorrect because some of the grounds of comparison and some of the conclusions do not match the passages .	

13	ELAGSE5RI9
Informational/ Explanatory	
3	
B	
See scoring rubric and sample responses on page 71 .	

14	ELAGSE5W1 ELAGSE5L1 ELAGSE5L2	
4	
N/A	
See scoring rubric beginning on page 80 and sample responses on page 72 .	

15	ELAGSE5RI6
Informational/ Explanatory	
3	
A	The correct answer is choice (A) It is ideal for restaurants to make food fresh . Choices (B), (C), and (D) are incorrect because based on the passages, they are not viewpoints that are shared by both authors .	

16	

ELAGSE5RI2
Informational/ Explanatory	

2	

B	The correct answer is choice (B) The passage encourages readers to try this restaurant . The passage explains how the restaurant uses high-quality meat for its tasty burgers and also provides quick service . The answer gets at several of the key ideas in the passage, such as the freshness and quality of produce and quick preparation . Choices (A), (C), and (D) are incorrect because they show misinterpretations of information from the passage or are not key ideas that are relevant to a summary of the passage .	

17	ELAGSE5RI3
Informational/ Explanatory	
3	
N/A	
See scoring rubric and sample responses on page 73 .	

18	ELAGSE5RI9
Informational/ Explanatory	
3	
N/A	
See scoring rubric and sample responses on page 74 .	

19	
ELAGSE5L2c	
2	
C	The correct answer is choice (C) “Jason,  you  called  last night, didn’t you?” Choice (A) is incorrect because it needs a comma before “Nathaniel .” Choices (B) and (D) are incorrect because “yes” and “no” require commas after them .	

Page  64 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element/ Genre	DOK
Level	Correct Answer	
Explanation	

20	

ELAGSE5L3a	

3	

A	The correct answer is choice (A) Having never visited a museum before, Richard was amazed by the variety and quality of the items . Choice (B) is incorrect because it repeats “museum .” Choice (C) is incorrect because it shows an inaccurate cause and effect relationship . Choice (D)
is incorrect because the prepositional phrases create an awkward, unclear construction .	

21	

ELAGSE5L1d	

2	

C	The correct answer is choice (C) They also check pets’ teeth, just like dentists, to make sure they have no dangerous plaque . Sentence 3 is written in the present tense, and “have” is present tense . Choice (A) is incorrect because “would check” is future tense . Choice (B) is incorrect because “checked” is past tense . Choice (D) is incorrect because “had” is past tense .	

22	

ELAGSE5L1a	

2	

D	The correct answer is choice (D) Iris decided to walk home with her friends after school . “With her friends”    is a prepositional phrase . Choice (A) uses an infinitive .
Choice (B) has an adverb underlined, and choice (C) has a subordinating conjunction underlined .	

23	

ELAGSE5L2d	

1	

A	The correct answer is choice (A) “Five Ways to Improve Your Health .” This is the correct way to write the title of an article . Choices (B), (C), and (D) are incorrect because underlining, italicizing, and leaving text plain are not valid ways to designate an article title .	

24	

ELAGSE5L2a	

2	

C	The correct answer is choice (C) Riding a skateboard, hiking a hilly trail, and swimming in a pool or lake are all activities that will help a person to become physically fit . Choice (A) is incorrect because it leaves out the comma after “skateboard” and no comma is needed after “lake .” Choice (B) is incorrect because a comma is needed after “trail” and no comma is needed after “and .” Choice (D) is
incorrect because it leaves out a comma after “skateboard” and there is no need for a comma after “pool .”	

25	
ELAGSE5L1c	
2	
B	The correct answer is choice (B) will need to ask . This is the verb phrase that makes sense in the sentence . Choices (A), (C), and (D) are incorrect because these verb phrases are not grammatically correct in the sentence .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 65 of 222

Item	Standard/ Element/ Genre	DOK
Level	Correct Answer	
Explanation	

26	

ELAGSE5W4	

3	

D	The correct answer is choice (D) sentence 9 . This sentence  is scholarly and very formal in its tone and provides a level of detail that is irrelevant to the passage . Thus, it should be removed . Choice (A) is incorrect because the information about the parents and stopping along the trail is relevant and in the right informal tone to match the rest of the paragraph . Choice (B) is incorrect because sentence 5 expands upon an idea in sentence 4 and provides a transition of thought to sentence 6 while maintaining an informal tone . Choice (C) is incorrect because sentence 7 provides helpful details and maintains an informal tone .	

27	

ELAGSE5W8	

2	

A	The correct answer is choice (A) Although businessmen were not interested in her invention, Marion Donovan made a successful semi-disposable diaper that many people bought . This choice covers the crucial information that Donovan made a successful diaper despite the fact that businessmen questioned her and she had to do it on her own . Choice
(B)	is incorrect because it leaves open the idea that the businessmen were actually convinced to help, and this is not accurate . It also does not include her success . Choice
(C)	is incorrect because it is so specific to the diaper’s construction and includes no information about the bigger picture—how Donovan succeeded in making and marketing the diaper . Choice (D) is incorrect because it is so specific  to what inspired Donovan to invent a diaper and includes none of the subsequent important main points .	

28	
ELAGSE5W2b	
2	
D	The correct answer is choice (D) the  times  of  day  the  pets eat . This information would be most helpful to a potential pet-sitter . Choices (A), (B), and (C)  are  incorrect  because none of this information will help a pet-sitter do his/her job .	

29	

ELAGSE5W2c	

2	

C	The correct answer is choice (C) However, . This provides the correct transition between ideas since the first idea  is that plastic water bottles have positive qualities and a contrasting word is needed to make a proper transition to the idea that these water bottles have drawbacks .
Choices (A), (B), and (D) do not provide a contrasting word   or phrase that works for the ideas in the paragraph and sentence .	

Page  66 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

ENGLISH LANGUAGE ARTS (ELA) SAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES
Item 4
Scoring Rubric

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to determine a theme of a story from details in the text
•	Includes specific details that make clear reference to the text
•	Adequately explains how the theme is developed with clearly relevant information based on the text	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to determine a theme of a story from details in the text
•	Includes vague or limited details that make reference to the text
•	Explains how the theme is developed with vague/limited information based on the text	

0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to determine a theme of a story based on details from the text	

Exemplar Response

Points Awarded	Sample Response	

2	Doctor Dolittle loves animals . He collects many kinds of pets, like goldfish, rabbits, and a hedgehog . His sister warns him that if he doesn’t get rid of his animals, people will not want him for a doctor, but Doctor Dolittle says he loves animals more than people . In the end
he does not get rid of his pets, and he loses almost all his patients . He is very poor, but he           is happy . Doctor Dolittle’s actions support the theme that you should do what makes you  happy and not worry about what other people think .	

1	Doctor Dolittle’s actions show that he has a lot of pets . He won’t get rid of them because       he likes pets more than he likes people . Even though he is poor, he is happy because he       has pets .	
0	Doctor Dolittle has many pets . I like animals too, and I think Doctor Dolittle should be a veterinarian .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 67 of 222

To view the four-point rubric for a narrative response, see pages 76 and 77 .
Exemplar Response

Points Awarded	Sample Response	

4	I used to think I was so lucky to have a doctor for a brother . I even worked for him, cleaning     his house . I tried to be patient with my brother and his animals, but I could only take so        much . Everywhere I turned there were signs of animals: fur, chewed paper, dirty paw prints .      I would barely get one mess cleaned up when another one appeared . It was ridiculous .
When he started losing his patients and their money, I had to say something . I said, “John,  you’re losing your patients because of these animals . Soon we won’t have enough money to    put food on the table . Nobody will want you for their doctor .”
“I like the animals better anyway,” he said .
Then things got worse . It was bad enough when it was just a few animals, but the house   was beginning to look like a zoo . Couldn’t my brother at least have kept the animals outside instead of letting the mice live in his dressers? They have taken over the house . Each day    he welcomes a new animal, and each day I feel less welcome .
With our small town, there was no chance that we could hide it for long . He sold his piano  and dress clothes just to keep food on the table . People used to look at my brother with respect and awe . Now they look down on him .	

3	I used to think I was so lucky to have a doctor for a brother . I even worked for him, cleaning     his house . But the animals took over . Everywhere I turned there were signs of animals: fur, chewed paper, dirty paw prints . I would barely get one mess cleaned up when another one appeared . “You are ridiculous,” I told him .
When he started losing his patients and their money, I had to say something . I warned him   that we would go broke and not be able to put food on the table . He didn’t listen .
It was bad enough when it was just a few animals, but the house was beginning to look like          a zoo . Couldn’t my brother at least have  kept  the  animals  outside  instead  of  letting  the mice live in his dressers? They have taken over the house . We get new animals every day .	

2	I cleaned house for my brother, the doctor . His pets had taken over . There was fur and messes everywhere . I didn’t want to clean anymore .
Nobody wanted John to be their doctor anymore . We didn’t have enough money to buy food .  He sold things to take care of the animals . He was paying to run a zoo . The animals took         over the house . They were living in the furniture . “You are ridiculous,” I told him .	
1	The animals took over the house . They lived in the furniture . We couldn’t afford to feed them, so Doctor Dolittle sold his piano .	
0	Doctor Dolittle and I lived together for many years . Then the animals took over .	

Page  68 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to determine how an author uses reasons and evidence that support a particular point in a text
•	Includes specific examples/details that make clear reference to the text
•	Adequately explains how an author supports an idea with clearly relevant information based on the text	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to determine how an author uses reasons and evidence that support a particular point in a text
•	Includes vague/limited examples/details that make reference to the text
•	Explains how an author supports an idea with vague/limited information based on the text	

0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to determine how an author uses reasons and evidence that support a particular point in a text	

Exemplar Response

Points Awarded	Sample Response	

2	The author instructs readers to consider several things before buying a pet . First, they have       to be prepared for a long-term  commitment .  To  support  this,  the  author  points  out  that pets will need love, attention, food,  and  exercise  for  the  rest  of  their  lives .  Families  must be prepared to make this promise . The author also points out the costs of pet ownership .      The author supports this by identifying some of the common costs . These include vet visits, special food, training, and collars and leashes . The author also warns people to think about     the amount of time they have to spend  on  a  pet .  Some  pets  need  more  exercise  than others . Puppies need more attention and training than older dogs .	
1	The author claims that people need to think about several things before they buy a pet .   Pets cost money . People should be able to afford vet visits and supplies .	
0	Pets benefit from humans, but humans benefit from pets, too . Pets make you happy . They lower stress .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 69 of 222

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to explain the relationship between two ideas in a scientific text based on specific information in the text
•	Includes specific examples/details that make clear reference to the text
•	Adequately explains the relationship between two ideas in a scientific text with clearly relevant information based on the text	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to explain the relationship between two ideas in a scientific text based on specific information in the text
•	Includes vague/limited examples/details that make reference to the text
•	Explains the relationship between two ideas in a scientific text with vague/limited information based on the text	

0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to explain the relationship between two ideas in a scientific text based on specific information in the text	

Exemplar Response

Points Awarded	Sample Response	

2	Pet ownership can affect a pet owner’s health in a  positive  way .  Playing  with  a  pet  can make a person happier and healthier . The author gives the example that petting a dog can improve a person’s ability to resist disease . The author also states that petting a dog can    lower high blood pressure and stress .	
1	The author explains that having a pet makes a person happy . This is definitely a health benefit for any pet owner .	
0	I am a pet owner . I have a golden retriever named Scout . Scout and I go on walks every day after school, which helps to keep me healthy by giving me plenty of exercise .	

Page  70 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to integrate information from texts on the same topic in a piece of writing
•	Includes specific examples/details that make clear reference to the texts
•	Adequately explains an idea that is common to both texts using clearly relevant information based on the texts	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to integrate information from texts on the same topic in a piece of writing
•	Includes vague/limited examples/details that make reference to the texts
•	Explains an idea that is common to both texts with vague/limited information from the texts	

0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to integrate information from texts on the same topic in a piece of writing	

Exemplar Response

Points Awarded	Sample Response	

2	In the passages “So-Called ‘Healthier’ School Lunches” and “Bravo for Making Students Healthier,” both writers agree that children need healthy lunches at school . They do not want kids to eat processed foods from a box or a can . Instead, they want kids to eat fresh foods . Palmer Ross, the parent writing in the first letter, says that he was expecting “fresh and healthy produce” but was upset that the fruits and vegetables in his kids’ lunches “come from cans .” He also does not like the processed foods like “chicken nuggets, fish sticks, and pizza” in school lunch . Tyra Watts, the teacher writing in the second letter, says that kids used to have more energy in school when they would eat “home-cooked meals rather than processed foods” and vegetables from the garden . She is glad schools are getting rid of “processed chicken fingers” and “pizza” and kids will be eating healthy foods like fruits and vegetables again .	
1	Both passages talk about why a healthy lunch is important and why kids need to eat vegetables and fruit instead of sugar and food from cans .	
0	Lunches at school are not very healthy at all .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 71 of 222

The following is an example of a seven-point response . See the seven-point, two-trait rubric for a text-based opinion response on pages 80 and 81 to see why this example would  earn  the maximum number of points .

Although schools are taking steps in the right direction, the new school lunch guidelines are not working. For them to work, the lunches must provide fresh and healthy foods. More has to be done to help kids get easy access to healthy foods every day.
Currently, school guidelines require students to get fruits, vegetables, and whole grains. In some areas, fresh produce may not be available. This means that students have only canned vegetables, which do not provide them with the nutrition they need.
In addition, the guidelines are not fair. Palmer Ross writes, “Children are given a calorie maximum based on their age, without taking into account their different sizes and needs. A 220-pound high school football player doing two-a-day practices is getting the same amount of food as smaller children or children who are not as active.” The guidelines should not only match age but also match a person’s activity level.
Tyra Watts points out that “students now enjoy more healthy baked options, fruits, vegetables, and low-fat dairy products. These options are offered at every meal.” But, this is not always the case. School budgets do not always allow schools to buy the healthiest foods. Schools would need to have more money available to pay for these healthier foods.
For students to really get healthier, they need more than a new school lunch program. Students need chances to be active. There is only so much the schools can do, providing one meal a day. While they are taking steps in the right direction, there is so much more work to be done.

Page  72 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to explain the relationship between two ideas in a scientific text based on specific information in the text
•	Includes specific examples/details that make clear reference to the text
•	Adequately explains the relationships between two ideas in a scientific text with clearly relevant information based on the text	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to explain the relationship between two ideas in a scientific text based on specific information in the text
•	Includes vague/limited examples/details that make reference to the text
•	Explains the relationships between two ideas in a scientific text with vague/limited information based on the text	

0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to explain the relationship between two ideas in a scientific text based on specific information in the text	

Exemplar Response

Points Awarded	Sample Response	

2	The relationship between the customers and the food that is served at Farm Fresh is positive because the food benefits the customers’ health . The author gives several examples of how serving locally grown food is healthy for customers . For example, food grown by local farmers does not have to be transported great distances . This means that the air pollution caused by trucks is reduced . It also means food served at Farm Fresh doesn’t sit on trucks for several days . The food is fresher for customers and tastes better . Finally, the food at Farm Fresh is healthy for customers because no pesticides are used when growing it .	
1	The author explains that the food served at Farm Fresh is healthy for customers because it          is grown locally . It also tends to taste better than food grown many miles away .	
0	Farm Fresh is a farm-to-table restaurant that is located on 5th Street . It just opened and     has a special menu .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 73 of 222

Points	Description	

2	The exemplar shows a full-credit response . It achieves the following:
•	Gives sufficient evidence of the ability to integrate information from two texts on the same topic in order to write about the subject knowledgeably
•	Includes specific examples/details that make clear reference to both texts
•	Adequately integrates information from both texts using clearly relevant information based on the texts	

1	The exemplar shows a 1-point response . It achieves the following:
•	Gives limited evidence of the ability to integrate information from two texts on the same topic in order to write about the subject knowledgeably
•	Includes vague/limited examples/details that make reference to the text(s)
•	Integrates information from both texts with vague/limited information from the text(s)	

0	The exemplar shows a response that would earn no credit . It achieves the following:
•	Gives no evidence of the ability to integrate information from two texts on the same topic in order to write about the subject knowledgeably	

Exemplar Response

Points Awarded	Sample Response	

2	Both Fast Freddy’s Grill and Farm Fresh serve organic food that comes from local farmers . The author of “Fast Freddy’s Grill” mentions that the meat has no antibiotics, and the author of “Farm Fresh” mentions that the produce does not contain pesticides . At both restaurants, the food is delicious . Also both authors mention that their food is healthy so  a person can feel great about eating there . Specifically, the author of “Fast Freddy’s Grill”
says a person “can feel good about indulging,” and the author of “Farm Fresh” says people can “enjoy guilt-free healthy dining .”	

1	Fast Freddy’s Grill and Farm Fresh both have delicious and healthy foods that you and your family will enjoy . For example, Fast Freddy’s will give you “the best-tasting and  quickest burgers in town .” Even though they don’t have many choices, the burger is what they are known for . They offer different toppings, such as vegetables and six cheeses .	
0	Fast Freddy’s Grill and Farm Fresh are restaurants .	

Page  74 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

ENGLISH LANGUAGE ARTS (ELA) WRITING RUBRICS
Grade 5 items that are not machine-scored—i .e ., constructed-response, extended constructed-response, and extended writing response items—are manually scored using either a holistic rubric or a
two-trait rubric .

Four-Point Holistic Rubric Genre: Narrative
A holistic rubric evaluates one major trait, which is ideas . On the Georgia Milestones EOG assessment, a holistic rubric is scored from zero to four . Each point value represents the difference in the levels or quality of the student’s work . To score an item on a holistic rubric, a scorer need only choose the criteria and associated point value that best represents the student’s work . Increasing point values represent a greater understanding of the content and, thus, a higher score .

Seven-Point, Two-Trait Rubric
Genre: Opinion or Informational/Explanatory
A two-trait rubric, on the other hand, evaluates two major traits, which are conventions and ideas . On the Georgia Milestones EOG assessment, a two-trait rubric contains two scales, one for each trait, ranging from zero to three on one scale (conventions) and zero to four on the other (ideas) . A score is given for each of the two traits, for a total of seven possible points for the item . To score an item on a two-trait rubric, a scorer must choose the criteria and associated point value for each trait that best represents   the student’s work . The two scores are added together . Increasing point values represent a greater understanding of the content and, thus, a higher score .
On the following pages are the rubrics that will be used to evaluate writing on the Georgia Milestones Grade 5 English Language Arts (ELA) EOG assessment .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 75 of 222

Writing Trait	Points	Criteria	

This trait examines the writer’s ability to effectively develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences based on a text that has been read.	

4	The student’s response is a well-developed narrative that fully develops a real or imagined experience based on text as a stimulus.
•	Effectively establishes a situation and introduces a narrator and/or characters
•	Organizes an event sequence that unfolds naturally
•	Effectively uses narrative techniques, such as dialogue, description, and pacing, to develop rich, interesting experiences and events or show the responses of characters to situations
•	Uses a variety of words and phrases consistently to signal the sequence of events
•	Uses concrete words, phrases, and sensory language consistently to convey experiences or events precisely
•	Provides a conclusion that follows from the narrated experiences or events
•	Integrates ideas and details from source material effectively
•	Has very few or no errors in usage and/or conventions that interfere with meaning*	

3	The student’s response is a complete narrative that develops a real or imagined experience based on text as a stimulus.
•	Establishes a situation and introduces one or more characters
•	Organizes events in a clear, logical order
•	Uses narrative techniques, such as dialogue and description, to develop experiences and events or show the responses of characters to situations
•	Uses words and/or phrases to indicate sequence
•	Uses words, phrases, and details to convey experiences and events
•	Provides an appropriate conclusion
•	Integrates some ideas and/or details from source material
•	Has a few minor errors in usage and/or conventions that interfere with meaning*	

Page  76 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

(continued)

Writing Trait	Points	Criteria	

This trait examines the writer’s ability to effectively develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences based on a text that has been read.	

2	The student’s response is an incomplete or oversimplified narrative based on text as a stimulus.
•	Introduces a vague situation and at least one character
•	Organizes events in a sequence but with some gaps or ambiguity
•	Attempts to use a narrative technique, such as dialogue or description, to develop experiences and events or show the responses of characters to situations
•	Uses occasional signal words to indicate sequence
•	Uses some words or phrases inconsistently to convey experiences and events
•	Provides a weak or ambiguous conclusion
•	Attempts to integrate ideas or details from source material
•	Has frequent errors in usage and conventions that sometimes interfere with meaning*	

1	The student’s response provides evidence of an attempt to write a narrative based on text as a stimulus.
•	Response is a summary of the story
•	Provides a weak or minimal introduction of a situation or a character
•	May be too brief to demonstrate a complete sequence of events
•	Shows little or no attempt to use dialogue or description to develop experiences and events or show the responses of characters to situations
•	Uses words that are inappropriate, overly simple, or unclear
•	Provides few, if any, words that convey experiences or events
•	Provides a minimal or no conclusion
•	May use few, if any, ideas or details from source material
•	Has frequent major errors in usage and conventions that interfere with meaning*	

0	The student will receive a condition code for various reasons:
•	Blank
•	Copied
•	Too Limited to Score/Illegible/Incomprehensible
•	Non-English/Foreign Language
•	Off Topic/Off Task/Offensive	
*Students are responsible for language conventions learned in their current grade as well as in prior grades . Refer to the language skills for each grade to determine the grade-level expectations for grammar, syntax, capitalization, punctuation, and spelling .
Also refer to the “Language Progressive Skills, by Grade” chart in the Appendix for those standards that need continued attention beyond the grade in which they were introduced .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 77 of 222

Writing Trait	Points	Criteria	

Idea Development, Organization, and Coherence
This trait examines the writer’s ability to effectively establish a controlling idea and to support
the idea with evidence from the text(s) read and to elaborate on the idea with examples, illustrations, facts, and other details
in order. The writer must integrate the information from the text(s) into his/ her own words and arrange the ideas and supporting evidence (from
text that they have read) in order to create cohesion for an informative/ explanatory essay.	

4	The student’s response is a well-developed informative/explanatory text that examines a topic in depth and conveys ideas and information clearly based on text as a stimulus.
•	Effectively introduces a topic
•	Effectively develops the topic with multiple facts, definitions, concrete details, quotations, or other information and examples related to the topic
•	Groups related ideas together logically to give some organization to the writing
•	Effectively uses linking words and phrases to connect ideas within and across categories of information
•	Uses precise language and domain-specific vocabulary to explain the topic
•	Provides a strong concluding statement or section related to the information or explanation presented	

3	The student’s response is a complete informative/explanatory text that examines a topic and presents information based on a text as a stimulus.
•	Introduces a topic
•	Develops the topic with some facts, definitions, and details
•	Groups some related ideas together to give partial organization to the writing
•	Uses some linking words to connect ideas within and across categories of information, but relationships may not always be clear
•	Uses some precise language and domain-specific vocabulary to explain the topic
•	Provides a concluding statement or section	

2	The student’s response is an incomplete or oversimplified informative/ explanatory text that cursorily examines a topic.
•	Attempts to introduce a topic
•	Attempts to develop a topic with too few details
•	Attempts to group some related ideas together but organization is not clear
•	Uses few linking words to connect ideas, but not all ideas are well connected to the topic
•	Uses limited language and vocabulary that do not clearly explain the topic
•	Provides a weak concluding statement or section	

1	The student’s response is a weak attempt to write an informative/explanatory text that examines a topic.
•	May not introduce a topic or topic is unclear
•	May not develop a topic
•	May be too brief to group any related ideas together
•	May not use any linking words to connect ideas
•	Uses vague, ambiguous, or repetitive language
•	Provides a minimal or no concluding statement or section	

0	The student will receive a condition code for various reasons:
•	Blank
•	Copied
•	Too Limited to Score/Illegible/Incomprehensible
•	Non-English/Foreign Language
•	Off Topic/Off Task/Offensive	

Page  78 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Writing Trait	Points	Criteria	

Language Usage and Conventions
This trait examines the writer’s ability to demonstrate control of sentence formation, usage, and mechanics
as embodied in the grade-level expectations of the language standards.	

3	The student’s response demonstrates full command of language usage and conventions.
•	Has clear and complete sentence structure, with appropriate range and variety
•	Shows command of language and its conventions when writing
•	Any errors in usage and conventions do not interfere with meaning*	

2	The student’s response demonstrates partial command of language usage and conventions.
•	Has complete sentences, with some variety
•	Shows some knowledge of language and its conventions when writing
•	Has minor errors in usage and conventions with no significant effect on meaning*	

1	The student’s response demonstrates weak command of language usage and conventions.
•	Has fragments, run-ons, and/or other sentence structure errors
•	Shows little knowledge of language and its conventions when writing
•	Has frequent errors in usage and conventions that interfere with meaning*	

0	The student will receive a condition code for various reasons:
•	Blank
•	Copied
•	Too Limited to Score/Illegible/Incomprehensible
•	Non-English/Foreign Language
•	Off Topic/Off Task/Offensive	

*Students are responsible for language conventions learned in their current grade as well as in prior grades . Refer to the language skills for each grade to determine the grade-level expectations for grammar, syntax, capitalization, punctuation, and spelling .
Also refer to the “Language Progressive Skills, by Grade” chart in the Appendix for those standards that need continued attention beyond the grade in which they were introduced .

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Writing Trait	Points	Criteria	

Idea Development, Organization, and Coherence
This trait examines the writer’s ability to effectively establish a point of view
and to support the opinion with reasons from the text(s) read. The writer must form an opinion from
the text(s) in his/ her own words and organize reasons for the opinion (from text that they have read) in order to create cohesion for an opinion essay.	

4	The student’s response is a well-developed opinion piece that effectively examines a topic and supports a point of view, with reasons, clearly based on text as a stimulus.
•	Effectively introduces a topic and clearly states an opinion
•	Creates an effective organizational structure that logically groups the ideas and reasons to support the writer’s purpose
•	Effectively develops the reasons that are supported by facts and details
•	Uses words, phrases, and clauses effectively to link opinion and reasons
•	Provides a strong concluding statement or section related to the opinion presented	

3	The student’s response is a complete opinion piece that examines a topic and presents a point of view based on text.
•	Introduces a topic and states an opinion
•	Provides some organizational structure to group ideas and reasons
•	Develops the topic and supports the opinion with facts and details
•	Uses some words, phrases, and clauses to link opinion and reasons
•	Provides a concluding statement or section related to the opinion presented	

2	The student’s response is an incomplete or oversimplified opinion piece that examines a topic and partially supports a point of view based on text.
•	Attempts to introduce a topic and state an opinion
•	Attempts to provide an organizational structure to group reasons, but structure is inconsistent
•	Attempts to develop the topic and support the opinion with facts and details
•	Uses few words, phrases, or clauses to link opinion and reasons; connections are not always clear
•	Provides a weak concluding statement or section that may not be related to the opinion	

1	The student’s response is a weak attempt to write an opinion piece that examines a topic and does not support a text-based point of view.
•	May not introduce a topic or state an opinion
•	May not have any organizational structure evident
•	May not develop the topic or support the opinion
•	May not use words or phrases to link opinion and reasons
•	Provides a minimal or no concluding statement or section	

0	The student will receive a condition code for various reasons:
•	Blank
•	Copied
•	Too Limited to Score/Illegible/Incomprehensible
•	Non-English/Foreign Language
•	Off Topic/Off Task/Offensive	

Page  80 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Writing Trait	Points	Criteria	

Language Usage and Conventions
This trait examines the writer’s ability to demonstrate control of sentence formation, usage, and mechanics
as embodied in the grade-level expectations of the language standards.	

3	The student’s response demonstrates full command of language usage and conventions.
•	Has clear and complete sentence structure, with appropriate range and variety
•	Shows command of language and its conventions when writing
•	Any errors in usage and conventions do not interfere with meaning*	

2	The student’s response demonstrates partial command of language usage and conventions.
•	Has complete sentences, with some variety
•	Shows some knowledge of language and its conventions when writing
•	Has minor errors in usage and conventions with no significant effect on meaning*	

1	The student’s response demonstrates weak command of language usage and conventions.
•	Has fragments, run-ons, and/or other sentence structure errors
•	Shows little knowledge of language and its conventions when writing
•	Has frequent errors in usage and conventions that interfere with meaning*	

0	The student will receive a condition code for various reasons:
•	Blank
•	Copied
•	Too Limited to Score/Illegible/Incomprehensible
•	Non-English/Foreign Language
•	Off Topic/Off Task/Offensive	

*Students are responsible for language conventions learned in their current grade as well as in prior grades . Refer to the language skills for each grade to determine the grade-level expectations for grammar, syntax, capitalization, punctuation, and spelling .
Also refer to the “Language Progressive Skills, by Grade” chart in the Appendix for those standards that need continued attention beyond the grade in which they were introduced .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 81 of 222

ACTIVITY
The following activity develops skills in Unit 1: Reading Literary Text . Standards: ELAGSE5RL1, ELAGSE5RL2, ELAGSE5RL3, ELAGSE5W3

Story Time!
Try this activity after reading a story, book, or play with family or friends:
•	Choose a character you just read about .
•	Make a list of clues the author gave about your character .
•	Write your ideas down on paper or on a board . You can also use a chart like this one:
Character:  	

Type of Clue	Sentence or Clue from the Story	My Opinion about the Character	
Says			
Does			
Worries about			
Looks like			
What others say			
•	Share your ideas or charts with your family or friends .

Game: Who Am I?
•	Another fun thing to do is to not let anyone know which character you chose .
•	After you have completed your notes or chart, play a guessing game .
•	Pretend to act like your character, and have your family or friends guess who you are .

Put On a Play
•	Write a story idea or plot with family or friends .
•	Act out your story as if you were the character you chose . How would your character speak and act in a     new situation?

Page  82 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

MATHEMATICS

DESCRIPTION OF  TEST FORMAT  AND ORGANIZATION
The Grade 5 Mathematics EOG assessment consists of a total of 73 items .
You will answer a variety of item types on the test . Some of the items are selected-response
(multiple-choice), which means you choose the correct answer from four choices . Some items will ask you         to write your response .
The test will be given in two sections .
•	You may have up to 85 minutes per section to complete Sections 1 and 2 .
•	The test will take about 120 to 170 minutes .

CONTENT
The Grade 5 Mathematics EOG assessment will measure the  Grade  5  standards  that  are  described at www .georgiastandards .org .
The content of the assessment covers standards that are reported under these domains:
•	Operations and Algebraic Thinking
•	Number and Operations in Base  10
•	Number   and  Operations—Fractions
•	Measurement and Data
•	Geometry

ITEM TYPES
The Mathematics portion of the Grade 5 EOG assessment consists of selected-response (multiple-choice), technology-enhanced (multi-part or multi-select), constructed-response, and extended constructed- response items .

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MATHEMATICS DEPTH OF KNOWLEDGE EXAMPLE ITEMS
Example items that represent applicable DOK levels present in the Math assessment are provided for you          on the following pages . The items and explanations of what is expected of you to answer them will help         you prepare for the test .
All example and sample items contained in this guide are the property of the Georgia Department of Education .

Example Item 1
Selected-Response
DOK Level 1: This is a DOK level 1 item because it asks students to use what they know about place value and determining how much greater the same digit is in the tens place versus the ones place .
Mathematics Grade 5 Content Domain: Number and Operations in Base Tens
Standard: MGSE5 .NBT .1 . Recognize that in a multi-digit number, a digit in one place represents 10 times         as much as it represents in the place to its right and 1/10 of what it represents in the place to its left .

A number is shown .

266

How many times greater is the value of the underlined digit 6 than the value of the digit 6 that is not underlined?

A .	6
B .	10
C .	60
D .   100

Correct Answer: B

Explanation of Correct Answer: The correct answer is choice (B) 10 . The underlined digit 6 is in the tens place and the digit 6 that is not underlined is in the ones place . The value of the same digit in the tens   place is always ten times the value of that digit in the ones place .  Choice (A) is incorrect because it shows   a lack of understanding of place value . Choice (C) is incorrect because it shows the value of the underlined digit 6, but this does not compare the values of the digits . Choice (D) is incorrect because it shows what   the answer would be if the digit 6 that is underlined were in the hundreds place rather than the tens place .

Page  84 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Constructed-Response
DOK Level 2: This is a DOK level 2 item because it assesses the ability to evaluate multi-step expressions with and without parentheses and apply the order of operations rules .
Mathematics Grade 5 Content Domain: Operations and Algebraic Thinking
Standard: MGSE5 .OA .1 . Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols .

Evaluate these two expressions . (7 + 5) × 4
7 + 5 × 4

Part A	Write the expression with the greatest value . Write your answer in the space provided .  Part B	Explain why this expression has a greater value . Write your answer in the space provided .

Part A    		

Part B	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 85 of 222

Scoring Rubric

Points	Rationale	

2	The response achieves the following:
•	The response demonstrates a complete understanding of how to evaluate multi-step expressions with and without parentheses .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

1	The response achieves the following:
•	The response demonstrates a partial understanding of how to evaluate multi-step expressions with and without parentheses .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of how to evaluate multi-step expressions with and without parentheses .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Page  86 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Exemplar Response

Points Awarded	Sample Response	

2	Part A: (7 + 5) × 4
AND
This expression has a value of 48, which is greater than the value of the other expression, which is 27 . The first expression has parentheses around 7 plus 5, so you have to add these numbers first to find a sum of 12 . Next, you multiply the sum of 12 by 4 . The
total value is 48 . For the second expression, there are no parentheses . If there are no parentheses in an expression, multiplication comes before addition . Therefore, you multiply       5 times 4, which is 20 . Next you add 7 to 20, which is 27 . OR other valid explanation.	

1	Part A: (7 + 5) × 4
OR
an explanation that contains a computation error but contains the correct process	
0	Response is irrelevant, inappropriate, or not provided.	

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Example Item 3
Extended Constructed-Response
DOK Level 3: This is a DOK level 3 item  because  it  asks  students  to  assess  the  reasonableness  of  a given answer and justify their assessment . The students then must determine how to correct the error and explain their reasoning .
Mathematics Grade 5 Content Domain: Number and Operations—Fractions
Standard: MGSE5 .NF .2 . Solve word problems involving addition and subtraction of fractions,  including cases of unlike denominators (e .g ., by using visual fraction  models  or  equations  to  represent  the problem) . Use benchmark fractions and number sense of fractions to estimate mentally and assess the  reasonableness of answers .

Use the fraction bars to help you solve the problem .

1

3	1

3	1

3	
1

4	1

4	1

4	1

4	
1

12	1

12	1

12	1

12	1

12	1

12	1

12	1

12	1

12	1

12	1

12	1

12	

Anita is making chocolate fudge brownies . She needs 1 cup of water and 3 cup of vegetable oil for
3	4
the recipe . Anita pours both the water and vegetable oil into a large mixing bowl . She measures the combined total amount of the water and vegetable oil and sees that it is more than one cup .
Part A	How much more than one cup is Anita’s mixture of water and vegetable oil? Explain how you found your answer . Write your answer in the space provided .

Part B	How could Anita know, without measuring, that 1 cup of water and 3 cup of oil together is
3	4
less than 2 cups? Write your answer in the space provided .

Part C	How much less than 2 is the sum of 1 and 3? Write your answer in the space provided .
3	4

Go to the next page to finish Example Item 3 .

Page  88 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Example Item 3 . Continued .

Part A	

Part B	

Part C  		

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 89 of 222

Scoring Rubric

Points	Rationale	

4	The response achieves the following:
•	The response demonstrates a complete understanding of using benchmark fractions and number sense to estimate mentally and assess the reasonableness of answers when solving a real-world problem involving fraction addition .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

3	The response achieves the following:
•	The response demonstrates a nearly complete understanding of using benchmark fractions and number sense to estimate mentally and assess the reasonableness of answers when solving a real-world problem involving fraction addition .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

2	The response achieves the following:
•	The response demonstrates a partial understanding of using benchmark fractions and number sense to estimate mentally and assess the reasonableness of answers when solving a real-world problem involving fraction addition .
•	The response is only partially correct .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

1	The response achieves the following:
•	The response demonstrates a minimal understanding of using benchmark fractions and number sense to estimate mentally and assess the reasonableness of answers when solving a real-world problem involving fraction addition .
•	The response is only minimally correct .
•	The response shows the incomplete or inaccurate application of a relevant strategy .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of using benchmark fractions and number sense to estimate mentally and assess the reasonableness of answers when solving a real-world problem involving fraction addition .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Page  90 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Exemplar Responses

Points Awarded	Sample Response	

4	Part A: 1 
12
AND
1 =   4  and 3 =  9	 4	 9	13	 1	 1 
3	12	4	12, so 12 + 12 = 12 = 1 12, which is 12 more than 1 . Or other valid
explanation .

AND
Part B: Both 1 and 3 are less than 1, so the sum will be less than 2 . Or other valid
3	4
explanation .
AND
Part C: 11
12	
3	The student correctly answers three of the four parts .	
2	The student correctly answers two of the four parts .	
1	The student correctly answers one of the four parts .	
0	Response is irrelevant, inappropriate, or not provided.	

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MATHEMATICS CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS
In this section, you will find information about what to study to prepare for the Grade 5 Mathematics EOG assessment . This includes main ideas and important vocabulary words . This section also contains practice questions with an explanation of the correct answers and activities that you can do on your own or with          your classmates or family to prepare for the test .
The organization of Mathematics units in this guide is based on Frameworks developed by the Curriculum and Instructional Division of the Georgia Department of Education . These Frameworks can be accessed at https://www .georgiastandards .org/Georgia-Standards/Pages/Math-K-5 .aspx .

All example and sample items contained in this guide are the property of the Georgia Department of Education .

CONTENT DESCRIPTION
•	Develop an understanding of addition and subtraction of fractions and of the multiplication and division of fractions in limited cases .
•	Divide with two-digit divisors, integrate decimals into the place value system, and develop an understanding of operations with decimals to the hundredths .
•	Develop an understanding of volume, and be able to convert like measurement units within        a given system .
•	Graph points on a coordinate plane, and extend your understanding of classifications of two-dimensional figures .
•	Write and interpret numerical expressions and analyze patterns and relationships .

Page  92 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 1: Order of Operations and Whole Numbers

In this unit, you will understand the place value system . You will be able to perform operations in the correct order by using the distributive, commutative, and associative properties .

KEY TERMS
Numerical expression: A set of  numbers  and  operations,  including  addition,  subtraction,  multiplication, and division . The expression may also contain parentheses, brackets, or braces . (OA .1) Find the value of        an expression by completing the operations for each number in the expression . (OA .2)
Order of operations: The correct order to evaluate a numerical expression . Operations in parentheses (), brackets [], or braces {} are completed first, and then division and multiplication of digits are completed      from left to right . Finally, subtraction and addition can be completed from left to right . (OA .1)
Multiplier: The number that is being multiplied by . For example, in 2 × 3 = 6, the multiplier is 2 . Multiplicand: The number that is getting multiplied . For example, in 2 × 3 = 6, the multiplicand is 3 . Product: The answer of a multiplication problem . For example, in 2 × 3 = 6, the product is 6 .
Dividend: The number that is divided . For example, in 20 ÷ 4 = 5, the dividend is 20 .
Divisor: The number that is divided by . For example, in 20 ÷ 4 = 5, the divisor is 4 .
Quotient: The answer to a division problem . For example, in 20 ÷ 4 = 5, the quotient is 5 . (NBT .6)
Properties of Operations:
•	Distributive Property: Multiply a factor that is outside a set of parentheses with each addend within      the parentheses to solve .
•	Commutative Property: Move addends in addition equations or factors in multiplication equations into different pairs to solve .
•	Associative Property: Group together addends in the addition equations or factors in multiplication equations into different pairs to solve . (NBT .6)
Place value: The numerical value of a digit in a number based on the digit’s location related to the decimal point . A digit in the tens place of a number is 10 times the value of the same digit in the ones
place . A digit in the tens place is 1 the value of the same digit in the hundreds place .
10
Exponents: Shows the number of times a number is multiplied by itself . For example, 24 = 2 × 2 × 2 × 2 .
Power of 10: A multiple of 10 . For example, 103 is the same as multiplying by 1,000, since  10 × 10 × 10 = 1,000 . (NBT .2)

Important Tips

Look at each multiplication and division equation individually to determine the best strategy to use   when solving . The standard algorithm can be used . A model can also be used, including rectangular arrays, area models, lattice methods, partial products, and fair-sharing models .

Multiplication and division of whole numbers can be solved using multiple strategies . One strategy for multiplication is the standard algorithm . The standard algorithm is a method used to solve a problem that includes a set of specific steps . Other strategies for multiplication and division include using the properties of operations or using models such as rectangular arrays, area models, and fair-sharing .

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Sample Items 1–4

Item 1
Constructed-Response
There are 14 students making sculptures with craft sticks . There are 644 craft sticks in a box . Each student gets an equal number of craft sticks .

Part A	Explain each step needed to determine the maximum number of craft sticks that  each student can get . Write your answer in the space provided .

Part B	The teacher finds 28 more craft sticks for the students to share . Explain how this changes how many craft sticks each student can get . Write your answer in the space provided .

Part A	

Part B	

Page  94 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Selected-Response
Which expression has a total value of 40?

A . 3 + 2 × (13 − 5)
B . 3 + 2 × 13 − 5
C . (3 + 2) × (13 − 5)
D . (3 + 2) × 13 − 5

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 95 of 222

Constructed-Response
Rita wants to find the number that is 3 times the sum of 5 and 7 . She writes this expression: 3 × 5 + 7 .
Part A	Explain why Rita cannot use this expression to find the number . Write your answer in the space provided .

Part B	How could Rita change the expression to find the correct number? Write your answer in the space provided .

Part A	

Part B	

Page  96 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Multi-Part Technology-Enhanced Part A
Which expression represents the calculation “subtract 7 and 1, then divide by 3”?

A . 7 – 1 ÷ 3
B .    3 ÷ (7 – 1)
C .    (7 – 1) ÷ 3
D .    7 – (1 ÷ 3)

Part B
Which description is equivalent to 5 + (4 × 2)?

A . add 5 and 4, then multiply by 2
B .   multiply 4 by 2, then add 5
C .   multiply 5 by 2, then add 4
D . add 4 and 2, then multiply by 5

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 97 of 222

Unit 2: Adding and Subtracting with Decimals

In this unit, you will work with decimals . You will add and subtract decimal numbers, compare decimal numbers, and use place value to determine the numerical value of a number . You will also learn about expanded notation and rounding numbers .

KEY TERMS
Decimal: A number that shows a value that is between whole numbers . It can also be written as a fraction .         For example, 1 or 0 .5 is a value between the whole numbers 0 and 1 . (NBT .7)
2
Decimal point: This is a marker to indicate the value of each digit in a number . Digits on the left of the decimal point indicate whole units (ones, tens, hundreds, etc .) . Digits to the right of the decimal point indicate fractions, or parts, of a unit (tenths, hundredths, thousandths, etc .) . (NBT .3)
Place value: The numerical value of a digit in a number based on the digit’s location related to the decimal point . A digit in the tenths place of a number is 10 times the value of the same digit in the hundredths place . A digit in the tenths place is 1 the value of the same digit in the ones place . (NBT .1)
10
•	Tenths  place: This is the first place to the right of the decimal point . A decimal of 0 .1 would have a   value equivalent to 1 .
10
•	Hundredths place: This is the second place to the right of the decimal point . A decimal of 0 .01 would    have a value equivalent to 1 .
100
•	Thousandths place: This is the third place to the right of the decimal point . A decimal of 0 .001 would    have a value equivalent  to      1	. (NBT .3a)
1000

 . (NBT .3a)

Expanded notation: Creates an addition expression from a decimal number by writing the value for each place of the number separately . For example, 302 .4 can be written as 300 + 2 + 4 
10
Compare decimal numbers: Determine the value of two or more decimal numbers and identify the number that has a greater value, if possible .
•	Greater than: When the decimal number has a greater value than the other number in the comparison,      use the symbol > .
•	Less than: When the decimal number has a smaller value than the other number in the comparison, use the symbol < .
•	Equal to: When both numbers in the comparison have the same value, use the symbol = . (NBT .3b)

Page  98 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Rounding: Determine the nearest number to a given decimal number by using a model such as a number line . (NBT .4)
Important Tips

When comparing decimal numbers, look at the place value of each digit . The location of the digit determines its value .

When adding or subtracting decimal numbers, estimate the value first . Then a place value chart can be    used to solve the equation . Each operation should be completed on digits in the same location .

Addition and subtraction of decimal numbers require paying close attention to the place value of each digit . Operations must be completed on the digit in the same location, such as adding the tenths place in one number with the tenths place in another number . Models such as area models and place value charts can be used as a visual representation of the problem while solving .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 99 of 222

Sample Items 5–8

Item 5
Constructed-Response
Miguel, Jane, and Robert rode 8 .7 miles in a bike relay race . They each rode the same distance . Jane shaded the models shown to determine how many miles each person rode . Each  hundred  model stands for 1 mile .

Miguel:
Jane:
  
Robert:

Part A	What is the total number of miles each person rode? Write your answer in the space provided .

Part B	Explain how you got your answer . Write your answer in the space provided .

Go to the next page to finish Item 5 .

Page  100 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 5 . Continued .

Part A    		

Part B	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 101 of 222

Selected-Response
Which number shows the decimal form for this expression?
8 × ( 1 ) + 3 × ( 1 ) + 9 × (  1	)

10
A .  0 .0839 B .   0 .839 C . 8 .39
D .   83 .9

100

1000

Item 7
Selected-Response
What is 5 .816 rounded to the nearest tenth?

A .  5 .8 B . 5 .82 C .  5 .9 D . 6 .00

Page  102 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Multi-Part Multi-Select Technology-Enhanced
The mass of a quarter is 5 .67 grams, and the mass of a half dollar coin is 11 .34 grams . Part A
Select TWO numbers that, when rounded to the hundredths place, will each make the inequality
shown true .
5 .67 <  	

A .	5 .609	
B .	5 .762	
C .	5 .665	
D .	5 .098	
E .	5 .677	

Part B
Which number rounded to the nearest tenth is less than 11 .34 rounded to the nearest tenth?

A .	11 .361	
B .	11 .283	
C .	11 .347	
D .	11 .249	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 103 of 222

Unit 3: Multiplying and Dividing with Decimals

In this unit, you will continue to work with decimals . You will multiply and divide with decimals . You will use estimation and work with models like rectangular arrays and area models .

KEY TERMS
Decimal: A number that shows a value that is between whole numbers . It can also be written as a fraction .         For example, 1 or 0 .5 is a value between the whole numbers 0 and 1 . (NBT .7)
2
Place value: The numerical value of a digit in a number based on the digit’s location related to the decimal point . A digit in the tenths place of a number is 10 times the value of the same digit in the hundredths place . A digit in the tenths place is 1 the value of the same digit in the ones place . (NBT .1)
10
•	Tenths  place: This is the first place to the right of the decimal point . A decimal of 0 .1 would have a   value equivalent to 1 .
10
•	Hundredths place: This is the second place to the right of the decimal point . A decimal of 0 .01 would have a value equivalent to 1 . (NBT .3a)
100
Multiplier: The number that is being multiplied by . For example, in 2 × 0 .01 = 0 .02, the multiplier is 2 .
Multiplicand: The number that is getting multiplied . For example, in 2 × 0 .01 = 0 .02, the multiplicand is 0 .01 .
Product: The answer of a multiplication problem . For example, in 2 × 0 .01 = 0 .02, the product is 0 .02 .
Dividend: The number that is divided . For example, in 2 ÷ 0 .01 = 200, the dividend is 2 .
Divisor: The number that is divided by . For example, in 2 ÷ 0 .01 = 200, the divisor is 0 .01 .
Quotient: The answer to a division problem . For example, in 2 ÷ 0 .01 = 200, the quotient is 200 . (NBT .6) Exponents: Shows the number of times a number is multiplied by itself . For example, 24 = 2 × 2 × 2 × 2 . Power of 10: A multiple of 10 . For example, 103 is the same as multiplying by 1,000, since
10 × 10 × 10 = 1,000 .  The effect on the number is that it is multiplied 3 times by 10, and the decimal  point moves 3 places to the right . When dividing by a power of 10, the decimal point will move to the left . (NBT .2)

Page  104 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Important Tips

Estimation can be used before computing the product or quotient of an equation . Decimal numbers    can be rounded to the nearest whole number to determine a reasonable estimate .

When multiplying a whole number by a decimal number, the product will have a smaller value than the whole number factor . The equation 2 × 0 .01 = 0 .02 shows that 2 groups of 1 hundredth are equal to 2 hundredths .

When dividing a whole number by a decimal number, the quotient will have a greater value than the dividend . The equation 2 ÷ 0 .01 = 200 shows that there are 200 hundredths in the number 2 .

Along with strategies based on place value and the properties of operations, models can be used to multiply and divide decimal numbers . Rectangular arrays and area models can be used to represent equations .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 105 of 222

Sample Items 9–12

Item 9
Extended Constructed-Response

Chris has 70 images on his computer . Each file is 6 .8 megabytes in size .

Part A	What is the total size, in megabytes, of Chris’s images? Write your answer in the space provided .

Part B	If Chris deletes 8 images, what will be the total size, in megabytes, of Chris’s remaining images? Explain how you found your answer . Write your answer in the space provided .

Part C	Amaya has 81 images that have a total size of 583 .2 megabytes . If each image is the same size, what is the size, in megabytes, of each of Amaya’s images? Write your answer in the space provided .

Part A    		

Part B	

Part C    		

Page  106 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Hannah multiplies 0 .542 by powers of 10 .

0 .542 × 101  = 5 .42
0 .542 × 102  = 54 .2
0 .542 × 103  = 542
0 .542 × 104  = 5,420
By what power of 10 would Hannah multiply 0 .542 to get a product of 5,420,000 ? A . 105
B .   106
C .   107
D .   108

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 107 of 222

The area model illustrates the product of 2 .6 × 3 .2 .

								

								

2.6

What is the product? A . 6 .232
B .   7 .8 C . 8 .32 D . 9 .6

3.2

Page  108 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Ted is using a model to find the quotient of 6 .9 ÷ 2 .3 . He starts by modeling the dividend, 6 .9, as shown .

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

	

He will now separate the model into equal groups to model the division . How many equal groups of 2 .3 should he make?

A .	0 .3
B .	3
C .	30
D .   300

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 109 of 222

Unit 4: Adding, Subtracting, Multiplying, and Dividing Fractions

In this unit, you will work with fractions . You will practice adding, subtracting, multiplying, and dividing fractions . You  will work with fractions that have common and uncommon denominators and fractions that    are equivalent . You will use fraction models, number lines, and other visual models .

KEY TERMS
Fraction: Represents the division of two numbers . The dividend of the expression becomes the numerator,     and the divisor becomes the denominator . (NF .3) The fraction often represents a value between two whole numbers . (NF .2)
Improper fraction: A fraction that is greater than 1 . The numerator is greater than the denominator . (NF .1)
Mixed number: Another method for writing an improper fraction, which includes a whole number and a fraction . (NF .1)
Common denominator: When fractions have the same denominator, they can be added or subtracted .        (NF .1)
Unlike denominators: Fractions that do not have the same denominator cannot be added or subtracted until the fractions are replaced with equivalent fractions so that they have a common denominator .
Equivalent: Same value . Equivalent fractions have the same value and represent the same point on a number line .
Estimate: A value that is close to the right amount . Estimated fractions are useful in finding a reasonable answer to a problem . For example, if both fractions in an addition problem are greater than 1, then a
2
reasonable sum would be greater than 1 . (NF .2)
Benchmark fraction: Common fractions that can be used to estimate fractions . For example, 1 is a
2
commonly used benchmark fraction .

Multiplying fractions: Multiply the numerators of each fraction to find the numerator of  the  product . Multiply the denominator of each fraction to find the denominator of the product . Whole numbers can be written with a denominator of 1 . (NF .4a)

Scaling: Compare the value of one object to the value of another by using a fraction . An example of scaling would be saying, “That rope is 1 as long as this rope .” (NF .5)
3
Unit fraction: This is a fraction with a numerator of 1 . (NF .7)
Dividing fractions: Use fraction models, number lines, and other visual models to represent the division of whole numbers and unit fractions . Models can be partitioned into equal parts based on an equation . (NF .7)

Important Tips

Fractions in an equation must represent parts of the same whole . When solving an equation, use models that are parts of the same whole by using models that are the same size and shape .

Multiplication of fractions is used to find the area of a figure with fractional side lengths . The area can also be found by tiling the figure with square units that have fractional side lengths .
Page  110 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Sample Items 13–15

Item 13
Selected-Response
A teacher has a 60-pound bag of sand . She pours all the sand into 8 buckets . She puts an equal  amount of sand in each bucket . What is the total amount of sand in each bucket?
A . 2  pound 15

B .

C .

D .

1
6	2 pounds
1
7	2 pounds
1
8	2 pounds
6	

Item 14
Selected-Response
What is the difference of these fractions?

5	2
1 8 − 3
A . 2 
24
B .   16
24
C .   23
24
D .   11
5

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 111 of 222

Item 15
Selected-Response
Four students each draw a circle . They each shade 3 of their circles, as shown .
4

Which equation shows how much of the circles are shaded altogether?
A . 4 × 1 = 4 = 1
4	4
B .    4 × 3 = 7 = 1 3
4	4	4
C . 4 × 3 = 3 
4	16
D . 4 × 3 = 12 = 3
4	4

Page  112 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 5: Two-Dimensional Figures

In this unit, you will work with two-dimensional figures . You will learn about plane figures, two-dimensional figures, and their attributes . You will learn to identify geometric shapes .

KEY TERMS
Two-dimensional figure: This is a plane figure that has two dimensions, such as a rectangle that has the dimension of length and width . (G .3)
Attributes of two dimensional figures include the following properties:
•	Angles
•	Acute: This is an angle that measures less than 90° .
•	Obtuse: This is an angle that measures greater than 90° .
•	Right: This is an angle that measures 90° .
•	Parallel lines: These are two lines that are always an equal distance apart .
•	Perpendicular lines: These are two lines that intersect at a 90° angle .
•	Number of sides: This is how many lines are used to create a figure .
•	Length of sides: This is a measurement of the length of each line used to create a figure .
•	Congruent: This is when two figures are the same size and shape .
•	Vertex: This is the point where two lines of a figure meet . (G .3)

Category: This is a large group of two-dimensional figures that share at least one attribute . For example,        all shapes with four sides belong to the category of quadrilateral . (G .3)
Subcategory: This is a smaller group of items within a category . All the items in a subcategory share at least one attribute . (G .3)
Geometric shapes: Two-dimensional shapes that include triangles, rectangles, squares, rhombuses, pentagons, hexagons, trapezoids, quadrilaterals, quarter circles, half circles, and circles .
Polygon: This is a closed geometric shape with multiple straight sides .
Regular polygon: This is a geometric shape with multiple sides that all have equal angles and lengths .
Irregular polygon: This is a geometric shape with multiple sides where the side lengths vary . (G .4)

Important Tips

A two-dimensional figure can belong in more than one category as well as more than one subcategory .

Geometric shapes can be placed in a hierarchy, or a set of categories and subcategories, based on their attributes . For example, in the category of quadrilaterals, there is the subcategory of rectangles . Within the subcategory of rectangles, there is the subcategory of squares .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 113 of 222

Sample Items 16–18

Item 16
Selected-Response
Which figure has  four  right  angles? A .

B .

			

C .

D .

Page  114 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Selected-Response
What attributes do a rhombus and a rectangle always have in common?

A . Both figures always have four right angles .
B .   Both figures always have four sides of equal length .
C .   Both figures always have two pairs of parallel sides .
D . Both figures always have only one pair of parallel sides .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 115 of 222

Extended Constructed-Response
All sides are equal, both pairs of opposite sides are parallel, and there are no right angles on the figure shown .

Part A	Name the type of figure shown . Explain why you gave the figure this name . Write your answer         in the space provided .

Part B	What other name could you give this figure? Write your answer in the space provided .

Part C	Explain how this figure can have more than one name . Write your answer in the space provided .

Go to the next page to finish Item 18 .

Page  116 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 18 . Continued .

Part A	

Part B  		

Part C	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 117 of 222

Unit 6: Volume and Measurement

In this unit, you will work with different kinds of measurement: customary, metric, and time . You will convert between measurement units . You will use a line plot to record measurements .

KEY TERMS
Conversion: This is changing between units within the same measurement system . (MD .1)
Customary measurements include the following:
•	Liquid volume: Measured in cups, pints, quarts, and gallons .
•	Length: Measured in inches, feet, yards, and miles .
•	Mass: Measured in ounces, pounds, and tons . (MD .1)
Metric measurements include the following:
•	Liquid volume: Measured in liters and milliliters .
•	Length: Measured in centimeters, meters, and kilometers .
•	Mass: Measured in grams and kilograms . (MD .1)
Time: Measured in seconds, minutes, and hours . (MD .1)
Line plot: Used to record measurements for  a  group  of  objects .  The  measurement  values  are  shown, and a picture or mark is placed above the value for each object being measured . A line plot can include fractional measurements .
Solid figure (three-dimensional figure): A figure that has volume . One example of a solid figure is a right rectangular prism . Each face of the right rectangular prism is a rectangle .
Right rectangular prism: A solid figure with six faces . Each face is a rectangle .
Unit cube: A cube with all side lengths equal to 1 unit . The volume of a unit cube is 1 cubic unit . A solid   figure can be packed with unit cubes leaving no gaps and without overlapping cubes . The number of unit cubes packed into the solid figure represents the volume of the figure .
Cubic units: The measurement for  volume .  These  may  include  cubic  centimeters,  cubic  inches,  cubic feet, or other length measurements . (MD .4)
Volume can be determined using two formulas:
•	l × w × h multiplies the length, width, and height of the figure to find the cubic units of volume .
•	B × h finds the area of the base using the width and length, and then multiplies it by the height of the figure to find the cubic units of volume . (MD .5b)

Important Tips

To convert a measurement, choose another unit used to measure the same dimension within the customary or metric measurement systems .

Comparing the volume of two figures requires using all three dimensions of length, width, and height . A figure may appear to have a greater volume based on its height, but the size of the base will affect the volume as well .

Volume is an additive value . This means that a solid figure can  be  separated  into  two  rectangular prisms . The volume of each rectangular prism can be added together to find the total volume for the   solid figure .

Page  118 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Sample Items 19–22

Item 19
Selected-Response
Tina  measures the lengths, in inches, of 10 insects .  She records the lengths of the insects on this line  plot . She adds the lengths of the 3 longest insects .

Insect Lengths
X
X	X	X
X	X	X	X	X	X

1

1

4

0	4	2	3	1

1	1	3

1

1

1

2

4	2	4

Inches

What is the total length, in inches, of the 3 longest insects?

A .

1
2 4 in .

B . 3 in .

C .

1
4 2 in .

D . 5 in .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 119 of 222

Item 20
Constructed-Response
Ms . Reyes wants to display three students’ paintings on a wall . The lengths of the paintings are 54 inches, 3 .5 feet, and 1 yard .

Unit Conversions
1 yard = 3 feet
1 foot = 12 inches

Part A	Explain how you could find the total length, in feet, of the paintings . Write your answer in the space provided .

Part B	Explain how you could find the total length, in inches, of the paintings . Write your answer in the space provided .

Go to the next page to finish Item 20 .

Page  120 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 20 . Continued .

Part A	

Part B	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 121 of 222

Item 21
Selected-Response
Find the volume of the rectangular prism . (Volume = length × width × height)

1

1

2

8 units

3 units

1	units

What is the maximum number of unit cubes that will fit inside the rectangular prism?    A .	6
B .   16
C .   24
D .  48

Item 22
Multi-Select Technology-Enhanced
Greg wants to build a shed to hold his gardening tools . The shed must have a volume of at least  500 cubic feet but no more than 600 cubic feet .

Select THREE sets of dimensions that meet Greg’s requirements for the volume of a shed .     (V = l × w × h)
A . 6 feet wide, 9 feet long, 10 feet high  B .   7 feet wide, 8 feet long, 9 feet high  C . 10 feet wide, 6 feet long, 8 feet high  D .   9 feet wide, 9 feet long, 8 feet high  E .    8 feet wide, 8 feet long, 8 feet high  F . 9 feet wide, 8 feet long, 6 feet high

Page  122 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 7: Geometry and the Coordinate Plane

In this unit, you will use geometry . You will become familiar with coordinate planes, ordered pairs, quadrants, and points . You will follow rules to create numerical patterns .

KEY TERMS
Numerical patterns: These are sequences of numbers that are created by following a set of rules, such as “add 5 .” Using the terms created by a rule, form and graph ordered pairs on a coordinate plane . A line can be generated from the pattern . (OA .3)
Ordered pairs: These are sets of numbers that are used to label the locations of points on the coordinate     plane . Ordered pairs are written as (x, y) . For example, (1, 2) represents an x-value of 1 and a y-value of 2 .     (OA .3)
Coordinate plane: Created by intersecting two perpendicular number lines at 0 . (G .1)
Origin: The point on a coordinate plane where the number lines connect . The coordinates for the origin    are (0, 0) . (G .1)
x-axis: The horizontal number line in a coordinate plane . (G .1)
y-axis: The vertical number line in a coordinate plane . (G .1)
First quadrant: The portion of a coordinate plane that has values of 0 and greater for the x-axis and the
y-axis . (G .1)
Point: This is a location on the coordinate plane that is labeled by the values of the x-coordinate and the
y-coordinate . (G .1)
x-coordinate: The value of a point on the x-axis, moving horizontally from the origin . (G .1)
y-coordinate: The value of a point on the y-axis, moving vertically from the origin . For example, the point (2, 3) is 2 units to the right of the origin and 3 units up from the origin . (G .1)
Line: A line connects multiple points on the coordinate plane . (G .1)

Important Tips

An ordered pair lists the x-coordinate first and then the y-coordinate . When graphing a point using the ordered pair, move across the x-axis using the x-coordinate and then move up the y-axis using the
y-coordinate .

The coordinate plane can be used to represent real-world situations by graphing points and finding the values of the points as the points relate to the situation .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 123 of 222

Sample Items 23–25

Item 23
Selected-Response
Which graph shows the points (1, 4), (7, 0), and (4, 6)?

y	y

	

											

											

											

	

											

											

											

10	10
9	9
8	8
7	7
6	6

A .

5
4
3
2
1
x
0	1	2	3	4	5	6	7	8	9 10

B .

5
4
3
2
1
x
0	1	2	3	4	5	6	7	8	9 10

y

	

											

											

											

10
9
8
7
6
C .	5
4
3
2
1

y

	

											

											

											

10
9
8
7
6
D .	5
4
3
2
1

x
0	1	2	3	4	5	6	7	8	9 10

x
0	1	2	3	4	5	6	7	8	9 10

Page  124 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 24
Constructed-Response
Kirk wants to show two number patterns on a coordinate grid .

Use the coordinate grid and the table to help Kirk show his patterns .
y

	

											

											

											

											

12
11
10
9
8
7

Row	x	y	
A	1	2	
B	2	4	
C	3	6	
D	 		 		

6
5
4
3
2
1
x
0	1	2	3	4	5	6	7	8	9 10

Part A	Identify the missing numbers in the table and write Row D as an ordered pair . Write your answer in the space provided .

Part B	Describe the rule for the pattern the values follow . Write your answer in the space provided .

Go to the next page to finish Item 24 .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 125 of 222

Item 24 . Continued .

Part A   		

Part B	

Page  126 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 25
Selected-Response
Felipe made a triangle on a coordinate grid .
y
10

											
				F							

											
											
		E									
											
								G			

9
8
7
6
5
4
3
2
1
x
0	1	2	3	4	5	6	7	8	9 10

What are the coordinates for point G?

A .    (3, 4)
B .    (5, 8)
C .    (8, 2)
D .    (2, 8)

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 127 of 222

MATHEMATICS ADDITIONAL SAMPLE ITEM KEYS

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	
1	MGSE5 .NBT .6	2	N/A	See scoring rubric and sample response on page 133 .	

2	

MGSE5 .OA .1	

1	

C	The correct answer is choice (C) (3 + 2) × (13 − 5) .  The order of operations requires that you solve the operations within the parentheses first, then multiply and divide from left to right, and then add and subtract from left to right . The values inside the two parentheses in (3 + 2) × (13 − 5) are 5 and 8, which are multiplied together for a product
of 40 . Choice (A) is incorrect because you multiply 2 by the difference within the parentheses, 8, which is 16 . Next you add 3, which has a total value of 19 . Choice (B) is incorrect because you must first multiply 2 × 13, which is 26 . The order of operations requires that you add next, so 26 + 3 = 29 . Finally, you subtract 29 – 5, which is 24 .
Choice (D) is incorrect because you first add 3 and 2, which is 5, and then multiply by 13 for a product of 65 . Finally, you subtract, 65 – 5 = 60 .	
3	MGSE5 .OA .2	3	N/A	See scoring rubric and sample response on page 134 .	

4	

MGSE5 .OA .2	

2	

Part A: C
Part B: B	Part A: The correct answer is choice (C) (7 − 1) ÷ 1 . Choices
(A) and (D) are incorrect because they show the division as happening first . Choice (B) is incorrect because it shows the 3 divided by the difference .
Part B: The correct answer is choice (B) multiply 4 by 2, then add 5 . As the product is inside parentheses, it will happen before the addition . Choice (A) is incorrect because the addition does not happen first . Choice (C) is incorrect because 5 is not multiplied by 2 . Choice (D) is incorrect because 4 is multiplied by 2, not added to 2 .	
5	MGSE5 .NBT .7	2	N/A	See scoring rubric and sample response beginning on page 135 .	

6	

MGSE5 .NBT .3	

1	

B	The correct answer is choice (B) 0 .839 . This is the decimal form for the given expression . Choice (A) is incorrect because it shows the decimal form for
8 × ( 1   ) + 3 × ( 1	) + 9 × ( 	1	) . Choice (C)
100	1000	10000
is incorrect because  it  shows  the  decimal  form for 8 × (1) + 3 × ( 1 ) + 9 × ( 1 ) . Choice (D) is
10	100
incorrect because it shows the decimal form for 8 × (10) + 3 × (1) + 9 × ( 1 ) .
10	

Page  128 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

7	

MGSE5 .NBT .4	

1	

A	The correct answer is choice (A) 5 .8 . When rounding to the nearest tenth, use the digit in the hundredths place . If that digit is less than 5, round down .  Since the digit 1 in   5 .816 is less than 5, round down to 8 in the tenths place .
Choice (B) is incorrect because the response shows 5 .816 rounded to the nearest hundredth rather than the nearest tenth . Choice (C) is incorrect because it indicates rounding    up to 9 tenths, rather than rounding down to 8 tenths .
Choice (D) is incorrect because it indicates rounding to the nearest whole number rather than to the nearest tenth .	

8	

MGSE5 .NBT .4	

2	

Part A: B/E
Part B: D	Part A: The correct answers are choice (B) 5 .762 and  choice (E) 5 .677 . Choice (A) is incorrect because it rounds to 5 .61 which is less than 5 .67 . Choice (C) is incorrect because it rounds to 5 .67, which is equal to 5 .67, not greater than it . Choice (D) is incorrect because it rounds to 5 .10, which is less than 5 .67 .
Part B: The correct answer is choice (D) 11 .249 . When
11 .34 is rounded to the nearest tenth, it is 11 .3, and when 11 .249 is rounded to the nearest tenth, it is 11 .2, which
is less than 11 .3 . Choice (A) is incorrect because it rounds to 11 .4, which is greater than 11 .3 .  Choices (B) and (C)  are incorrect because they round to 11 .3, which is equal to 11 .3 .	
9	MGSE5 .NBT .7	3	N/A	See scoring rubric and sample response beginning on page 137 .	

10	

MGSE5 .NBT .2	

1	

C	The correct answer is choice (C) 107 . When you multiply by 10, each digit’s value becomes 10 times as much .
Choice (A) is incorrect because the product would be 54,200 . Choice (B) is incorrect because the product would be 542,000 . Choice (D) is incorrect because the product would be 54,200,000 .	

11	

MGSE5 .NBT .7	

1	

C	The correct answer is choice (C) 8 .32 . This response shows that the student multiplied correctly . Choice (A) is incorrect because the response indicates adding 6 + 0 .22 + 0 .012 instead of 6 + 2 .2 +  .12 .  Choice (B) is incorrect because   the response indicates rounding 3 .2 to 3 before multiplying . Choice (D) is incorrect because the response indicates rounding 2 .6 to 3 before multiplying .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 129 of 222

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

12	

MGSE5 .NBT .7	

1	

B	The correct answer is choice (B) 3 . The student divided correctly and understood that in this case, the quotient is the number of equal groups . Choice (A) is incorrect because the response shows that the decimal portion of the number was not considered . Choices (C) and (D) are incorrect because they indicate the student misunderstood place value when dividing .	

13	

MGSE5 .NF .3	

1	

C	The correct answer is choice (C) 7 1 pounds . This
2
response indicates that the student wrote the division as a fraction, 60, and evaluated the expression . Choice (A)
8
is incorrect because the response indicates the student
reversed the dividend and divisor . Choice (B) is incorrect because the response indicates the student subtracted   8 before dividing . Choice (D) is incorrect because the response indicates the student added 8 before  dividing .	

14	

MGSE5 .NF .1	

1	

C	The correct answer is choice (C) 23 . This response
24
shows that the mixed number was made into an improper fraction, 13, and a common denominator, 24, was found
8
for the minuend and subtrahend . Choice (A) is incorrect
because the response indicates an error was made when the mixed number was changed to an improper fraction . Choice (B) is incorrect because the response shows 2
8	3
multiplied by 8 . Choice (D) is incorrect because the
response indicates the student did not find a common denominator and just subtracted the numerators and
denominators separately .	

Page  130 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

15	

MGSE5 .NF .4	

1	

D	The correct answer is choice (D) 4 × 3 = 12 = 3 .
4	4	3
This response shows that the total of 4 groups of 4 is 3 .
Choice (A) is incorrect because it finds how much of the circles are not shaded .  Choice (B) is incorrect because  it shows the numerators added instead of multiplied .
Choice (C) is incorrect because it shows the numerator of the first fraction multiplied by the denominator of the
second .	

16	

MGSE5 .G .3	

1	

C	The correct answer is choice (C) . This shape is a rectangle . It has four right angles . Choice (A) is incorrect because this quadrilateral is a trapezoid with no right angles . Choice (B) is incorrect because this quadrilateral is a trapezoid with only two right angles . Choice (D) is incorrect because it is a right triangle, which has only one right angle .	

17	

MGSE5 .G .3	

1	

C	The correct answer is choice (C) Both figures always have two pairs of parallel sides .  Choice (A) is incorrect because  it does not take into account that rhombuses do not always have four right angles . Choice (B) is incorrect because it does not take into account that rectangles do not always have four sides of equal length . Choice (D) is incorrect because it does not take into account that both figures have two pairs of parallel sides .	
18	MGSE5 .G .4	3	N/A	See scoring rubric and sample response beginning on page 139 .	

19	

MGSE5 .MD .2	

2	

D	The correct answer is choice (D) 5 in . The three longest insects are 1 1, 1 3, and 1 3, so add those together to get
2	4	4
the total length . Choice (A) is incorrect because it is only the sum of only the insects that are 3 in . Choice (B) is
4
incorrect because there are not just three 1-inch insects .
Choice (C) is incorrect because it adds only the top three lengths, not accounting for how many there are in each length .	
20	MGSE5 .MD .1	2	N/A	See scoring rubric and sample response on page 141 .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 131 of 222

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

21	

MGSE5 .MD .5	

1	

D	The correct answer is choice (D) 48 . The response shows that the student correctly multiplied the length, width, and height to find the volume, or that the student counted rows and columns of unit cubes . Choices (A), (B), and (C) are incorrect because each is the result of multiplying only two of the dimensions, which results in the area of a side, not the volume of the prism .	

22	

MGSE5 .MD .5b	

2	

A/B/E	The correct answers are choices (A), (B), and (E) . Choice (A) has a volume of 540, choice (B) has a volume of 504, and choice (E) has a volume of 512 . Choice (C) is incorrect because the volume is 480, which is less than 500 and too small for Greg’s shed . Choice (D) is incorrect because the volume is 648, which is greater than 600 and too big for Greg’s shed . Choice (F) is incorrect because the volume is 432, which is less than 500 and too small for Greg’s shed .	

23	

MGSE5 .G .2	

1	

D	The correct answer is choice (D) . Choice (A) is incorrect because the response shows a graph with the point
(4, 1) rather than (1, 4) . Choice (B) is incorrect because the response shows a graph with the points (4, 1), (0, 7),
and (6, 4) rather than (1, 4), (7, 0), and (4, 6) .  Choice (C) is incorrect because the response shows a graph with the point (7, 1) rather than (7, 0) .	
24	MGSE5 .OA .3	2	N/A	See scoring rubric and sample response on page 142 .	

25	

MGSE5 .G .2	

1	

C	The correct answer is choice (C) (8, 2) . To locate coordinates for a point on a coordinate plane, start at
(0, 0), move across the x-axis, and then move up or down the y-axis . To get to point G, first move across 8 and then move up 2 . Choice (A) is incorrect because its coordinates show the location for point E . Choice (B) is incorrect because its coordinates show the location for point F .
Choice (D) is incorrect because it reverses the x- and
y-coordinates, showing a movement across 2 and then up 8, which would locate a point at a different location than point G .	

Page  132 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

MATHEMATICS SAMPLE SCORING RUBRICS AND EXEMPLAR RESPONSES
Item 1
Scoring Rubric

Points	Rationale	

2	The response achieves the following:
•	The response demonstrates a complete understanding of using division to solve a real- world problem .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

1	The response achieves the following:
•	The response demonstrates a partial understanding of using division to solve a real-world problem .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of using division to solve a real- world problem .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Exemplar Response

Points Awarded	Sample Response	

2	Part A: To  find the maximum number of craft sticks, find the number of sets of 14 there are          in 644 . If you multiply 14 by 46, the answer is 644 . Each student can get a maximum of 46      craft sticks . Or other valid explanation .
AND
Part B: Each student can get 2 more craft sticks, as the teacher found 28 and 28 divided           by 14 is 2 . Or other valid explanation .	
1	The student correctly answers one of the two parts .	
0	Response is irrelevant, inappropriate, or not provided.	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 133 of 222

Points	Rationale	

2	The response achieves the following:
•	The response demonstrates a complete understanding of writing expressions, identifying incorrect expressions, and justifying errors .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

1	The response achieves the following:
•	The response demonstrates a partial understanding of writing expressions, identifying incorrect expressions, and justifying errors .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of writing expressions, identifying incorrect expressions, and justifying errors .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Exemplar Response

Points Awarded	Sample Response	

2	Part A: Rita wants to find the value of three times the sum of 5 and 7, so the expression just shows that 5 and 7 are added first and then that sum is multiplied by 3 . As the expression is now, it shows that 3 and 5 are multiplied first and then 7 is added to that product . Or other valid explanation .
AND
Part B: She should group the 5 and 7 with parentheses . Or other valid explanation .	
1	The student correctly answers one of the two parts .	
0	Response is irrelevant, inappropriate, or not provided.	

Page  134 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Rationale	

2	The response achieves the following:
•	The response demonstrates a complete understanding of dividing a decimal number by a whole number .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

1	The response achieves the following:
•	The response demonstrates a partial understanding of dividing a decimal number by a whole number .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of dividing a decimal number by a whole number .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 135 of 222

Points Awarded	Sample Response	

2	Part A: Each person rode 2 .9 or 2 .90 miles . Or other valid explanation .
AND
Part B: A total of 8 ones and 7 tenths are shaded to model the total length of the race . The shading is equally divided into 3 groups to model the 3 riders . And each group has 2 ones        and 9 tenths shaded to model the distance each person rode . Or other valid explanation .	

1	Part A: Each person rode 2 .9 or 2 .90 miles .
Part B: No explanation or an incorrect explanation
OR
Part A: Incorrect answer
Part B: An explanation that contains a computation error but contains the correct process	
0	Response is irrelevant, inappropriate, or not provided.	

Page  136 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Rationale	

4	The response achieves the following:
•	The response demonstrates a complete understanding of  adding,  subtracting,  multiplying, and dividing decimals .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

3	The response achieves the following:
•	The response demonstrates a nearly complete understanding of adding, subtracting, multiplying, and dividing decimals .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

2	The response achieves the following:
•	The response demonstrates a partial understanding of  adding,  subtracting,  multiplying, and dividing decimals .
•	The response is only partially correct .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

1	The response achieves the following:
•	The response demonstrates a minimal understanding of  adding,  subtracting,  multiplying, and dividing decimals .
•	The response is only minimally correct .
•	The response shows the incomplete or inaccurate application of a relevant strategy .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of adding, subtracting, multiplying, and dividing decimals .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 137 of 222

Points Awarded	Sample Response	

4	Part A: 476
AND
Part B: 421 .6
AND
8 images are 54 .4 megabytes . I subtracted 54 .4 from 476 . Or other valid process
AND
Part C: 7 .2	
3	The student correctly answers three of the four parts .	
2	The student correctly answers two of the four parts .	
1	The student correctly answers one of the four parts .	
0	Response is irrelevant, inappropriate, or not provided.	

Note: If a student makes an error in one part that is carried through to subsequent parts, then the student is not penalized again for the same error.

Page  138 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Rationale	

4	The response achieves the following:
•	The response demonstrates a complete understanding of classifying two-dimensional figures based on properties .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

3	The response achieves the following:
•	The response demonstrates a nearly complete understanding of classifying two- dimensional figures based on properties .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

2	The response achieves the following:
•	The response demonstrates a partial understanding of classifying two-dimensional figures based on properties .
•	The response is only partially correct .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

1	The response achieves the following:
•	The response demonstrates a minimal understanding of classifying two-dimensional figures based on properties .
•	The response is only minimally correct .
•	The response shows the incomplete or inaccurate application of a relevant strategy .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of classifying two-dimensional figures based on properties .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 139 of 222

Points Awarded	Sample Response	

4	Part A: rhombus or other valid category
AND
All sides are equal in length and there are two pairs of parallel sides . Or other valid explanation .
AND
Part B: trapezoid or other valid category
AND
Part C: The rhombus could also be called  a  parallelogram,  trapezoid,  or  quadrilateral .  The fact that it has two pairs of parallel sides with opposite sides being equal in length as well           as opposite angles being equal makes it  a  parallelogram .  The  fact  that  the  figure  has  at least one pair of parallel lines makes it a trapezoid . The figure has four sides, which makes           it a quadrilateral . Or other valid explanation .	
3	The student correctly answers three of the four parts .	
2	The student correctly answers two of the four parts .	
1	The student correctly answers one of the four parts .	
0	Response is irrelevant, inappropriate, or not provided.	

Note: If a student makes an error in one part that is carried through to subsequent parts, then the student is not penalized again for the same error.

Page  140 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Points	Rationale	

2	The response achieves the following:
•	The response demonstrates a complete understanding of how to convert among customary units of length and use the conversions in solving a real-world problem .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

1	The response achieves the following:
•	The response demonstrates a partial understanding of how to convert among customary units of length and use the conversions in solving a real-world problem .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of how to convert among customary units of length and use the conversions in solving a real-world problem .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Exemplar Response

Points Awarded	Sample Response	

2	Part A: Since 12 inches is 1  foot,  I  converted  54  inches  to  feet  by  dividing  by  12 .  I  know that 1 yard is 3 feet . Then I added the three lengths, in feet, to get a total length of 11 feet .          Or other valid explanation .
AND
Part B: Since each foot is 12 inches, I multiplied 11 feet by 12 to convert the total length in   inches to feet . Or other valid explanation .	
1	The student correctly answers one of the two parts .	
0	Response is irrelevant, inappropriate, or not provided.	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 141 of 222

Points	Rationale	

2	The response achieves the following:
•	The response demonstrates a complete understanding of how to identify a two-numerical pattern given examples and form ordered pairs from corresponding terms in the two patterns .
•	The response is correct and complete .
•	The response shows the application of a reasonable and relevant strategy .
•	Mathematical ideas are expressed coherently in the response, which is clear, complete, logical, and fully developed .	

1	The response achieves the following:
•	The response demonstrates a partial understanding of how to identify a two-numerical pattern given examples and form ordered pairs from corresponding terms in the two patterns .
•	The response is mostly correct but contains either a computation error or an unclear or incomplete explanation .
•	The response shows the application of a relevant strategy, though the strategy may be only partially applied or may remain unexplained .
•	Mathematical ideas are expressed only partially in the response .	

0	The response achieves the following:
•	The response demonstrates limited to no understanding of how to identify a two- numerical pattern given examples and form ordered pairs from corresponding terms in the two patterns .
•	The response is incorrect .
•	The response shows no application of a strategy .
•	Mathematical ideas cannot be interpreted or lack sufficient evidence to support even a limited understanding .	

Exemplar Response

Points Awarded	Sample Response	

2	Part A: (4, 8)
AND
Part B: The x-values in each row are doubled to get the y-values of the same row . Or other valid rule .	
1	The student correctly answers one of the two parts .	
0	Response is irrelevant, inappropriate, or not provided.	

Page  142 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

The following activity develops skills in Unit 1: Order of Operations and Whole Numbers . Standards: MGSE5 .OA .1, MGSE5 .OA .2, MGSE5 .OA .3
Place Value
You can do this activity on your own or with your classmates or family . For this activity, you will need a large quantity of small objects, such as paper clips, pennies, or seeds .
Directions:
•	Put all the objects in a bowl, or spread them out on a table or on the ground .
•	Estimate the number of objects . Record each person’s estimate .
•	Separate the objects into groups of tens, hundreds, and thousands (if you have that many) . Record the numbers of ones, tens, hundreds, and thousands on a place value chart like the one shown below, and use it to find the total number of objects .

Thousands	Hundreds	Tens	Ones	
				
•	Find the difference between each estimate and the actual number of objects . Whose estimate is closest?
•	Write and solve addition, subtraction, multiplication, and division problems based on the number of objects .
•	Choose three fractions in halves, quarters, thirds, fourths, fifths, sixths, or eighths .
•	Find each fraction of the whole group of objects . Represent these quantities in fraction and decimal forms .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 143 of 222

The following activity develops skills in Unit 7: Geometry and the Coordinate Plane . Standards: MGSE5 .G .1, MGSE5 .G .2, MGSE5 .G .3
You can do this activity on your own or with your classmates or family .
Directions: Imagine you are going to put on a play .
•	Choose a location to serve as a stage area, and choose at least two large and two small objects to use   as furniture or props .
•	Use attributes to classify the shape of the stage area and the shape of each object . Try to classify each in as many ways as you can .
•	Describe the different ways the stage area and each object could be measured .
•	Measure the stage area and objects and explain why you chose the units you used . At least one measurement should involve volume .
•	Use a coordinate grid to represent the stage area, and plot points to represent the locations of props and actors . There is only one entrance to the stage . Make the origin on the grid the location of the stage entrance for actors . Then use the grid to write stage directions that tell each actor how to get from the stage entrance to his or her correct place on the stage .
•	Write ten sentences of dialogue for the play . Use a stopwatch or online timer to determine how long, to the nearest quarter minute, it takes to say each sentence . Record the time data on a line plot . Use the plot to determine how long it would take to say each sentence if you redistributed the total amount of time needed to say all the sentences equally among the ten sentences .

Page  144 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

SCIENCE

DESCRIPTION OF TEST FORMAT AND ORGANIZATION
The Grade 5 Science EOG assessment has a total of 76 items .      The test will be given in two sections .
•	You may have up to 70 minutes per section to complete Sections 1 and 2 .
•	The total estimated testing time for the Grade 5 Science EOG assessment ranges from approximately 90 to 140 minutes .

CONTENT
The Grade 5 Science EOG assessment will measure the Grade 5 Science standards that are described  at www .georgiastandards .org . The Science Georgia Standards of Excellence are designed to provide
foundational knowledge and skills for all students to develop proficiency in science . These standards focus on a limited number of core disciplinary ideas and crosscutting concepts which build from kindergarten to high school . The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design . Crosscutting concepts are used to make connections across different science disciplines .
The content of the assessment covers standards that are reported under these domains:
•	Earth Science
•	Physical Science
•	Life Science

ITEM TYPES
Operational items in the Science portion of the Grade 5 EOG assessment consist of selected-response (multiple-choice) items and technology-enhanced (multiple-select or two-part) items .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 145 of 222

SCIENCE DEPTH OF KNOWLEDGE EXAMPLE ITEMS
Example items that represent applicable DOK levels are provided for you on the following pages . The items     and explanations of what is expected of you to answer them will help you prepare for the test .
All example and sample items contained in this guide are the property of the Georgia Department of Education .

Example Item 1
Selected-Response
DOK Level 1: This is a DOK level 1 item because the question requires the student to recall information concerning a known relationship between scientific quantities .
Science Grade 5 Content Domain: Physical Science
Standard: S5P2 . Obtain,  evaluate,  and  communicate  information  to  investigate  electricity . b . Design a complete, simple electric circuit, and explain all necessary components .

A student wants to design a complete, simple circuit for a class project . The student has more materials available than are needed for the project .
What does a  complete,  simple  circuit  require  to  work? A . wire and a switch
B . wire and a light bulb
C . wire, a battery, and a switch
D . wire, a battery, and a light bulb

Correct Answer: D

Explanation of Correct Answer: The correct answer is choice (D) wire, a battery, and a light bulb . The necessary components of a simple electric circuit are a source of power, a path for the current, and something to provide power . Choice (A) is incorrect because a switch is not necessary, but a power source is a necessary component . Choice (B) is incorrect because a power source is a necessary component .
Choice (C) is incorrect because a switch is not a necessary component .

Page  146 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Example Item 2
Selected-Response
DOK Level 2: This is a DOK level 2 item because the question requires the student to apply learned information to abstract and real-life situations .
Science Grade 5 Content Domain: Earth and Space Science
Standard: S5E1 . Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes .
b . Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes .

Deposition of sediments can change the depth of a lake over time . A student wants to make a model  that shows how this process takes place .

Which model would provide data about changes in the depth of a lake caused by deposition?

A .   Fill a beaker with water . Slowly allow the water to evaporate from the beaker . Measure the change in   the depth of the water .
B .   Fill a beaker with water . Slowly drop sand, gravel, and dead plant material into the beaker . Measure    the change in the depth of the water .
C .   Fill a plastic box with water . Put a hose in the water on one end of the box and turn the water on to a   slow flow . Measure the depth of the water when the box is full .
D .    Fill a plastic box with sand, gravel, and dead plant material . Put a hose in the middle of the box and    turn the water on to a slow flow . Measure the depth of the water when the box is full .

Correct Answer: B

Explanation of Correct Answer: The correct answer is choice (B) Fill a beaker with water . Slowly drop    sand, gravel, and dead plant material into the beaker . Measure the change in the depth of the water . Choice (A) is incorrect because there are no sediments being added to the water; the change in water level is due to evaporation . Choice (C) is incorrect because this would demonstrate increased water from runoff, not deposition . Choice (D) is incorrect because this would demonstrate increased rainfall and erosion as the sediments are redistributed by the water flow .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 147 of 222

Example Item 3
Selected-Response
DOK Level 3: This is a DOK level 3 item because the question requires the student to make choices based    on a reasoned argument .
Science Grade 5 Content Domain: Earth Science
Standard: S5E1 . Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes .
a . Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms) .

The picture shows two steep valleys and two rivers that join together and become one larger river in a wider valley .

valley 1

valley 2

A student claims that both valleys have been formed by the same process over a long period of time . Which argument BEST explains why the student’s claim is correct or incorrect?
A . The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the constructive force of deposition because flowing water carries large rocks from far away and drops them along a river, making the banks taller .
B . The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the   small pieces downstream .
C . The student’s claim is not correct; the evidence in the picture shows that valley 1 was formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the small pieces downstream, but valley 2 was formed by the constructive force of deposition because flowing water carries large rocks from far away and drops them along a river, making the banks taller .
D .  The student’s claim is not correct; the evidence in the picture shows that valley 1 was formed by   the constructive force of deposition because flowing water carries large rocks from far away and drops them along a river, making the banks taller, but valley 2 was formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the small pieces downstream .

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Correct Answer: B

Explanation of Correct Answer: The correct answer is choice (B) The student’s claim is correct; the evidence in the picture shows that both valleys were formed by the destructive forces of weathering and erosion because flowing water breaks down rock and carries the small pieces downstream . Choice (A)   is incorrect because water depositing rocks in the river did not form the valleys . Choice (C) is incorrect because the student’s claim is correct, and the same evidence of weathering and erosion is found in both valleys . Choice (D) is incorrect because the student’s claim is correct, and the same evidence of weathering and erosion is found in both valleys .

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SCIENCE CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS
In this section, you will find information about what to study in order to prepare for the Grade 5 Science    EOG assessment . This includes main ideas and important concepts . This section also contains practice questions with an explanation of the correct answers that you can use to prepare for the test .
All example and sample items contained in this guide are the property of the Georgia Department  of Education .

CONTENT DESCRIPTION
•	Investigate and identify how constructive or destructive processes form surface features on Earth .
•	Investigate and explain the differences between physical and chemical changes .
•	Investigate different types of electricity, circuits, and the flow of electricity through common materials .
•	Investigate and explain the relationship between magnetism and electricity .
•	Develop classification models for organisms .
•	Compare and contrast inherited characteristics and acquired characteristics .
•	Compare and contrast the parts of plant and animal cells .
•	Investigate and explain how microorganisms can benefit or harm larger organisms .

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Cells and Microorganisms

In this section, you will study life science . You will explain how magnifiers such as microscopes or hand  lenses are used to observe cells and their structures . You  will recognize and determine the functions of  plant and animal cell structures (e .g ., cell  membrane,  cell  wall,  cytoplasm,  nucleus,  chloroplasts) .  You will identify beneficial microorganisms and explain why they are beneficial, and you will identify harmful microorganisms and explain why they are harmful .

KEY CONCEPTS
Very small objects and parts of objects can be seen by magnifying them so they appear larger . Magnification can also make it easier to see small details of an object . (S5L3a)
Microscopes and hand lenses are used to magnify objects . Some objects are too small to be seen without magnification . (S5L3a)
Cells are the smallest unit of life and make up all living things . Cell structures perform basic life functions for the cell, such as making energy, growing, repairing, and getting rid of waste . Cells can look different and perform different roles in an organism . (S5L3b)
Cells are made up of many different parts . This table shows where you will find some cell structures . (S5L3b, c)

	Animal Cell	Plant Cell	
Cell Wall	no	yes	
Cell Membrane	yes	yes	
Cytoplasm	yes	yes	
Nucleus	yes	yes	
Chloroplast	no	yes	

Microorganisms are living things that are  too  small  to  be  seen  without  magnification .  Some microorganisms are beneficial to people and the environment . Other microorganisms can be harmful and  cause disease . (S5L4a, b)
Bacteria are single-celled microorganisms that can live in almost every environment and grow and reproduce on their own . Many types of bacteria are beneficial, like the ones that make cheese or break down chemicals and waste . Many other bacteria are harmful, like the ones that cause illness or spoil food . (S5L4a, b)
Viruses are even smaller than bacteria and cannot reproduce or grow unless they infect another organism . The virus uses the organism’s cells to reproduce by making copies of itself, eventually making the host organism sick . (S5L4b)

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Sample Items 1–4

Item 1
Selected-Response
A student collects a sample of pond water in a jar to observe the microscopic algae that live in the  water .  The student then places a drop of the pond water on a microscope slide and observes it under    a microscope . The drawings show what the student observed in the jar and on the slide .
Pond Water Observations

in jar	on slide

•	cloudy water
•	no visible algae in water
•	
sediments floating in water
•	algae swimming in water
•	

Which claim is supported by evidence in the drawings?

A . The student observed microscopic algae only on the slide because algae grow larger when placed on a microscope slide .
B .    The student observed microscopic algae only on the slide because all of the algae cells were removed   from the pond water on the microscope slide .
C .  The student observed microscopic algae only on the slide because algae cells are too small to be seen without magnification by a microscope .
D .    The student observed microscopic algae only on the slide because the water in the jar was too cloudy       to see the algae .

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A student observed a label found on raw chicken meat sold at the grocery store .

Warning:
Cook thoroughly to kill bacteria .

Which argument should the student use to support a claim that some bacteria are harmful to humans?

A . Some bacteria can harm humans because bacteria reproduce faster when they are cooked at high temperatures .
B . Some bacteria can harm humans because bacteria become toxic when cooked at high temperatures .
C . Some bacteria can harm humans because bacteria make food taste bad when it is not cooked properly .
D .    Some bacteria can harm humans because bacteria can cause food poisoning when contaminated food           is not cooked properly .

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After a person takes an antibiotic to fight a bacterial infection in the body, some doctors recommend taking a pill called a probiotic every day . The list shows some facts about probiotics .

•	They are made of living microorganisms .
•	They improve food digestion and absorption of nutrients .
•	They increase the body’s ability to fight infections .
•	They increase the number and types of normal bacteria in the gut .

Facts about Probiotics

Which argument BEST supports the claim that humans benefit from taking probiotics?

A . Humans benefit from probiotics because probiotics prevent people from getting sick .
B . Humans benefit from probiotics because probiotics are made of living microorganisms .
C . Humans benefit from probiotics because probiotics can be taken every day after having an infection .
D .    Humans benefit from probiotics because probiotics balance the number and types of bacteria that live        in the gut .

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The pictures show the structure of two cells .
Cell X	Cell Y

Part A
Which sentence explains why the shape and structure of the two cells are different?

A .  Cell X is shaped like a circle because it is an animal cell, which means it does not have a cell wall, and  cell Y is shaped like a rectangle because it is a plant cell, which means it has a cell wall .
B .  Cell X is shaped like a circle because it is a plant cell, which means it does not have a cell wall, and  cell Y is shaped like a rectangle because it is an animal cell, which means it has a cell wall .
C .    Cell X is shaped like a circle because it is an animal cell, which means it has a cell membrane,      and cell Y is shaped like a rectangle because it is a plant cell, which means it does not have a cell membrane .
D .   Cell X is shaped like a circle because it is a plant cell, which means it has a cell membrane, and cell Y      is shaped like a rectangle because it is an animal cell, which means it does not have a cell membrane .

Part B
Which sentence describes how the differences between a plant cell and an animal cell can be determined by looking at the parts inside the cell?

A . Plant cells have a nucleus, but animal cells do not .
B . Plant cells have chloroplasts, but animal cells do not .
C . Plant cells do not have a nucleus, but animal cells do .
D . Plant cells do not have chloroplasts, but animal cells do .

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Classification

In this life science section, you will learn how plants and animals are sorted into groups (e .g ., fish, amphibian, reptile, bird, mammal) and how to classify organisms . You will classify things based on their characteristics by looking for similarities and differences . You will study vertebrates and invertebrates as well as producers, consumers, and decomposers .

KEY CONCEPTS
You classify things when you organize them into groups based on characteristics they share . Scientists classify things so that they can study ways those things are similar or different . A classification system can be used to identify and study species . (S5L1a)
Scientists use similarities, or things that the organisms have in common, to help them classify organisms into different groups . (S5L1a, b)
Sometimes scientists learn more things about a particular organism, and  that  new  information makes them modify or change the way that the organism is classified . (S5L1a, b)
Animals are classified into animals with backbones, known as vertebrates, and animals without backbones, known as invertebrates . Vertebrates have a backbone, or spine, that runs the length of their body, and they are sorted into five groups: fish, amphibian, reptile, bird, and mammal . Bass, tree frogs, alligators, brown thrashers, and deer are examples of vertebrates . (S5L1a)
Animals without backbones are known as invertebrates . They include insects, spiders, and crabs . (S5L1a)
Plants are organisms that make their own food . They can be classified by the way in which they transport materials within the organism . They can also be classified by the way in which they reproduce . (S5L1b)
Some plants use seeds to reproduce, while others do not . Some plants make their seeds in flowers, while other plants do not . Ferns are classified as plants that do not make seeds . Pine trees are classified as plants that make seeds without using flowers . Apple trees and roses are examples of plants that make seeds by using flowers . (S5L1b)
Important Tip

The ways scientists have classified organisms have changed over the years . In the earliest systems, organisms were either a plant or an animal . Over the years, scientists have learned to base their classification on similar body structures rather than on functions . For example, dolphins and sharks both live in the water, swim, and are gray . However, dolphins are mammals and have lungs, and   sharks are fish and have gills . This has led scientists to classify organisms based on similar genetic backgrounds that have resulted in similar body structures . When you work on classifying organisms, keep in mind that you should look for similar traits and that new information may require you to modify your classification system . (S5L1a, b)

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Sample Items 5 and 6

Item 5
Selected-Response
A student makes a model to sort plants using the information in the table .

Plant	Characteristics	
algae	•	does not produce seeds
•	has no roots, stems, or leaves	
fern	•	does not produce seeds
•	has roots, stems, and leaves	
cypress tree	•	produces seeds from cones
•	has roots, stems, and leaves	
orange tree	•	produces seeds from flowers
•	has roots, stems, and leaves	

The student’s model is not complete .
Does it produce seeds?
no

yes

?
no	yes

algae	fern

Does it produce flowers?

no

yes

cypress tree	orange tree

Which question should the student put in the box with a question mark to correctly complete the model?

A . Does it produce cones?
B .    Does it grow into a  tree?
C .    Does it produce  flowers?
D . Does it have roots, stems, or leaves?

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Item 6
Selected-Response
A student uses a table showing characteristics of different animals to create a classification model .

Animal Classification Facts
Animal	Characteristics	
eagle	•	is a warm-blooded vertebrate
•	has wings and feathers, lives on land	
shark	•	is a cold-blooded vertebrate
•	has gills and fins, lives in water	
beetle	•	is a cold-blooded invertebrate
•	has wings and six legs, lives on land	
cougar	•	is a warm-blooded vertebrate
•	has hair and four legs, lives on land	
snake	•	is a cold-blooded vertebrate
•	has scales and no legs, lives on land	
The student makes an incomplete model .

1a  has a backbone	go to 2
1b does not have  a backbone	Insect
2a . . . . . . . . . . . . .?	go  to 3
2b . . . . . . . . . . . . .?	go  to 4
3a has feathers	Bird
3b has hair	Mammal
4a lives in water	Fish
4b lives on land	Reptile

Classification Model

How should the student complete the model to classify all of the animals in the table?

A .    2a has gills	go  to 3
2b has scales	go to 4
B .   2a is warm blooded	go to 3
2b is cold blooded	go to 4
C .   2a has wings	go to 3
2b does not have wings	go to 4
D .    2a has six legs	go to 3
2b does not have  six legs	go to 4

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Acquired and Inherited Characteristics

In this life science section, you will learn about the characteristics of learned behaviors and inherited traits .

KEY CONCEPTS
The physical characteristics that are used to describe an organism can also be called traits . Some traits are unique to individual organisms, and some traits are common because they are shared by many individuals . Being right-handed is a common physical trait because most people are right-handed .
Physical traits can be divided into two main types: inherited and acquired .  Inherited traits are passed    from parent(s) to offspring . Fur color and beak shape are examples of inherited traits that are passed down from parents to offspring . Acquired traits are developed after the organism is born and are not passed to offspring by parents . Having a scar or being a fast runner are examples of acquired traits . (S5L2b)
In addition to physical traits, organisms can also be described by their learned and instinctive behaviors . Organisms interact with their environment, including other organisms, from the time they are born .
Some interactions, like babies crying for food or being quiet in the nest when parents are away, are called instincts because the organism knows how to behave without being taught . By contrast, learned behaviors like where to find food or how to raise offspring are taught to an organism, or discovered through interactions with the environment . Being able to tie shoelaces is an example of a learned behavior . (S5L2a)

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Sample Items 7–10

Item 7
Selected-Response
Two students listed some traits of their favorite football player .

•	is the youngest of four children
•	has brown hair and brown  eyes
•	is taller than the other teammates
•	is good at throwing and catching a football

Traits of a Football Player

Which question would help the student determine which trait on the list is an acquired physical trait   of the football player?

A . How tall is the football player?
B . Does the football player have any siblings?
C . Why does the football player have brown eyes and hair?
D . Has the football player always been good at catching a football?

Item 8
Selected-Response
Bottlenose dolphins live off the coast of Georgia . The list shows some characteristics of bottlenose dolphins .

•	have 86 to 100 sharp teeth
•	are light gray to black in color
•	can be eaten by sharks and killer whales
•	live in groups of females and groups of males

Characteristics of Bottlenose Dolphins

Which question can be asked to find out which characteristic of bottlenose dolphins is an instinct?

A . Why do bottlenose dolphins live in groups?
B . Why do sharks and killer whales hunt bottlenose dolphins?
C . How many teeth do bottlenose dolphins have when they are born?
D . How does the color of bottlenose dolphins help them hide from predators?
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Item 9
Selected-Response
The eastern box turtle lives in Georgia . The list shows some characteristics of the eastern box turtle .

•	can live 50 years or more
•	will hide in its shell when frightened
•	has a dark shell with many yellow or orange spots
•	eats mushrooms, berries, fruits, worms, and insects

Characteristics of an Eastern Box Turtle

Which question can be asked to find out which characteristic is a learned behavior?

A . Do all eastern box turtles like the same food?
B . Do eastern box turtles in other states live for 50 years?
C . Do eastern box turtles in other states have the same color of spots?
D . Do all eastern box turtles hide in their shells when they are frightened?

Item 10
Selected-Response
The picture shows a cow .

Which question can be asked to learn about the inherited physical traits of the cow?    A . How old is the cow?
B . Has the cow been fed today?
C . Is the cow tame enough to pet?
D . Why does the cow have brown fur?

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Electricity/Magnetism

In this section on physical science, you will learn to carry out investigations to become familiar with the characteristics of magnetic forces and static electricity . You will understand that an object that has been electrically charged pulls on uncharged objects and may either push or pull other charged objects without touching the uncharged or charged objects . You will gain an understanding of the relationship between magnetism and electricity . You will also learn about the conditions necessary for electricity to flow through an electric circuit .

KEY CONCEPTS
Electricity is the effect of the apparent flow of electrons through a conductor . People also refer to electricity when they talk about using electrical energy to power their homes, cars, and other things . (S5P2c)
Electric current is the flow of an electric charge through a conductor . When electric currents move through a conductor, they result in heat and magnetic fields . Lightning, the discharge of static electricity, and the movement of electricity in power lines are examples of electric currents . (S5P2a, c)
Static electricity is the buildup of an electrical charge in or on the surface of an object . When two objects, like a balloon and a piece of cloth, are rubbed together, some of the electrons from one object stick to the other object . This causes the buildup of a charge on one of the objects . When a second object is brought near the first object, the buildup of the electrical charge can jump across to that second object . When the electrical charge jumps from one object to another, it is said to have discharged . This is the spark you see . (S5P2a)
Electric force is the force of attraction between two electrically charged objects or a charged object and a neutral object . When you use a balloon to pick up pieces of paper, the electric force between the balloon and pieces of paper is great enough to pick up the pieces of paper . Objects cling to each other when there is enough electric force . (S5P2a)
To make an electric circuit, you need at least a power source and a path for the electric current to flow through . You can add objects, such as light bulbs, along the path . You can also add a switch to start and stop the flow of an electric current through the circuit . (S5P2b)
Conductors are any type of object through which an electric current can flow . Metal wire is the most common conductor . Conductors are used in electric circuits . Insulators are any type of object through which an electric current cannot flow . Glass, plastic, and rubber are very common insulating materials . Insulators are used to protect people from electric currents . (S5P2c)
Magnetism is produced when magnetic fields are generated . Magnetism is a property of certain types of materials that allows them to attract or repel other objects that have this property . Magnetism is generated by the presence of magnetic fields or by the presence of an electric current . (S5P3a, b)
An electromagnet is created when an electric current flows through a wire . In general, the wire in an electromagnet is wrapped around a core made of a magnetic metal, such as iron or steel . A magnetic field is created around the wire, turning the core into a temporary magnet . When the electric current is turned off, the magnetic field quickly fades . You can make an electromagnet using a circuit with a battery, switch, and wire wrapped around a nail . (S5P3a)

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Important Tip

Electricity and magnetism are connected to each other . Electricity can produce magnetism . When an electric current flows through a wire, the current creates a very small magnetic field . The field is so        small it can barely be measured . If you take a wire and create a bunch of loops around the wire, the   current will generate a bigger magnetic field . If you wrap the wire around a magnetic metal core, the magnetic field generated from the  wire  will  create  a  much  stronger  magnetic  field .  Magnetism  can also create electricity . If you take the loops of wire and move a magnet by the wire, the magnetic field        of the magnet will push the electrons in the wire around, creating an electric current . If you were to        pass the magnet by the wire loops many times very, very quickly, you would create a stronger electric current . (S5P3a)

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Sample Items 11–14

Item 11
Selected-Response
A student is investigating circuits . The student has the materials shown .
Materials Available
 	
N

W

E

S

 	

off

on

battery	compass

light bulb	wires

switch

The student uses only three of the materials available to build a complete circuit that conducts electricity .

(Answer the question on the next page .)

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Which table shows the materials used by the student and correctly explains why each material is needed to make the circuit work?

Material Used	Why It Is Necessary	
battery	to provide energy to the circuit	
wire	to connect parts of the circuit	
switch	to conduct electricity in the circuit	

A .

Material Used	Why It Is Necessary	
battery	to provide energy to the circuit	
light bulb	to show that the circuit conducts electricity	
wire	to connect parts of the circuit and conduct electricity	

B .

Material Used	Why It Is Necessary	
compass	to show that the circuit conducts electricity	
light bulb	to provide energy to the circuit	
wire	to connect parts of the circuit and conduct electricity	

C .

Material Used	Why It Is Necessary	
compass	to provide energy to the circuit	
wire	to connect parts of the circuit	
switch	to show that the circuit conducts electricity	

D .

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A student creates the setup and procedure shown below to investigate the interaction between a magnetic wand and steel marbles through a piece of cardboard that is 5 millimeters (mm) thick . A magnetic wand is a wooden stick with a small magnet attached to the end .
steel marbles
cardboard (5 mm thick)

magnetic wand

The student uses the following step to get started .
step 1: Slowly move the magnetic wand to different locations under the cardboard to see whether the marbles move with the wand .
The student has additional materials available to use during the investigation .

•	piece of cardboard (10 mm thick)
•	piece of iron (5 mm thick)
•	piece of plastic (5 mm thick)

Which procedure would BEST demonstrate whether different materials affect the magnetic field of a magnetic wand and which result should the student expect?

A . step 2: Replace the 5-mm-thick cardboard with the 10-mm-thick cardboard and repeat step 1 . result: The marbles will follow the magnetic wand on the thin and the thick cardboard because the magnetic field will pass through the cardboard .
B . step 2: Replace the 5-mm-thick cardboard with the 10-mm-thick cardboard and repeat step 1 .
result: The marbles will follow the magnetic wand on the thinner cardboard because the magnetic field passes through thin materials, but the magnetic field will not pass through the thicker material .
C . step 2: Replace the 5-mm-thick cardboard with the 5-mm-thick iron, and repeat step 1 .
step 3: Replace the 5-mm-thick iron with the 5-mm-thick plastic, and repeat step 1 .
result: The marbles will follow the magnetic wand on all of the materials because the magnetic field passes through nonmagnetic materials .
D . step 2: Replace the 5-mm-thick cardboard with the 5-mm-thick iron, and repeat step 1 .
step 3: Replace the 5-mm-thick iron with the 5-mm-thick plastic, and repeat step 1 .
result: The marbles will follow the magnetic wand on the cardboard and plastic because the magnetic field passes through nonmagnetic materials, but the magnetic field will not pass through the magnetic material .
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A student wants to test some materials to find out whether they conduct electricity or insulate electricity . The student uses the following steps to get started .

step 1: Attach wire 1 to the negative end of a battery . step 2: Attach wire 2 to the positive end of the battery . step 3: Attach the open end of wire 2 to a light bulb . step 4: Attach wire 3 to the light bulb .
step 5: ?
step 6: ?

The diagram shows the result of steps 1 through 4 .

wire 3

wire 1

wire 2

The student has a variety of materials to test . Which steps would BEST complete the procedure and which conclusion should the student make?

A . step 5: Connect a test material to the open ends of wire 1 and wire 3 .
step 6: Make observations, and repeat step 5 with a different test material .
conclusion: If the bulb lights up, the material is a conductor . If the bulb does not light up, the material is an insulator .
B . step 5: Connect a test material to the open ends of wire 1 and wire 3 .
step 6: Make observations, and repeat step 5 with a different test material .
conclusion: If the bulb lights up, the material is an insulator . If the bulb does not light up, the material is a conductor .
C . step 5: Connect the open ends of wire 1 and wire 3 to each other to complete the circuit .
step 6: Touch a test material to the completed circuit, and record observations .
conclusion: If the bulb lights up, the material is an insulator . If the bulb does not light up, the material is a conductor .
D . step 5: Connect the open ends of wire 1 and wire 3 to each other to complete the circuit .
step 6: Touch a test material to the completed circuit, and record observations .
conclusion: If the bulb lights up, the material is a conductor . If the bulb does not light up, the material is an insulator .

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Item 14
Multi-Select Technology-Enhanced
A student is comparing two types of magnets . The student asks five questions and then finds the answers to the questions by experimenting with the magnets . The results are shown in the table .

Student Results
Question	Magnet 1	Magnet 2	
Can it be turned on and off?	yes	no	
Does it require an energy source?	yes	no	
Can its strength be changed?	yes	no	
Does it attract iron and steel objects?	yes	yes	
Can it lift 50 paper clips?	no	yes	
Based on the evidence, which TWO arguments correctly match a magnet to its best use?

A . Magnet 1 should be used to pick up many small magnetic objects at once because the temporary magnet can pick up as many objects as the permanent magnet can .
B . Magnet 1 should be used to pick up magnetic objects in one location and drop them off in another location because temporary magnets can be turned on and off .
C . Magnet 1 can be used in all the ways magnet 2 is used because temporary magnets can be made stronger or weaker and permanent magnets cannot .
D . Magnet 2 should be used to pick up magnetic objects in places where there is no power supply because permanent magnets do not run out of energy .
E .    Magnet 2 should be used to pick up large magnetic objects because permanent magnets are stronger    than temporary magnets .
F . Magnet 2 can be used in all the ways magnet 1 is used because permanent and temporary magnets can both pick up the same magnetic objects .

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Chemical and Physical Change

In this physical science section, you will explain the difference between chemical and physical changes . You will conduct basic experiments and determine whether matter has changed physically by separating mixtures or chemically by observing changes in the properties of substances before, during, and after a chemical reaction .

KEY CONCEPTS
Physical properties are any properties that are measurable and can be seen . Physical properties can be determined without changing the chemical properties of an object . Color, hardness, area, length, strength, and temperature are some examples of physical properties . (S5P1a)
Chemical properties are any properties that can be measured only by chemically changing an object . Paper starts to burn at around 450°F . At this temperature, the paper combines with oxygen in the air and new substances are formed . (S5P1c)
A physical change happens when matter has a change in its physical properties but not its chemical properties . For example, salt can be dissolved in water, but, if the water evaporates, the salt is still there . (S5P1a)
A chemical change happens when matter breaks down into two or more substances or when more than one substance is combined to form a new substance . Hydrogen peroxide forming bubbles on its own is an example of matter breaking down into two substances . Vinegar and baking soda turning into bubbling foam is an example of two substances combining to create other substances . (S5P1c)
A chemical reaction is a process where one or more substances change chemically to one or more different substances . When iron is combined with air, the iron is slowly converted into rust . (S5P1c)
A mixture is something that contains two or more substances that are not combined chemically . Salted popcorn is an example of a mixture . (S5P1a)
Something is a mixture if you can physically separate the mixture into the substances that made up the mixture . You can tell that salt water is a mixture because you can evaporate the water and all that will be left is salt . (S5P1a)
States of matter are the different forms in which matter can be found . Water is a liquid, the state of   matter that has a definite volume but no fixed shape . When water is ice, it is a solid . Solids have a definite shape and volume . Their shape and volume cannot be easily changed . When water is steam, or water vapor, it is a gas . Gases have no definite shape and take the shape of their container . (S5P1b)
Matter is anything that has mass and is in one of the states of matter . (S5P1a)

Important Tip

Determining if a physical or chemical change has occurred can be hard to figure out . Two good questions to ask are the following: Does the matter still look the same? Could you change the matter back to what it was before the change? A physical change is something that can be reversed . You can tear a piece of paper, but you still have a piece of paper because only the dimensions of the paper change . A chemical change is something that cannot easily be reversed and usually means there is a different form of matter . If you took the torn piece of paper and burned it, you would have some ash . Is that ash the same as the paper, and could you change the ash back to paper? The answer is no . (S5P1a, c)

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Sample Items 15–18

Item 15
Selected-Response
A student is investigating chemical changes by using different materials . Which investigation would provide evidence of a chemical change and why?
A .  Melting a solid with fire would provide evidence of a chemical change because the solid would change shape .
B .  Cutting cardboard into many smaller pieces would provide evidence of a chemical change because the   pieces cannot be put back together .
C . Placing a solid into hot water and stirring while the solid dissolves would provide evidence of a chemical change because the dissolved material is lost .
D .    Combining two liquids that give off heat and gas would provide evidence of a chemical change because     the particles react to make a new material with different properties .

Item 16
Selected-Response
Which investigation would provide evidence of a chemical change?

A . Spray perfume into the air, and when the air and perfume mix, observe the change in odor that happens as they mix .
B .  Put an antacid tablet in water, and when the antacid and water mix, observe the bubbles that form as  a new substance is created .
C . Heat water in a pan on a stove, and observe the steam that forms as the state of matter of the water changes .
D . Blow air through a wand filled with soap solution, and observe the bubbles that form as the air becomes trapped .

Page  170 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Selected-Response
A student fills a tray with water and places the tray in the freezer . Three hours later, the student removes the tray from the freezer and makes observations .

•	The water is solid .
•	The water does not flow .
•	The water keeps its shape in any container .
•	The color of the water has changed to white .

Student Observations

The student claims that changing the temperature of water causes a physical change that turns water  into ice .

Which argument BEST supports the student’s claim?

A . Ice forms because heat is added, causing the particles to move faster . This makes the ice flow .
B .    Ice forms because heat is removed, causing the particles to move slower . This makes the ice change        its shape .
C .    Ice forms because heat is removed, causing the particles to move slower . This changes the water from          a liquid to a solid .
D .   Ice forms because heat is added, causing the particles to move faster . This changes the color of the   water from clear to white .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 171 of 222

Multi-Select Technology-Enhanced
Students are investigating chemical changes that occur in different materials . Which TWO investigations would provide evidence of a chemical change?
A . Placing a liquid in a freezer until the liquid becomes a solid would provide evidence of a chemical change because the state of matter changes .
B . Using a saw to cut a solid into two different pieces would provide evidence of a chemical change because the pieces cannot be put back together .
C .  Using a hot plate to heat a solid until it changes color and releases an odor would provide evidence of   a chemical change because the particles cannot be changed back .
D . Placing two different liquids together in a beaker and observing that a solid forms when they mix would provide evidence of a chemical change because a new material is formed .
E . Placing a mixture containing a solid and a liquid on a windowsill and letting the liquid evaporate would provide evidence of a chemical change because the evaporated material is lost .
F . Using a magnet to remove a magnetic solid from a mixture that also contains nonmagnetic solids would provide evidence of a chemical change because the mixture cannot be mixed together again .

Page  172 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Earth Science

In this section on earth science, you will identify surface features of Earth caused by constructive and destructive processes . These processes include, but are  not  limited  to,  volcanoes,  earthquakes,  erosion, and weathering . Students should also be able to relate the role of technology and human intervention to      the control of constructive and destructive processes .

KEY CONCEPTS
Weathering is a destructive process where Earth materials such as rocks and soil are broken down into smaller parts . Weathering can also break down roads, buildings, and other materials humans make . (S5E1a, b)
Erosion is the movement of materials from one place to another by natural methods . Erosion can be a destructive process, such as when a landslide moves material from the top of a mountain . (S5E1a, b)
Deposition is a constructive process whereby soil and rock that are eroded from one location are    deposited as sediment in another location . As the sediment from a river is deposited at the mouth of a   river over time, new land is created, which is called a delta . An example is the Mississippi delta . (S5E1a, b)
The surface of Earth, including under the ocean, is made up of tectonic plates . These plates form sections  of the surface of Earth, and some plates move toward or away from each other . Plates can also slide past each other . (S5E1a)
The area where two or more tectonic plates meet and show movement is called a fault . (S5E1a, b)
Trenches can be found where faults are located under the ocean . Much smaller trenches, called valleys and canyons, are also created by erosion . Glaciers, sheets of very old ice that are the size of states and that move along Earth’s surface, also create valleys as they slowly grind along the surface . (S5E1a, b)
Ridges are formed when tectonic plates collide and both push up . This creates hills and mountains .   Ridges and individual mountains can also be formed in areas where magma, molten rock from Earth’s   core, pushes up between or through tectonic plates . Stone Mountain may be one of these magma-created mountains . (S5E1a, b)
A volcano is a break in Earth’s crust that lets magma come out from the mantle and onto Earth’s surface . Volcanoes can be found in the deep ocean and on Earth’s surface . They are the result of a constructive process . Volcanoes show up on Earth’s surface where the magma can push through weakness in the crust . (S5E1a, b)
Magma is the molten rock below Earth’s crust . When magma breaks the crust, it is called lava . Lava is thrown out by volcanoes . The islands of the  state  of  Hawaii  are  landforms  created  by  volcanoes . (S5E1a, b)
Tectonic plates move very slowly because they are pushing against each other with great force . Earthquakes happen when tectonic plates suddenly slide around . The plates shake, and the energy from that creates waves that echo through Earth . (S5E1a, b)
Earthquakes and volcanoes can both happen underwater . When earthquakes happen underwater, they can cause tsunamis . This happens when the energy released by an earthquake is transferred to the column of    water above it and creates waves that travel away from the area . Tsunamis  happen where the ocean meets     the shore . The water starts to rise as the waves from the earthquake push the water up . Tsunami  waves          are longer than regular water waves . As a tsunami wave hits the shore, it  carries  much  more  water  and creates a lot of damage . (S5E1a, b)

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 173 of 222

Humans can affect constructive and destructive processes and may do so to protect people or landforms when the processes will result in undesirable results . Beach reclamation to reduce the effects of erosion on beaches can be accomplished by dredging sand from the ocean floor and depositing it back on the beach . Floods can be controlled by building dams to hold back floodwaters and to let the excess water move downstream more slowly or by building levees (earthen walls along riverbanks) to prevent rivers from going outside their banks onto surrounding land . Cities can also modify their storm drain systems or direct the drainage flows to retention ponds to slow the runoff of rainwater into streams and rivers to reduce the risk of flooding downstream . (S5E1c)
Seismic waves are vibrations that move through Earth . Scientists have a tool they can use to detect, measure, and record seismic waves . This tool is known as a seismograph . As an earthquake or volcanic eruption starts, a seismograph detects the increase in the strength and frequency of seismic waves .
Earthquakes can trigger volcanic activity and tsunamis . Scientists can analyze the seismograph data to determine the likelihood of a tsunami forming . (S5E1c)

Important Tips

Some areas of Earth have more weathering and erosion than other areas . There are many reasons for this . Weathering can break down rocks when water freezes, so areas that are often rainy and cold are more likely to see weathering . Windy areas also experience weathering because the wind wears down the surface of the rock . Erosion is more likely to occur in areas of moving water, such as rivers and streams . Because soil and rock move downhill, higher areas of Earth will always see more erosion than lower areas . (S5E1a, b)

Page  174 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Sample Items 19–22

Item 19
Selected-Response
A student observes a large rock at the base of a volcano in a river valley that gets a lot of snow in the winter and floods in the spring . The student claims that the large crack in the rock was caused by a destructive process called weathering .

Which argument BEST describes the student’s claim?

A .    The student’s claim is correct because water fills small cracks in rocks, freezes, and expands, making        the cracks larger over time .
B .   The student’s claim is correct because the rock was carried from the top of the volcano to its base by   a glacier, creating many cracks over time .
C . The student’s claim is not correct because the rock was picked up by moving water and rolled against other rocks, smoothing its surface and causing cracks in a short period of time .
D . The student’s claim is not correct because large cracks in rocks are caused when lava from a volcano covers the rock so its temperature rises and falls in a short period of time, causing it to break .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 175 of 222

A student wants to model how arches form in the desert . The student finds a diagram on a website .

fins

Arch Formation

1.	The top layers of sandstone rock crack from earth movements.
2.	
Cracks in rock layers grow wider and deeper due to erosion, and eventually fins form.
3.	
Rain and freezing cause exposed rock to crumble and fall, leaving an opening in the fin.
4.	
Holes grow larger as more rock is weathered and eroded from the fin.
1.	

The student designs a procedure to model the formation of an arch .

step 1: Mix sand, clay, and water in a shoebox and let it harden into   a block .
step 2: Drop the block on the ground to form cracks in the surface .
step 3: Use a watering can to sprinkle 15 liters of water over the  block every day until fins form from the cracks .
step 4:  ?
step 5:  ?

Procedure

Which actions should be used in steps 4 and 5 to BEST model the formation of a desert arch?

A . step 4: Use a hammer to hit the block from the side until a hole is formed .
step 5: Repeat step 4 every day until an arch is formed .
B . step 4: Continue to sprinkle 15 liters of water over the block every day until a hole is formed .
step 5: Repeat step 4 every day until an arch is formed .
C .  step 4: Sprinkle water over the block and place it in the freezer overnight . In the morning, place the   block in sunlight to thaw and dry .
step 5: Repeat step 4 every day until a hole forms and grows larger, forming an arch .
D .    step 4: Place the block in an oven on low heat overnight . In the morning, place the block on a table    and use a fan to blow air over the block during the day .
step 5: Repeat step 4 every day until a hole forms and grows larger, forming an arch .

Page  176 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Some people who live in coastal areas along cliffs are using drones to take pictures of their neighborhoods . A drone is a flying vehicle without a pilot on board . The two pictures show changes in the cliff near a building on two days in December .

December 18	December 28

Which question can be studied by using a drone to observe recent changes in Earth’s surface along coastal areas?

A . How fast are the cliffs eroding?
B . How many people live near cliffs?
C . How old are rock layers at the bottom of the cliff?
D . How can people stop the erosion of cliffs near the coast?

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 177 of 222

A student is studying the formation of the Himalayas . The student finds a picture and learns that the mountain range formed when the Indian Plate collided with the Eurasian Plate . The student uses the picture to design a model that will show classmates how the Himalayas formed .

Eurasian Plate

India today
Sri Lanka today

Indian Plate

Indian Ocean

Sri Lanka

38 million years ago

55 million years ago

71 million years ago

(Answer the questions on the next page .)

Page  178 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Part A
Based on the picture, which steps would produce the BEST model of how the Himalayas formed over time?

A .   step 1: Label one cardboard box as the Eurasian Plate .   step 2: Label another cardboard box as the Indian Plate . step 3: Slowly push both plates toward each other .
step 4: Observe and record how the sizes of both plates change when the edges push against each other .
B . step 1: Label one cardboard box as the Eurasian Plate .
step 2: Label another cardboard box as the Indian Plate .
step 3: Slowly push the Indian Plate toward the Eurasian Plate .
step 4: Observe and record how the size of the Indian Plate changes when it touches the edge of the Eurasian Plate .
C .    step 1: Use light-colored clay to make the shape of the Eurasian Plate .    step 2: Use dark-colored clay  to  make  the  shape  of  the  Indian  Plate . step 3: Slowly push the dark-colored plate toward the light-colored plate .
step 4: Observe and record how the shapes of both plates change when the edges push against each other .
D .   step 1: Use light-colored clay to make the shape of the Eurasian Plate .    step 2: Use dark-colored clay  to  make  the  shape  of  the  Indian  Plate . step 3: Slowly push the light-colored plate toward the dark-colored plate .
step 4: Observe and record how the shape of the Eurasian Plate changes when it touches the edge of the Indian Plate .

Part B
Which data could the student collect using the BEST model from part A?

A . the changing distance between the two plates
B . the time it takes for the two plates to collide
C . the mass of the materials used to make the two plates
D . the changing height of the edge where the two plates collide

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 179 of 222

SCIENCE ADDITIONAL SAMPLE ITEM KEYS

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

1	

S5L3a	

2	

C	The correct answer is choice (C) The student observed microscopic algae only on the slide because algae cells are   too small to be seen without magnification by a microscope . Choice (A) is incorrect because the algae do not change size . Choice (B) is incorrect because the algae and water are both on the slide . Choice (D) is incorrect because even if the water were clear, the algae would be too small to see in the jar .	

2	

S5L4b	

2	

D	The correct answer is choice (D) Some bacteria can harm humans because bacteria can cause food poisoning when contaminated food is not cooked properly . Choice (A) is incorrect because bacteria die when they are cooked . Choice
(B) is incorrect because cooking bacteria kills them . Choice (C) is incorrect because bad taste is not harmful .	

3	

S5L4a	

2	

D	The correct answer is choice (D) Humans benefit from probiotics because probiotics balance the number and types of bacteria that live in the digestive system . Choice (A) is incorrect because while probiotics reduce the chance of illness, they do not prevent illness . Choice (B) is incorrect because live microorganisms are not always a benefit .
Choice (C) is incorrect because taking something every day does not make it a benefit .	

4	

S5L3c	

3	

A, B	Part A: The correct answer is choice (A) Cell X is shaped like    a circle because it is an animal cell, which means it does not have a cell wall, and cell Y is shaped like a rectangle because   it is a plant cell, which means it has a cell wall . Choice (B) is incorrect because cell X is an animal cell without a cell wall and cell Y is a plant cell with a cell wall . Choices (C) and (D) are incorrect because both cells have a cell membrane .
Part B: The correct answer is choice (B) Plant cells have chloroplasts, but animal cells do not . Choices (A) and (C) are incorrect because both cells have a nucleus . Choice (D) is incorrect because plant cells have chloroplasts and animal cells do not have chloroplasts .	

5	

S5L1b	

2	

D	The correct answer is choice (D) Does it have roots, stems, or leaves? Choice (A) is incorrect because neither algae nor ferns produce seeds . Choice (B) is incorrect because neither
algae nor ferns grow into trees . Choice (C) is incorrect because neither algae nor ferns produce flowers .	

Page  180 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

6	

S5L1a	

3	

B	The correct answer is choice (B) 2a is warm blooded	go to 3
2b is cold blooded	go to 4
Choice (A) is incorrect because eagles and cougars do not have gills or scales Choice (C) is incorrect because cougars
do not have wings Choice (D) is incorrect because eagles and
cougars do not have six legs .	

7	

S5L2b	

2	

D	The correct answer is choice (D) Has the football player always been good at catching a football? Choice (A) is incorrect because body height is an inherited trait . Choice (B) is incorrect because having siblings is not a physical trait of an individual . Choice (C) is incorrect because this is an inherited trait from parents, not an acquired trait .	

8	

S5L2a	

2	

A	The correct answer is choice (A) Why do bottlenose dolphins live in groups? Choice (B) is incorrect because this is an instinct of sharks and killer whales, not dolphins . Choices (C) and (D) are incorrect because physical characteristics are not instincts .	

9	

S5L2a	

2	

A	The correct answer is choice (A) Do all eastern box turtles like the same food? Choice (B) is incorrect because length of lifespan is not a learned behavior . Choice (C) is incorrect because physical characteristics are not learned behaviors .
Choice (D) is incorrect because this is an instinctive behavior .	

10	

S5L2b	

2	

D	The correct answer is choice (D) Why does the cow have brown fur? Choice (A) is incorrect because age is not an inherited physical trait . Choice (B) is incorrect because feeding is not a physical trait . Choice (C) is incorrect because behavior is not  an inherited physical trait .	

11	

S5P2b	

2	

B	The correct answer is choice (B) . Choice (A) is incorrect because the wire also conducts the electricity, and a light   bulb, not a switch, is needed .  Choice (C) is incorrect because  a compass will not be used in the circuit and a light bulb does not provide energy . Choice (D) is incorrect because a compass will not be used in the circuit and a switch opens and closes a circuit .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 181 of 222

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

12	

S5P3b	

2	

D	The correct answer is choice (D)
step 2: Replace the 5-mm-thick cardboard with the 5-mm-thick iron, and repeat step 1 .
step 3: Replace the 5-mm-thick iron with the 5-mm-thick plastic, and repeat step 1 .
result: The marbles will follow the magnetic wand on the cardboard and plastic because the magnetic field passes through nonmagnetic materials, but the magnetic field will not pass through the magnetic material .
Choice (A) is incorrect because it would test the thickness of a single material, not different materials . Choice (B) is
incorrect because it would test thickness of one material, and the magnetic field would pass through a piece of 10-mm-thick cardboard . Choice (C) is incorrect because the magnetic field would not pass through iron, which is a magnetic material .	

13	

S5P2c	

3	

A	The correct answer is choice (A)
step 5: Connect a test material to the open ends of wire 1 and wire 3 .
step 6: Make observations and repeat step 5 with a different test material .
conclusion: If the bulb lights up, the material is a conductor . If the bulb does not light up, the material is an insulator .
Choice (B) is incorrect because the student has reversed the definition of insulator and conductor . Choice (C) is incorrect because the circuit is already complete without the test material; this is not an effective way to test each material .
Also, the student has reversed the definition of insulator and conductor .  Choice (D) is incorrect because the circuit is already complete without the test material; this is not an effective way to test each material .	

14	

S5P3a	

3	

B, D	The correct answers are choice (B) Magnet 1 should be used   to pick up magnetic objects in one location and drop them off in another location because temporary magnets can be turned on and off, and choice (D) Magnet 2 should be used to pick    up magnetic objects in places where there is no power supply because permanent magnets do not run out of energy . Choice
(A) is incorrect because magnet 1 is the temporary magnet and the permanent magnet can pick up more small magnetic objects . Choice (C) is incorrect because magnet 1 cannot pick up 50 paper clips like magnet 2 can, so magnet 1 cannot be used in all the same ways . Choice (E) is incorrect because permanent magnets are not always stronger than temporary magnets . Choice (F) is incorrect because magnet 2 cannot
be turned on and off or made stronger like magnet 1 can, so magnet 2 cannot be used in all the same ways .	

Page  182 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

15	

S5P1c	

2	

D	The correct answer is choice (D) Combining two liquids that give off heat and gas would provide evidence of a chemical change because the particles react to make a new material with different properties . Choice (A) is incorrect because the solid would retain its properties despite melting, so this is  only a physical change . Choice (B) is incorrect because the cardboard retains its properties, so this is only a physical change . Choice (C) is incorrect because the solid can be regained by evaporation of the water so this is only a physical change .	

16	

S5P1c	

2	

B	The correct answer is choice (B) Put an antacid tablet in water, and when the antacid and water mix, observe the bubbles that form as a new substance is created . Choice (A) is incorrect because no chemical reaction takes place, and state of matter  is a physical change . Choice (C) is incorrect because no chemical reaction takes place . Choice (D) is incorrect because no chemical reaction takes place .	

17	

S5P1b	

2	

C	The correct answer is choice (C) Ice forms because heat is removed, causing the particles to move slower .  This  changes the water from a liquid to a solid . Choices (A) and (D) are incorrect because the particles will move slower . Choice (B) is incorrect because ice keeps its shape .	

18	

S5P1c	

3	

C, D	The correct answers are choice (C) Using a hot plate to heat   a solid until it changes color and releases an odor would provide evidence of a chemical change because the particles cannot be changed back and choice (D) Placing two different liquids together in a beaker and observing that a solid forms when they mix would provide evidence of a chemical change because a new material is formed . Choices (A) and (E) are
incorrect because a change in the state of matter is a physical change . Choices (B) and (F) are incorrect because no chemical reaction takes place .	

19	

S5E1a	

2	

A	The correct answer is choice  (A)  The  student’s  claim  is correct because  water  fills  small  cracks  in  rocks,  freezes, and expands, making the cracks larger over time . Choice (B)      is incorrect  because  movement  of  rock  to  another  location is erosion not weathering . Choice (C) is incorrect because erosion in a river tends to smooth the surface of rocks  not crack them as shown . Choice (D) is incorrect because the heating and cooling of rocks by lava is not an example of weathering .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 183 of 222

Item	Standard/ Element	DOK
Level	Correct Answer	
Explanation	

20	

S5E1b	

3	

C	The correct answer is choice (C)
step 4: Sprinkle water  over  the  block  and  place  it  in  the freezer overnight . In the morning, place the block in sunlight to thaw and dry .
step 5: Repeat step 4 every day until a hole forms and grows larger, forming an arch .
Choice (A) is incorrect because a hammer strike does not model frost wedging and rainwater erosion . Choice (B) is incorrect because rainwater erosion alone is not likely to form a hole or an arch . Choice (D) is incorrect because any one of these—wind without sand blasting, rainwater erosion, or frost wedging—alone is not enough to form the hole or an arch .	

21	

S5E1c	

2	

A	The correct answer is choice (A) How fast are the cliffs eroding? Choice (B) is incorrect  because  drones  cannot see into the houses to count people . Choice (C) is incorrect
because knowing the age of the rocks does not address the recent change in Earth’s surface . Choice (D) is incorrect because drones can be used to document erosion but not to prevent it .	

22	

S5E1b	

3	

C, D	Part A: The correct answer is choice (C)
step 1: Use light-colored clay to make the shape of the Eurasian Plate .
step 2: Use dark-colored clay to make the shape of the Indian Plate .
step 3: Slowly push the dark-colored plate toward the light-  colored plate .
step 4: Observe and record how the shapes of both plates change when the edges push against each other .
Choices (A) and (B) are incorrect because cardboard boxes are not going to change size when they are pushed together . Choice (D) is incorrect because the Indian Plate should move toward the Eurasian Plate .
Part B: The correct answer is choice (D) the changing height of the edge where the two plates collide . Choice (A) is incorrect because measuring the distance between the two plates does not help the student understand how the Himalayas formed .
Choice (B) is incorrect because the time it took to form the Himalayas is not being demonstrated by this model . Choice (C) is incorrect because the mass of the materials does not help the student to understand how the Himalayas formed .	

Page  184 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

SOCIAL STUDIES

DESCRIPTION OF TEST FORMAT AND ORGANIZATION
The Grade 5 Social Studies EOG assessment  has  a  total  of  76 items . The test will be given in two sections .
•	You may have up to 70 minutes per section to complete Sections 1 and 2 .
•	You will have about 90 to 140 minutes for the complete Social Studies EOG assessment .

CONTENT
The Grade 5 Social Studies EOG assessment will measure the Grade 5 Social Studies standards that are described at www .georgiastandards .org .
The content of the assessment covers standards that are reported under these domains:
•	History
•	Geography
•	Government and Civics
•	Economics

ITEM TYPES
Operational items in the Social Studies portion of the Grade 5 EOG consist of selected-response (multiple-choice) and technology-enhanced items .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 185 of 222

SOCIAL STUDIES DEPTH OF KNOWLEDGE EXAMPLE ITEMS
Example items that represent applicable DOK levels of the Social Studies assessment are provided on   the following pages . The items and explanations of what is expected of you to answer them will help you prepare for the test .
All example and sample items contained in this guide are the property of the Georgia Department of Education .

Example Item 1
Selected-Response
DOK Level 1: This is a DOK level 1 item because it requires the student to recall basic information .
Social Studies Grade 5 Content Domain: History
Standard: SS5H3c . Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens .
Who is BEST known for being an Olympic athlete in the 1930s?    A . Babe Ruth
B . Jesse Owens
C . Duke Ellington
D . Margaret Mitchell

Correct Answer: B

Explanation of Correct Answer: The correct answer is choice (B) Jesse Owens . Choice (A) is incorrect because Babe Ruth was a famous baseball player in the 1920s . Choice (C) is incorrect because Duke Ellington was a famous composer, pianist, and bandleader of jazz . Choice (D) is incorrect because Margaret Mitchell is best known for authoring Gone with the Wind .

Page  186 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Example Item 2
Selected-Response
DOK Level 2: This is a DOK level 2 item because it requires the student to understand the purpose of a constitutional amendment .
Social Studies Grade 5 Content Domain: Government and Civics
Standard: SS5CG3a . Explain how voting rights are protected by the  15th,  19th,  23rd,  24th,  and 26th Amendments .
What was the MAIN effect of the 24th Amendment to the U .S . Constitution? A . More low-income people were able to register to vote .
B . African Americans/Blacks were able to vote .
C . Women were granted the right to vote .
D . Citizens 18 years of age were allowed to vote .

Correct Answer: A

Explanation of Correct Answer: The correct answer is choice (A) More low-income people were able to register to vote . The 24th Amendment banned poll taxes as a condition for voting . Poll taxes had been  one of many methods used in some southern states to discourage certain groups, especially African Americans/Blacks, from voting . Choice (B) is incorrect because the 15th Amendment gave African Americans/Blacks the right to vote . Choice (C) is incorrect because the 19th Amendment gave women the right to vote . Choice (D) is incorrect because the 26th Amendment gave citizens 18 and over the right to vote .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 187 of 222

Example Item 3
Selected-Response
DOK Level 3: This is a DOK level 3 item because it requires the student to analyze a source, have knowledge of the event, understand its significance, and recall the broad outline of World War I .
Social Studies Grade 5 Content Domain: History
Standard: SS5H2a . Explain how German attacks on U .S . shipping during the war in Europe ultimately led the U .S . to join the fight against Germany; including the sinking of the Lusitania and concerns over safety of U .S . ships, U .S . contributions to the war, and the impact of the Treaty of Versailles in 1919 .

Read the newspaper headline .

Daily Herald
Friday, May 7, 1915
More Than 1,400 Lives Believed Lost with Torpedoed Lusitania

Which event can be MOST directly linked to the event described in the headline?

A . the dropping of bombs on Nagasaki
B . the attack on Pearl Harbor, Hawaii
C . the United States’ entry into World War I
D . the election of Franklin Roosevelt as president

Correct Answer: C

Explanation of Correct Answer: The correct answer is choice (C) the United States’ entry into World War  I .       The sinking of the Lusitania turned American public opinion against Germany and  led  to  America’s involvement in World War I . Choices (A) and (B) are incorrect  because  those  events  are  associated  with World War  II . Choice (D) is incorrect because it was not directly related to the sinking of the Lusitania or   World War I .

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SOCIAL STUDIES CONTENT DESCRIPTION AND ADDITIONAL SAMPLE ITEMS
In this section, you will find information about what to study in order  to  prepare  for  the  Grade  5  Social Studies EOG assessment . This includes main ideas  and  important  vocabulary  words .  This  section  also contains practice questions, with an explanation of the correct answers, and activities that you can do with      your classmates or family to prepare for the test .
The organization of Social Studies units in this guide is based on Frameworks developed by the Curriculum and Instruction Division of the Georgia Department of Education . The Social Studies section begins with Unit 2 . Unit 1 focuses on over-arching themes and concepts, rather than specific standards . Unit 1 will, therefore, not be a part of the End-of-Grade assessment . These Frameworks can be accessed at https://www .georgiastandards .org/Georgia-Standards/Pages/Social-Studies-Grade-5 .aspx .

All example and sample items contained in this guide are the property of the Georgia Department of Education .

CONTENT DESCRIPTION
The four domains (History, Geography, Government/Civics, and Economics) are fully integrated . Some of the topics you will study in this guide are the following:
•	United States history starting at the end of the 19th century and focusing on immigration, industrialization, and urbanization, continuing to the present
•	Influence of geography on United States history
•	Rights outlined in the amendments to the United States Constitution
•	Historical events and their connection to the United States economy
•	The interdependence and functions of the United States economy
•	Personal budgeting and spending

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Unit 2: Citizenship, Business, and the Government

In this unit, you will learn to explain the responsibilities and freedoms of citizens . Students will understand due process of law and demonstrate understanding of its connection to the U .S . Constitution and citizens’ rights . Students will also explore and explain the purpose of the amendment process, the relationship between constitutional amendments and our representative democracy, and the impacts of particular amendments on citizens of our society .

KEY TERMS
Citizenship: Membership of an individual in a country . A citizen is expected to give allegiance to the government . The government is expected to protect the safety, rights, and freedoms of the citizen in the United States . (SS5CG1a)
Due process: The U .S . Constitution’s guarantee of fair treatment for any citizen accused of a crime . (SS5CG1b)
Markets: Places where producers and consumers engage in the exchange of goods and services for money or barter . (SS5E3a)
Price: The cost a consumer must pay to purchase a good or service from a producer . (SS5E3a)
Responsibilities of a citizen: The responsibilities of citizens include such things as paying taxes, serving    on juries, and voting . (SS5CG1a)
Rights of a citizen: Freedoms protected by the U .S . Constitution . In the United States, these include the rights to assemble peacefully, to worship or not worship as one pleases, to freely express one’s opinion, and to own property . (SS5CG1)
23rd Amendment: An amendment to the U .S . Constitution . It allowed residents of the District of Columbia to vote in presidential elections . (SS5CG3a)

AMENDING THE U .S  . CONSTITUTION (CG2)
There are two ways to propose a constitutional amendment:
1 . An amendment can be proposed by two-thirds of both houses of Congress .
2 .    Two-thirds of the nation’s state legislatures can call upon Congress to hold       a Constitutional Convention  where  amendments  can  be  proposed .  (This has never been done .)

There are also two ways to ratify (approve) a constitutional amendment:
1 . Three-fourths of the nation’s state legislatures can vote for ratification .
2 . Three-fourths of all states can hold ratifying conventions during which they approve an amendment . (This has only been done once .)

Page  190 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Sample Items 1–3

Item 1
Selected-Response
The U .S . Constitution guarantees that the federal government will extend “due process of the law” to all citizens . What is the purpose of this law?

A . It permits voting rights for women .
B . It grants voting rights for minorities .
C . It protects a person who is accused of a crime .
D . It guarantees that all citizens stay informed on community issues .

Item 2
Selected-Response
What would MOST LIKELY increase a store’s sales of a product?

A . reducing the store’s hours
B . reducing the store’s employees
C . lowering the price of the product
D . limiting advertising of the product

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Item 3
Multi-Select Technology-Enhanced Examine the table .

1 . Make a plan .
2 . Take a loan from a bank .
3 .  Develop a new product . 4 . Sell your product .

Starting a Business

Which TWO groups face the greatest financial risk when a business is started?

A . banks providing the loan
B .  laborers  building  the  product C .  consumers buying the product  D . industries providing resources
E . individuals marketing the product
F . entrepreneurs starting the business

Page  192 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 3: Bigger, Better, Faster: The Changing Nation

In this unit, you will learn how the United States became an industrial and world power . Some of the famous historical figures you will study are George Washington Carver, Thomas Edison, and the Wright brothers . You will learn about the Chisholm Trail and the Panama Canal .

KEY TERMS
Alexander Graham Bell: A Scottish immigrant credited with inventing the first practical telephone . (SS5H1b)
Black Cowboys of Texas: Gained historical fame for their unique existence in the legacy of the American West . Some had been born enslaved, and others were the descendants of formerly enslaved people .
These cowboys were able to distinguish themselves by their hard work and expertise, regardless of the color of their skin . However, following the end of the open range, Black Cowboys faced the same racial discrimination as other African Americans/Blacks . (SS5H1a)
Business sector: In our nation’s free-market economy, the business sector is the segment that includes the production of goods and services . (SS5E2b)
Chisholm Trail: A trail used to drive longhorn cattle from Texas to Kansas during the period following the Civil War . The Chisholm Trail is one of the major cattle trails that developed during this period . (SS5H1a, SS5G1a, SS5E1b)
Entrepreneur: Someone who takes a risk to start and maintain a business . (SS5E3c)
George Washington Carver: An African American/Black, born into slavery in Missouri, who revolutionized American agriculture with his research into new crops, new uses for crops, and effective methods of soil conservation . (SS5H1b)
Panama Canal: A man-made water passage located in the nation of Panama . It connects the Atlantic Ocean to the Pacific Ocean . (SS5H1c, SS5E1d)
Spanish-American War: A conflict between Spain and the United States .  It  brought  about  the  end  of Spanish colonization in North and South America . At the end of the war, the United States gained control        of Guam, Puerto Rico, and the Philippines and expanded its influence in world affairs . (SS5H1c)
The Great Western Cattle Trail: Existed both north and south of Dodge City, Kansas, and allowed ranchers to move large numbers of cattle to this railroad hub for transport farther East . (SS5H1a)
Theodore Roosevelt: Emerged as a hero of the Spanish-American War and succeeded McKinley as president when McKinley was assassinated in 1901 . During Roosevelt’s tenure as president, construction began on the Panama Canal . The building of the canal radically decreased shipping times between the East and West Coasts . (SS5H1c)
Thomas Edison: An American inventor who received more than 1,000 patents . He is credited with the development of the phonograph, the motion picture, and the electric light bulb . (SS5H1b)
Voluntary exchange: The economic principle that buyers and sellers will willingly engage in free-market transactions . For this to occur, both the buyer and the seller must believe that they are better off as a    result of the transaction . (SS5E1d)

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William McKinley: Served as president of the United States from March 4, 1897, until he was   assassinated in September of 1901 . He was president during the Spanish-American War . This short conflict between the United States and Spain led to the removal of the Spanish from Cuba and increased American popular interest in obtaining colonies abroad . (SS5H1c)
Wright brothers: Orville and Wilbur Wright were two American inventors who are credited with inventing the first successful airplane . They made  the  first  heavier-than-air  human  flights  at  Kitty  Hawk,  North  Carolina, at the start of the 20th century . (SS5H1b)

Sample Items 4–6

Item 4
Selected-Response
Which of these describes a function of private business?

A . collecting property taxes for the government
B . producing goods and services for the public
C . providing loans and checking accounts to the public
D . controlling the supply of natural resources

Item 5
Selected-Response
What was the MAIN reason Pittsburgh became an industrial center during the late 1800s?

A . It had a mild climate .
B . It had rich soil for farming .
C . It had good public education .
D . It had good access to waterways .

Item 6
Selected-Response
What did the opening of the Panama Canal accomplish?

A . It brought about an end to World War I .
B . It divided North America from South America .
C . It created a new route for trade between nations .
D . It marked the beginning of a new period of industrialization .

Page  194 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 4: War and Prosperity: World War I and the 1920s

In this unit, you will move into the 20th century with a focus on history, culture, and economics . You will learn about World War I and the economic and cultural changes of the 1920s .

KEY TERMS
Assembly line: An arrangement of machines, equipment, and workers in which work passes from operation to operation in a direct line until the product is assembled . It allows products to be made faster, which reduces the price of the products, making them more affordable . (SS5E1c)
Babe Ruth: A famous baseball player who increased the popularity of the sport . (SS5H2b)
Charles Lindbergh: The first person to fly solo across the Atlantic Ocean . (SS5H2b)
Harlem Renaissance: A period of intense African American/Black artistic creativity in literature, art, and music that originated in Harlem, New York, and expanded across the country . (SS5H2b)
Henry Ford: An entrepreneur who improved the assembly line and created a car (the Model T) that was affordable for most Americans . He contributed to the economic boom of the 1920s and put the United States on the move . (SS5E1c)
Jazz Age: The period when the genre of music known as jazz became popular . Louis Armstrong and Duke Ellington helped make jazz popular . (SS5H2b)
Kitty Hawk, North Carolina: Was where the Wright brothers had their first successful airplane flight . Kitty Hawk is located on the coast of North Carolina . (SS5G1a)
Langston Hughes: An important American writer of the 20th century . He contributed to the Harlem Renaissance movement through poems and literature . (SS5H2b)
Lusitania: A British cruise ship attacked and sunk by a German submarine . There were nearly
2,000 civilians on board, including several Americans . The attack was one reason for the United States’ entry into World War I . (SS5H2a)
World War I: An international conflict that primarily involved European nations until the United States entered the war in 1917 . (SS5H2a)
15th Amendment: A Reconstruction constitutional amendment that prohibits federal and state governments from denying a citizen the right to vote based on his or her race . (SS5CG3a)
19th Amendment: Guaranteed women the right to vote . The amendment was ratified in 1920 . (SS5CG3a)

Sample Items 7 and 8

Item 7
Selected-Response
What did the 15th and 19th Amendments to the U .S . Constitution change?

A . They expanded the Jim Crow laws and practices .
B . They ended the practice of slavery .
C . They helped the due process rights of citizens .
D . They expanded voting rights .

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Item 8
Selected-Response Examine the photograph .
The Sinking of the British passenger ship, Lusitania, May 1915.
Source: Bundesarchiv, DVM 10 Fild-23-61-17/CC-BY-SA 3.0

Why were U .S . leaders MOST concerned about the event shown in the photograph?

A . Passenger ships were used to hide their cargoes of weapons .
B . The Germans wanted the United States to lift their blockade of Europe .
C . Loss of ships could change the direction of the war in Europe .
D . The strategies used by the Germans at sea could cause the United States to join the war .

Page  196 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 5: The Great Depression

In this unit, you will study the Great Depression and the government’s efforts to recover from it . You will learn about World War I, the New Deal, key amendments, business and banking sectors, and the Harlem Renaissance .

KEY TERMS
Banking sector: The part of the economy that provides financial support for individuals and businesses . (SS5E2c)
Business sector: In a free-market economy, the business sector is the segment that produces goods and provides services . (SS5E2b)
Dust Bowl: The name given to the south-central area of the Great Plains during the 1930s, when drought and soil erosion resulted in a period of severe dust storms . (SS5H3a)
Franklin Delano Roosevelt: A president of the United States . He was the first president to take office after the beginning of the Great Depression . He was reelected three times, presided over the nation’s economic recovery, and died in Warm Springs, Georgia, while he was still president . (SS5H3a)
Government sector: The part of the economy that collects taxes and provides and manages public services . (SS5E2d)
Herbert Hoover: A president of the United States . He took office shortly before the Great Depression and was defeated by Franklin Roosevelt after a single term . (SS5H3a)
Jesse Owens: An African American/Black athlete who won gold medals at the 1936 Olympic Games in Berlin . (SS5H3c)
Margaret Mitchell: An author who wrote Gone with the Wind . (SS5H3c)
New Deal: The name given to President Franklin Roosevelt’s economic policies and programs designed to lift the U .S . economy from the Great Depression . (SS5H3b)
The Great Depression: A period of economic hardship affecting the United States and other nations . It began with the stock market crash of 1929 and lasted into the 1940s . (SS5H3a)

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Sample Items 9–11

Item 9
Selected-Response
Read the quotation in this box .

“I pledge you, I pledge myself, to a new deal for the American people .”
– Franklin D . Roosevelt, accepting the Democratic Party nomination for president, 1932

What was one way President Franklin D . Roosevelt worked to accomplish this promise?

A . by asking Congress to end poll taxes
B . by authorizing food rationing during World War II
C . by establishing the Works Progress Administration
D .   by freezing wages after the U .S . stock market crash

Item 10
Selected-Response
Ms . Weston owns a hair salon . She cuts and styles customers’ hair . Which statement BEST describes why she is part of the private business function in the U .S . economy?

A . She pays taxes .
B . She provides a service .
C . She consumes products .
D . She uses a bank account .

Page  198 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Multi-Select Technology-Enhanced Read the list in the box .

•	relief for the needy
•	economic recovery
•	bank reform

President Franklin Roosevelt’s Goals for the New Deal

Which actions by President Roosevelt during the Great Depression MOST helped meet the goals listed     in the box? Choose TWO responses .

A . He reorganized the executive branch of government .
B . He delivered regular speeches to the public on the radio .
C . He created a program to build public buildings and highways .
D .   He promised to fight the economic problem as if it were a war .       E .    He signed a bill that guaranteed workers the right to join unions .     F . He created dams that provided electricity .

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Multi-Part Technology-Enhanced Examine the photograph .
Employment Agency, San Francisco, 1930
Source: Library of Congress

Part A:
What MAIN event contributed to the men standing in line in the photograph?

A . the Stock Market Crash
B . creation of the New Deal
C .    collapse of the Soviet   Union
D .   rationing during World War II

Part B:
Who was president of the United States when this event occurred?

A . Harry Truman
B . Herbert Hoover
C . John F . Kennedy
D . Lyndon B . Johnson

Page  200 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 6: Another World War

In this unit, you will learn about the causes, leaders, and events of World War II . You will also study specific individuals and groups and their roles during this period .

KEY TERMS
Adolf Hitler: Dictator of Germany during World War II . He ordered attacks on neighboring countries in Europe, which started World War II, and founded the Nazi Party . (SS5H4d)
Benito Mussolini: Fascist dictator of Italy and ally of Adolf Hitler during World War II . (SS5H4d)
D-day: The name given to June 6, 1944 . It was on that day that Allied forces invaded Western Europe, setting the stage for Allied victory in World War II . (SS5H4b)
Eleanor Roosevelt: American politician, diplomat, and activist . She was married to President Franklin Delano Roosevelt . She was a significant supporter of the United Nations and became its first delegate . (SS5H4f)
Franklin Delano Roosevelt: A president of the United States and leader of the nation during most of World War II . He died in office, and Vice President Harry S . Truman took office after him . (SS5H4d)
Harry S . Truman: A president of the United States . He authorized the use of atomic bombs on the cities of Hiroshima and Nagasaki during World War II, which led to Japan’s surrender . (SS5H4d)
Hirohito: Emperor of Japan during World War II who fought against the United States . He ruled Japan as a monarch for over 62 years . (SS5H4d)
Hiroshima and Nagasaki: Japanese cities that the United States dropped atomic bombs upon during World War II . These acts led to Japan’s surrender . (SS5H4c)
Iwo Jima: An island in the West Pacific taken from Japan by the United States during World War II . (SS5H4b)
Joseph Stalin: Communist dictator of the Soviet Union during and after World War II . Under his rule, the Soviet Union was a member of the Allies . (SS5H4d)
Opportunity cost: An economic term for what you must give up to obtain something else . It is always your second-best alternative . (SS5E1a)
Pearl Harbor: Hawaiian site of the U .S . naval base that was attacked by Japan in 1941 . The United States responded by declaring war on Japan and entering World War II . (SS5G1a, SS5H4b)
Rosie the Riveter: A fictional character who symbolized American female factory workers during World War II . (SS5H4e)
The Holocaust: The organized mass murder of European Jews and other targeted groups by Hitler’s Nazi Party during World War II . (SS5H4b)
Tuskegee Airmen: Group of African American/Black aviators who served with distinction during World War II . Their success helped pave the way for integration of the U .S . armed forces . (SS5H4e)
United Nations: An international organization formed after World War II to promote cooperation among nations . It is headquartered in New York City . (SS5H4f)
VE Day: May 8, 1945 . This was the day that Germany’s Nazi forces surrendered to the Allies, marking the end of World War II in Europe . The abbreviation “VE” stands for “Victory in Europe .” (SS5H4b)

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VJ Day: September 2, 1945 . This was the day of Japan’s official surrender to the Allies, marking the end of World War II in the Pacific arena . The abbreviation “VJ” stands for “Victory over Japan .” (SS5H4b)
Winston Churchill: Prime Minister of Great Britain during World War II . (SS5H4d)

Sample Items 13–15

Item 13
Selected-Response
The U .S . government had a food rationing program during World War II . This was an example of which economic concept?

A . specialization
B . opportunity cost
C . entrepreneurship
D . voluntary exchange

Page  202 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Look at the poster of Rosie the Riveter .

Source: The National Archives
Which event led to changing roles for women as shown in the poster?          A . involvement in World War II
B . the beginning of the Cold War
C . the formation of the United Nations
D . establishment of the Works Progress Administration

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Examine the list in the box .

•	June 6, 1944
•	American and British soldiers invaded a coast in Europe
•	attack was planned in an effort to make Germany withdraw

Which World War II event is MOST associated with the information in the list?

A . D-Day invasion
B . Battle of Iwo Jima
C . Pearl Harbor attack
D . bombing of Hiroshima

Page  204 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 7: War Turns Cold

In this unit, you will study the Cold War and how the United States worked to stop the spread of communism to democratic countries . You will also study the Korean War and Vietnam War .

KEY TERMS
Berlin Airlift: A military operation led by the United States after World War II . The residents of West Berlin, Germany, were blockaded by the Soviet Union . Led by the United States, Western nations delivered food and supplies to them by airplane . (SS5H5b)
Cold War: The battle for international influence that arose between communist and democratic nations following the end of World War II . (SS5H5)
Communism: The political idea that all property should be publicly owned and managed by a central government . (SS5H5b)
Cuban missile crisis: A dispute during the Cold War  between the United States and the Soviet Union . The  Soviet Union had built missile sites in Cuba . President John  F .  Kennedy  set  up  a  naval  blockade  of  the island until Soviet leader Nikita Khrushchev ordered the missiles removed . (SS5H5d)
Iron Curtain: The name given to the physical and political division between Eastern, or communist, countries and Western, or capitalist, nations during the Cold War . The United States fought a “cold war,” or nonmilitary battle, against the Soviet Union to prevent the spread of communism into democratic
countries . During this time the Berlin Wall was built with concrete and barbed wire . The wall separated East   and West Berlin . It prevented people from fleeing from East Berlin (which was communist) to West Berlin   (which was democratic) . (SS5H5a)
Joseph McCarthy: The U .S . senator who believed that some other congressmen and senators were secretly communist . He led investigations of his peers, as well as of many military officials and civilians,  during the early 1950s . (SS5H5c)
Korean War: A conflict between communist North Korea hoping to unify the country under a communist government and democratic South Korea . North Korea was allied with the Chinese, and South Korea was   allied with UN forces led by the United States . The war ended and divided Korea into communist North     Korea and democratic South Korea . (SS5H5b)
NATO: The North Atlantic Treaty Organization, an alliance of Western democratic nations formed after World War II to defend themselves against communist aggression . (SS5H5b)
Vietnam War: Conflict between Communist and anti-Communist forces that began in Vietnam . The United States was heavily involved in the war . In 1973,  the  United  States  pulled  its  forces  from  the  Southeast Asian country . Afterward, the nation became united under a Communist government . (SS5H5d)
26th Amendment: Guaranteed citizens of the United States, 18 years or older, the right to vote . (SS5CG3a)

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Sample Item 16

Item 16
Selected-Response
How did the 26th Amendment to the U .S . Constitution expand voting rights?

A . by granting women the right to vote
B . by granting citizens 18 years and older the right to vote
C . by granting African Americans/Blacks the right to vote
D . by granting the residents of our nation’s capital the right to vote

Page  206 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Unit 8: Civil Rights Address Civil Wrongs

In this unit, you will move into the latter part of the 20th century . Major events during the period included the Civil Rights movement, the assassinations of political leaders, and technological advancements .

KEY TERMS
Brown v. Board of Education: The 1954 Supreme Court case ruling that racial segregation of public schools is unconstitutional . Previously, many districts had maintained separate schools for white and African American/Black children . After the decision, the federal government required that public schools be racially integrated . (SS5H6b)
Cesar Chavez: An American labor leader and a Latin American civil rights activist . He founded an organization that supported fair treatment of farm workers . (SS5H6b)
Civil Rights Act: Legislation passed by Congress that outlawed discrimination based  on  race,  color, religion, sex, or national origin . The act required any business that operated in the public sector to provide equal access to its goods and services to all Americans . (SS5H6b)
Jim Crow laws: These laws were passed by Southern states following Reconstruction . Their purpose was to establish and enforce racial segregation (separation of the races) in everyday life . (SS5H6a)
Lyndon B . Johnson: A president of the United States . He was known for initiating social service programs,     and he signed the Civil Rights Act into law . (SS5H6b)
Montgomery Bus Boycott: A mass campaign by African American/Black citizens in Montgomery, Alabama that began in 1955 . The public transportation system in that city was  segregated  by  race,  and  Rosa Parks’s refusal to give up her bus seat to a white man resulted in her arrest . In protest, African Americans/ Blacks stopped using the bus system . This campaign continued for 381 days until the Supreme Court ruled racial segregation of public transit unconstitutional . (SS5H6b, SS5G1a)
Poll taxes: Taxes required in order to vote in elections . These taxes often prevented African Americans/ Blacks and poor whites from being able to vote . (SS5CG3a)
Thurgood Marshall: African American/Black attorney who successfully argued Brown v. Board of Education before the Supreme Court .  He  became  the  first  African  American/Black  Supreme  Court  justice  when  he was appointed by President Lyndon B . Johnson in 1967 . (SS5H6b)
Voting Rights Act: Legislation passed by Congress and signed by President Lyndon B . Johnson . The act made it illegal to require African Americans/Blacks to take literacy tests in order to vote . (SS5H6b)
24th Amendment: An amendment to the U .S . Constitution that banned poll taxes as a condition for voting . Poll taxes had been one of many methods used in some Southern states to discourage certain groups, especially African Americans/Blacks, from voting . (SS5CG3a)

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Sample Items 17–19

Item 17
Selected-Response
Read this excerpt from Brown v. Board of Education .

We conclude that,  in  the  field  of  public  education,  the  doctrine  of  “separate but equal” has no place . Separate educational facilities are inherently unequal .
Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment .
—Brown v. Board of Education (1954)

What was the MAIN result of this decision?

A .    Public schools were required to  integrate .
B . Public schools would offer the same courses .
C . Public schools were considered equal under the law .
D . Public schools would receive the same amount of money .

Item 18
Selected-Response
Whose action initiated the Montgomery Bus Boycott?

A . Rosa Parks
B .   John  F .  Kennedy C . Thurgood Marshall D . Margaret Mitchell

Page  208 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item 19
Selected-Response
How were African Americans/Blacks affected by Jim Crow laws?

A . They received more job opportunities .
B . They lost their freedom to move to northern states .
C . They received equal pay and work benefits .
D . They attended schools with fewer resources .

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Unit 9: United States from 1975 to the Digital Age

Major events of this time period include the collapse of the Soviet Union, the impact of September 11, 2001, and the birth of the Internet .

KEY TERMS
Collapse of the Soviet Union: The former Soviet Union collapsed in 1991, as member states individually broke away to become independent countries . (SS5H7a)
Events of September 11, 2001: On September 11, 2001, a terrorist group hijacked four commercial airplanes and deliberately crashed them into the World Trade Center in New York City, the Pentagon, and a field in Pennsylvania (after passengers took action to prevent it from being used to crash into the U .S . Capitol building) . This event changed U .S . policy on travel, immigration, and national security . (SS5H7b)
Personal computer: A small computer designed for use by one person at home or in an office . (SS5H7c)
Ronald Reagan: A president of the United States . He is best known for being president during the Cold      War and encouraging reform in the Soviet Union . (SS5H7a)
The Internet: The informal name for a worldwide digital communication system that links individuals and businesses . Since the early 1980s, this development has revolutionized how people interact and conduct business . (SS5H7c)

Page  210 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Sample Items 20–21

Item 20

•	The Soviet government made major reforms in  how  the  economy was run .
•	The Soviet government gave citizens increased freedom of speech .
•	Countries under Soviet control began to declare independence .

Multi-Part Technology-Enhanced Examine the information in the box .

Part A:
Which of these was a result of the actions listed in the box?

A . The Soviet Union collapsed as a nation .
B . The Soviet Union experienced an increase in immigration .
C . The Soviet Union increased its influence in Eastern Europe .
D . The Soviet Union improved trade agreements with Western Europe .

Part B:
What was the MAIN reason the Soviet Union took the actions listed in the box?

A . The Soviet Union wanted to improve its failing economy .
B . The Soviet Union discovered new natural resources in rural areas .
C .   The Soviet Union wanted more citizens to participate in government .
D .   The Soviet Union passed new laws to improve education for citizens .

Item 21
Selected-Response
What was President Ronald Reagan’s response as the Soviet Union was collapsing?

A . He encouraged the continuation of the Cold War .
B . He discouraged the United States from having diplomatic relations with communist nations .
C . He encouraged the leader of the Soviet Union to initiate reforms .
D . He discouraged the Soviet Union from becoming a democratic nation .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 211 of 222

Unit 10: Building a Budget

In this unit, you will be studying the concept of creating a budget . You will learn about income, saving, expenditures, and how they relate to budgeting money .

KEY TERMS
Expenditures (spending): The amount of money a person or business spends . (SS5E4)
Income: The total of all the wages, salaries, and profits earned . (SS5E4)
Personal budget: A saving and spending plan which will help you cover all of your needs, wants, expenses, and saving goals . (SS5E4)
Personal finance: The set of financial choices made by individuals . Responsible personal finance includes sensible budgeting, investment, and saving . (SS5E4)
Saving: An amount of money saved by a person or business . (SS5E4)

Sample Item 22

Item 22
Selected-Response
What are the two MAIN elements of a personal budget?

A . needs and wants
B . goods and services
C . competition and market
D . income and expenses

Page  212 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

SOCIAL STUDIES ADDITIONAL SAMPLE ITEM KEYS

Item	Standard/ Element	DOK
Level	Correct Answer	Explanation	

1	

SS5CG1b	

2	

C	The correct answer choice is (C) It protects a person who is accused of a crime . Choice (A) is incorrect because the
19th Amendment granted women the right to vote . Choice (B) is incorrect because the 15th Amendment grants minorities voting rights . Choice (D) is incorrect because “due process” does not guarantee that all citizens stay informed on community issues .	

2	

SS5E3a	

2	

C	The correct answer is choice (C) lowering the price of the product . Choices (A) and (B) are incorrect because reducing store hours and store employees would most likely decrease the sales of a product . Choice (D) is incorrect because advertising
a product less would be more likely to decrease that product’s sales .	

3	

SS5E3c	

3	

A, F	The correct answer choices are (A) banks providing the loan, and (F) entrepreneurs starting the business . These two groups would face the greatest financial risk because the bank could lose money if entrepreneurs do not pay back their loans .
Entrepreneurs also take a great risk because they invest so much of their own money and time . If their business fails, they are at risk of losing all of their investments . Choice (B) is
incorrect because laborers do not make a financial investment in the product . Choice (C) is incorrect because while consumers face a risk in buying a new product, that risk is limited to the cost of the product . Choice (D) is incorrect because industries providing resources may face a limited risk of not being paid
for resources used by the entrepreneur .  It  is  highly  unlikely that nonpayment on one  account  would  significantly  impact the financial stability of multiple industries . Choice (E)  is incorrect  because  while  individuals  marketing  the  product may face the risk of not being paid, they most likely would not lose all business of other clients because of one instance of nonpayment .	

4	

SS5E2b	

1	

B	The correct answer is choice (B) producing goods and services    for the public . The private business sector provides goods and services to consumers, stimulating the economy . Choice (A) is incorrect because it describes a function of the government . Choice (C) is incorrect  because  it  describes  the  banking  sector of the economy . Choice (D) is incorrect because it describes controlling natural resources .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 213 of 222

Item	Standard/ Element	DOK
Level	Correct Answer	Explanation	

5	

SS5G2a	

2	

D	The correct answer is  choice  (D)  It  had  good  access  to waterways . This made it easy for the area  to  ship  in  raw materials and ship out finished goods . Choice (A) is incorrect because Pittsburgh’s climate cannot accurately be described  as  mild . Choice (B) is incorrect because the area’s farmland was poorer than that of the South . Choice (C) is incorrect because public education at the time, while improving, still left many without access to learning .	

6	

SS5E1d	

2	

C	The correct answer is choice (C) It created a new route for trade between nations . The Panama Canal allowed trade ships easy passage between the Atlantic and Pacific Oceans . Choice (A)
is incorrect because the canal did not play a significant role in ending World War I . Choice (B) is incorrect because the canal created no significant new division between North and South America . Choice (D) is incorrect because industrialization was already well under way by the time the Panama Canal was finished .	

7	

SS5CG3a	

2	

D	The correct answer is choice (D) They expanded voting rights . The 15th Amendment let all races and former slaves vote, and the 19th Amendment guaranteed suffrage to women . Choice (A) is incorrect because Jim Crow laws and practices were not
a part of an amendment . Choices (B) and (C) are incorrect because they refer to other amendments . Choice (B) is the 13th Amendment, and choice (C) is the 14th Amendment .	

8	

SS5H2a	

2	

D	The correct answer choice is (D) The strategies used by the Germans at sea could cause the United States to join the   war . They were concerned with Germany’s attacks on all ships approaching Britain, especially since the United States continually sent ships to Great Britain to deliver supplies .
The loss of American lives on ships attacked by Germans was of great concern, too . Choice (A) is incorrect because while passenger ships were used to hide cargo, this is not why the United States was concerned about being pushed into the war . Choice (B) is incorrect because while the United States did not blockade Europe during World War I, the British did . Choice (C)
is incorrect because while ships were lost, it was early in the war and did not create a concern over entering the war .	

9	

SS5H3b	

3	

C	The correct answer is choice (C) by establishing the Works Progress Administration . It was one of many programs Roosevelt established in an effort to end the Great Depression . Choice (A) is incorrect because the 24th Amendment prohibiting poll taxes was not passed until well after Roosevelt’s presidency . Choice (B) is incorrect because food rationing was a part of the war effort, not the New Deal . Choice (D) is incorrect because the stock market crash occurred well before Roosevelt took office .	

Page  214 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element	DOK
Level	Correct Answer	Explanation	

10	

SS5E2b	

2	

B	The correct answer is choice (B) She provides a service .  Choice (A) is incorrect because while she will pay taxes, this    is not the BEST reason why she is part of the private business function . Choice (C) is incorrect because while she may
consume products, this is not the BEST reason why she is part of the private business function in the U .S . economy . Choice (D) is incorrect because while she may use a bank account, this is not the BEST reason she is part of the private business function .	

11	

SSH53a	

3	

C, F	The correct answer choices are (C)  He  created  a  program  to build public buildings and highways, and (F) He developed a program to create dams that provided electricity . Choice (A) is incorrect because  he  did  not  reorganize  the  executive  branch of government . Choice (B)  is  incorrect  because  while  he  did give speeches, that was not  what  helped  most  to  meet  the goals listed in the box . Choice (D) is incorrect because while he
worked on helping the economy, he did not promise to fight it as if it were a war . Choice (E) is incorrect because he did not sign a bill that guaranteed workers the right to join unions .	

12	

SS5H3a	

3	

A, B	Part A: The correct answer choice is (A) the Stock Market Crash . The Stock Market Crash  of  1929  led  to  business  closures  and high unemployment rates, causing men to go to employment agencies to find work . Choice (B) is incorrect because  the  New Deal programs were created in 1933 to help the unemployed .
Choice (C) is incorrect because the collapse of the Soviet Union did not happen until decades later in the 20th century . Choice (D) is incorrect because World War II didn’t start until 1939 .
Part B: The correct answer choice is (B) Herbert Hoover .
Herbert Hoover was president from 1929 to 1933 . Choice (A) is incorrect because Harry Truman didn’t begin his presidency until 1945 . Choice (C) is incorrect because John  F .  Kennedy  didn’t begin his presidency until 1961 . Choice (D) is incorrect because Lyndon B . Johnson didn’t begin his presidency until 1963 .	

13	

SS5E1a	

3	

B	The correct answer is choice (B) opportunity cost . Roosevelt restricted the supply of food to civilians in order to provide food     to soldiers during World War II . Choices (A), (C), and (D) are incorrect because they are not the MOST precise descriptions of  the economic concept illustrated here .	

14	

SS5H4e	

3	

A	The correct answer is choice (A) involvement in World War II . As men enlisted in the service, women entered the workplace in record numbers . This caused a new appreciation for women’s abilities in all areas of society . Choices (B) and (C) are incorrect because they occurred after the poster was first created .
Choice (D) is incorrect because the establishment of the Works Progress Administration employed men almost exclusively .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 215 of 222

Item	Standard/ Element	DOK
Level	Correct Answer	Explanation	

15	

SS5H4b	

2	

A	The correct answer is choice (A) D-Day Invasion . D-Day Invasion occurred on June 6, 1944 . The attack, which occurred on
a coast in Europe, was planned in order to make Germany withdraw . Choice (B) is incorrect because the Battle of Iwo Jima occurred in the Pacific in 1945 . Choice (C) is incorrect
because the attack on Pearl Harbor occurred in Hawaii in 1941 . Choice (D) is incorrect because the bombing of Hiroshima took place in Japan .	

16	

SS5CG3a	

2	

B	The correct answer choice is (B) by granting citizens 18 years and older the right to vote . The amendment lowered the voting age for Americans from 21 to 18 . This is the same age at which young men could be drafted to serve in the military . Choice (A) is incorrect because women received the right to vote through the 19th Amendment . Choice (C) is incorrect because African Americans/Blacks received the right to vote through the
15th Amendment . Choice (D) is incorrect because residents of our nation’s capital earned the right to vote and representative seats in the electoral college through the 23rd Amendment .	

17	

SS5H6b	

2	

A	The correct answer is choice (A) Public schools were required     to integrate . This case overturned the Supreme Court’s Plessy
v. Ferguson decision, which had supported  the  legal  principle of “separate but equal .” Choices (B), (C), and (D) are incorrect because they provide incorrect information about schools .	

18	

SS5H6b	

1	

A	The correct answer is choice (A) Rosa Parks . Her refusal to give up her bus seat to a white person resulted in her arrest and a mass boycott of public transportation in the city of Montgomery, Alabama . Choice (B) is incorrect because Kennedy was not involved in the boycott . Choice (C) is incorrect because Marshall did not start the boycott but did help end it . Choice (D) is incorrect because Margaret Mitchell was the author who wrote Gone with the Wind .	

19	

SS5H6a	

2	

D	The correct answer choice is (D) They attended schools with fewer resources . Jim Crow laws enforced racial segregation in parts of the United States . Schools for African Americans/Blacks were provided with fewer resources . Choice (A) is incorrect because Jim Crow laws did not provide more job opportunities for African Americans/Blacks . Choice (B) is  incorrect  because Jim Crow laws did not cause African Americans/Blacks to lose their freedom to move to northern states . Choice (C) is incorrect because Jim Crow laws were not written so African Americans/ Blacks would receive equal pay or work benefits .	

Page  216 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

Item	Standard/ Element	DOK
Level	Correct Answer	Explanation	

20	

SS5H7a	

3	

A, A	Part A: The correct answer choice is (A) The Soviet Union collapsed as a nation . After nearly a half-century of Cold War conflict, the Soviet Union began to dismantle . The government of the Soviet Union made major reforms, and many countries that were part of the Soviet Union declared independence . Choice (B) is incorrect because the Soviet Union did not experience
an increase in immigration during this time . Choice (C) is incorrect because during this time period the Soviet Union lost its influence on Eastern Europe and many of these countries became independent of the Soviet Union . Choice (D) is incorrect because the relationship between Western Europe and the Soviet Union was poor during this time .
Part B: The correct answer choice is (A)  The  Soviet  Union wanted to improve its failing economy . The Soviet Union had serious economic problems that needed to be solved . The leader of the country introduced new policies in hopes of helping the economy revive itself . Choice (B) is incorrect because the Soviet Union did not discover new natural resources during this time .
Choice (C) is incorrect because while the citizens were  allowed more government involvement, this is  not  the  main  reason  for the actions listed in the box . Choice (D) is incorrect because the Soviet Union did not pass new laws to improve education during  this time .	

21	

SS5H7a	

2	

C	The correct answer is choice (C) He encouraged the leader of the Soviet Union to initiate reforms . President Ronald Reagan encouraged Mikhail Gorbachev to enact reforms in the Soviet Union to help stabilize the economy . Choice (A) is incorrect because President Ronald Reagan wanted the Cold War to  end . Choice (B) is incorrect because President Ronald Reagan encouraged the United States to improve their relations with communist nations . Choice (D) is incorrect because President
Ronald Reagan encouraged the Soviet Union to end communism and embrace democratic principles .	

22	

SS5E4	

1	

D	The correct answer is choice (D) income and expenses . To budget properly, you must know how much money you have coming in and how much you are obliged to spend for things  that you need .
Choice (A) is incorrect because the main elements of a personal budget are not needs and wants . Choices (B) and (C) are incorrect because a personal budget is not based on goods and services or competition and market .	

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 217 of 222

The following activity develops skills in Unit 2: Citizenship, Business, and the Government . Standard: SS5CG3a
Find a family member or friend to partner with on this activity .
You are going to take a closer look at the 15th, 19th, 23rd, 24th, and 26th Amendments .
•	Each person will pick one amendment .
•	Divide a sheet of paper into 3 columns .
•	Next, write your amendment in the first column .
•	In the middle column, use reference materials to describe how the amendment protects voting rights .
•	In the right column, draw an illustration of your amendment .
•	Finally, fold your paper so that only your illustration is showing . Find a family member or friend and ask them to look at your illustration and guess which amendment it is .

Page  218 of 222	Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents

The following activity develops skills in Unit 3: Bigger, Better, Faster: The Changing Nation . Standard: SS5H1b
Choose one of the following people:
The Wright brothers, George Washington Carver, Alexander Graham Bell, or Thomas Edison .
•	Your role is to choose one invention your inventor created (example: Alexander Graham Bell and the telephone)
•	Get a large sheet of paper from your teacher and write the inventor and invention on the top .
•	Research the invention using the Internet or other reference materials .
•	On your sheet of paper, write facts about the invention (when it was created, what it was used for,  how did it impact people’s lives when it was created, how did it impact people at the turn of the century, how has this invention changed over time, how does this invention impact us today) .
•	Next, you will create a visual flow chart/timeline showing the history of the invention (include important dates, facts, and pictures) . Be creative! You may create your flow chart/timeline on the computer or using a poster board .
•	Next, present your display to your family or to a friend . Make sure to include the history of the invention and all of the important facts you brainstormed .
•	Finally, present your visual display to the class .

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 219 of 222

Appendix: Language Progressive Skills, by Grade	
APPENDIX: LANGUAGE PROGRESSIVE SKILLS, BY GRADE

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents
Copyright © 2018 by Georgia Department of Education. All rights reserved.

Page 220 of 222

The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking .

Standard	Grade(s)	
	3	4	5	6	7	8	9–10	11–12	
L .3 .1f .	Ensure subject-verb and pronoun-antecedent agreement .									
L .3 .3a . Choose words and phrases for effect .									
L .4 .1f .	Produce  complete  sentences,  recognizing  and  correcting  inappropriate   fragments and run-ons .									
L .4 .1g . Correctly use frequently confused words (e .g ., to/too/two; there/their) .									
L .4 .3a . Choose words and phrases to convey ideas precisely .*									
L .4 .3b . Choose punctuation for effect .									
L .5 .1d . Recognize and correct inappropriate shifts in verb tense .									
L .5 .2a . Use punctuation to separate items in a series .†									
L .6 .1c .	Recognize and correct inappropriate shifts in pronoun number and person .									
L .6 .1d . Recognize and correct vague pronouns (i .e ., ones with unclear or ambiguous antecedents) .									
L .6 .1e . Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language .									
L .6 .2a . Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements .									
L .6 .3a . Vary sentence patterns for meaning, reader/listener interest, and style .‡									
L .6 .3b . Maintain consistency in style and tone .									
L .7 .1c .	Places phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers .									
L .7 .3a . Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy .									
L .8 .1d . Recognize and correct inappropriate shifts in verb voice and mood .									
L .9-10 .1a . Use parallel structure .									
* Subsumed by L .7 .3a
† Subsumed by L .9-10 .1a
‡ Subsumed by L .11-12 .3a

END OF GRADE 5
EOG STUDY/RESOURCE GUIDE FOR STUDENTS AND PARENTS

Georgia Milestones Grade 5 EOG Study/Resource Guide for Students and Parents	Page 221 of 222
Copyright © 2018 by Georgia Department of Education. All rights reserved.

Study/Resource Guide for Students and Parents Grade 5
End-of-Grade