All questions
Question 1
Emma is making an outdoor toy that will be left in the rain. Look at the test results after rain: paper wet and torn, wood damp but okay, plastic dry and fine, metal dry with rusty spots. Which material is best? Explain using evidence.
- Metal, because it had rusty spots, so it is best after rain.
- Plastic, because the test showed it was dry and fine after rain, so it is best outside. (correct answer)
- Plastic, because the test showed it was wet and torn.
- Clay, because clay is fun to shape.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make an outdoor toy that will be left in the rain; students tested paper, wood, plastic, and metal by exposing to rain and checking condition, with results: paper wet and torn, wood damp but okay, plastic dry and fine, metal dry with rusty spots; the purpose requires durability in rain, so we need to find which material was in the best condition after rain. The correct answer is B because it correctly identifies plastic as the best choice AND provides evidence from the test (dry and fine after rain); the reasoning connects the evidence to the purpose—plastic performed best, which means it is best outside; this answer uses data, not opinion. Choice C is incorrect because it stated wrong data (plastic was wet and torn, but test showed dry and fine); this error happens when students use wrong/made-up data. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 2
Keisha needs a cleaning cloth to soak up spills. Look at the test results (drops of water absorbed): plastic 0, paper towel 15, cotton 20, foil 0. Which material is best? Explain using the test results.
- Cotton, because the test showed it absorbed 20 drops, so it soaks up the most water. (correct answer)
- Plastic, because it absorbed 0 drops, so it cleans best.
- Cotton, because it absorbed 0 drops.
- Sponge, because I use sponges at home.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a cleaning cloth to soak up spills; students tested plastic, paper towel, cotton, and foil by measuring drops of water absorbed, with results: plastic 0, paper towel 15, cotton 20, foil 0; the purpose requires absorbency, so we need to find which material absorbed the most drops. The correct answer is A because it correctly identifies cotton as the best choice AND provides evidence from the test (absorbed 20 drops); the reasoning connects the evidence to the purpose—cotton performed best, which means it will work well for soaking up water; this answer uses data, not opinion. Choice B is incorrect because it chose the worst-performing material (plastic absorbed 0); this error happens when students confuse the purpose. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 3
Sofia is making a kite. The kite should be light and bendable. Look at the test results: paper light and bendable, cardboard heavy and stiff, fabric light and bendable, wood heavy and stiff. Which material would you choose? Use the data to explain.
- Cardboard, because it is heavy and stiff, so it will fly best.
- Fabric, because the test showed it is light and bendable, so it can fly well. (correct answer)
- Wood, because it is heavy, so it will go higher.
- Fabric, because fabric is my favorite.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a kite that should be light and bendable; students tested paper, cardboard, fabric, and wood for weight and flexibility, with results: paper light and bendable, cardboard heavy and stiff, fabric light and bendable, wood heavy and stiff; the purpose requires lightness and bendability, so we need to find which material has the best matching properties. The correct answer is B because it correctly identifies fabric as the best choice AND provides evidence from the test (light and bendable); the reasoning connects the evidence to the purpose—fabric performed best, which means it will work well for a kite that can fly; this answer uses data, not opinion. Choice D is incorrect because it chose fabric but gave opinion not evidence ('fabric is my favorite'); this error happens when students use opinion instead of data. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 4
Carlos is building an outdoor toy that will get rained on. Look at the test results after rain: paper wet and torn, wood damp but okay, plastic dry and fine, metal dry with rusty spots. Which material should we use? Explain using the test results.
- Paper, because it got wet and torn, so it will last outside.
- Plastic, because the test showed it was dry and fine after rain, so it lasts outside. (correct answer)
- Plastic, because it had rusty spots after rain.
- Rock, because rocks do not get wet.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to build an outdoor toy that will get rained on; students tested paper, wood, plastic, and metal by exposing to rain and checking condition, with results: paper wet and torn, wood damp but okay, plastic dry and fine, metal dry with rusty spots; the purpose requires weather resistance, so we need to find which material stayed in the best condition. The correct answer is B because it correctly identifies plastic as the best choice AND provides evidence from the test (dry and fine after rain); the reasoning connects the evidence to the purpose—plastic performed best, which means it will work well for lasting outside; this answer uses data, not opinion. Choice A is incorrect because it chose the worst-performing material (paper got wet and torn); this error happens when students don't compare all materials. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 5
Maya is building a small bridge for toy cars. The bridge must be strong. Look at the test results (books held before breaking): paper 3, cardboard 5, plastic 8, wood 12. Which material should we use? Explain using the test results.
- Plastic, because it held 8 books, so it is the strongest.
- Wood, because the test showed it held 12 books, so it is strongest for a bridge. (correct answer)
- Paper, because it held 3 books, so it will hold the most weight.
- Wood, because I like wood and it looks nice.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to build a small bridge for toy cars that must be strong; students tested paper, cardboard, plastic, and wood by seeing how many books they held before breaking, with results: paper 3, cardboard 5, plastic 8, wood 12; the purpose requires strength to hold weight, so we need to find which material held the most books. The correct answer is B because it correctly identifies wood as the best choice AND provides evidence from the test (held 12 books); the reasoning connects the evidence to the purpose—wood performed best, which means it will work well for a strong bridge; this answer uses data, not opinion. Choice D is incorrect because it chose wood but gave opinion not evidence ('I like wood and it looks nice'); this error happens when students use opinion instead of data. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 6
Yuki needs a raincoat that stays dry in the rain. Look at the test results: paper soaked yes, fabric soaked yes, plastic soaked no, foil soaked no. Which material should be used? Explain using the test results.
- Foil, because the test showed it did not soak, so it keeps water out. (correct answer)
- Paper, because the test showed it soaked, so it will keep you dry.
- Foil, because the test showed it soaked through.
- Foil, because I like shiny things.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a raincoat that stays dry in the rain; students tested paper, fabric, plastic, and foil by checking if they soaked, with results: paper yes, fabric yes, plastic no, foil no; the purpose requires waterproofing, so we need to find which material did not soak. The correct answer is A because it correctly identifies foil as the best choice AND provides evidence from the test (did not soak); the reasoning connects the evidence to the purpose—foil performed best, which means it will keep water out; this answer uses data, not opinion. Choice C is incorrect because it stated wrong data (foil soaked through, but test showed no); this error happens when students misread results. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 7
Amir is building a small bridge for toy animals. It must hold the most books. Look at the test results: paper 3 books, cardboard 5 books, plastic 8 books, wood 12 books. Which material works best? Explain your answer using the data.
- Cardboard, because it held 5 books, which is the most.
- Metal, because metal is always strongest.
- Wood, because the test showed it held 12 books, so it can hold the most. (correct answer)
- Wood, because it is brown.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to build a small bridge for toy animals that must hold the most books; students tested paper, cardboard, plastic, and wood by seeing how many books they held, with results: paper 3, cardboard 5, plastic 8, wood 12; the purpose requires strength, so we need to find which material held the most books. The correct answer is C because it correctly identifies wood as the best choice AND provides evidence from the test (held 12 books); the reasoning connects the evidence to the purpose—wood performed best, which means it can hold the most weight; this answer uses data, not opinion. Choice A is incorrect because it chose a middle performer not best (cardboard held 5, not the most); this error happens when students don't compare all materials. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 8
Marcus is making a lunchbox to keep a snack cold. Look at the test results (minutes until ice melted): paper 5, plastic 10, fabric 12, foam 25. Which material is best? Explain using the test results.
- Plastic, because the ice melted in 10 minutes, so it kept ice the longest.
- Foam, because the test showed ice melted in 25 minutes, so it kept cold the longest. (correct answer)
- Foam, because the test showed ice melted in 5 minutes.
- Wood, because wood is hard.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a lunchbox to keep a snack cold; students tested paper, plastic, fabric, and foam by measuring minutes until ice melted, with results: paper 5, plastic 10, fabric 12, foam 25; the purpose requires keeping cold the longest, so we need to find which material had the highest time. The correct answer is B because it correctly identifies foam as the best choice AND provides evidence from the test (ice melted in 25 minutes); the reasoning connects the evidence to the purpose—foam performed best, which means it will keep the snack cold; this answer uses data, not opinion. Choice A is incorrect because it chose a middle performer not best (plastic with 10 minutes); this error happens when students select middle performer. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 9
Jamal needs a raincoat that keeps water out. Look at the test results (did water soak through?): paper yes, fabric yes, plastic no, foil no. Which material is best for the raincoat? Explain using the test results.
- Fabric, because the test showed water soaked through.
- Plastic, because the test showed water did not soak through, so it keeps you dry. (correct answer)
- Plastic, because water soaked through it fast.
- Rubber, because rubber is always best for rain.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a raincoat that keeps water out; students tested paper, fabric, plastic, and foil by checking if water soaked through, with results: paper yes, fabric yes, plastic no, foil no; the purpose requires waterproofing, so we need to find which material did not let water soak through. The correct answer is B because it correctly identifies plastic as the best choice AND provides evidence from the test (water did not soak through); the reasoning connects the evidence to the purpose—plastic performed best, which means it will work well for keeping you dry; this answer uses data, not opinion. Choice A is incorrect because it chose the worst-performing material (fabric soaked through); this error happens when students misread results. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 10
We are making a raincoat to keep water out. Look at the test results. Which material is best? Explain with evidence.
- Foil, because water did not soak through, so it keeps rain out. (correct answer)
- Fabric, because water soaked through, so it keeps rain out.
- Foil, because I think foil looks shiny and nice.
- Plastic, because it is bendable, so it is best for a kite.
Explanation: This question tests the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed water did not soak through foil, so foil is best for keeping rain out.' We connect the data to the purpose. The purpose is to make a raincoat to keep water out. Students tested materials by checking if water soaked through them. The results showed Foil: water did not soak through, Fabric: water soaked through. The purpose requires waterproof properties, so we need to find which material kept water out. The correct answer is A because it correctly identifies Foil as the best choice AND provides evidence from the test (water did not soak through). The reasoning connects the evidence to the purpose—Foil kept water out, which means it will keep rain out in a raincoat. This answer uses data, not opinion. Choice C is incorrect because it chose the right material (foil) but gave opinion ('looks shiny and nice') not evidence about waterproofing. This error happens when students focus on appearance instead of test data. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (keep water out), (2) Which material performed best for that property? (foil - no water through), (3) State choice with evidence: 'I choose foil because the test showed water did not soak through, and raincoats need to keep water out.' Use sentence frames: 'Foil, because the test showed no water soaked through, so it is waterproof for a raincoat.' Model finding evidence: Point to waterproof test results, identify which kept water out, explain why that matters for raincoats. Emphasize: How something looks is not evidence; how it performed in the test IS evidence. Watch for: Students who choose based on appearance or confuse purposes (like choosing for a kite instead of raincoat).
Question 11
Chen is making a lunchbox that keeps food cold. Look at the test results (minutes until ice melted): paper 5, plastic 10, fabric 12, foam 25. Which material is best? Explain using the test results.
- Foam, because the test showed the ice melted in 25 minutes, so it kept ice the longest. (correct answer)
- Paper, because the ice melted in 5 minutes, so it keeps things cold best.
- Foam, because the ice melted in 5 minutes.
- Glass, because glass is strong and clear.
Explanation: This question assesses the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a lunchbox that keeps food cold; students tested paper, plastic, fabric, and foam by measuring minutes until ice melted, with results: paper 5, plastic 10, fabric 12, foam 25; the purpose requires insulation to keep cold longest, so we need to find which material had the longest time. The correct answer is A because it correctly identifies foam as the best choice AND provides evidence from the test (ice melted in 25 minutes); the reasoning connects the evidence to the purpose—foam performed best, which means it will work well for keeping food cold; this answer uses data, not opinion. Choice C is incorrect because it stated wrong data (foam melted in 5 minutes instead of 25); this error happens when students misread results. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose [material] because the test showed [specific data], and [purpose] needs [property].' Use sentence frames: '[Material], because the test showed [evidence], so it is [property] enough for [purpose].' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence. Practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options). Watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data. Require students to point to specific test result that supports their choice.
Question 12
Chen is making a lunchbox to keep food cold. Look at the test results. Which material is best? Explain using evidence.
- Foam, because ice melted in 25 minutes, so it kept ice cold the longest. (correct answer)
- Fabric, because ice melted in 12 minutes, so it kept ice cold the longest.
- Foam, because ice melted in 5 minutes, so it kept ice cold the longest.
- Metal, because it is shiny and will keep food cold.
Explanation: This question tests 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a lunchbox to keep food cold. Students tested materials by timing how long ice took to melt. The results showed Foam: 25 minutes, Fabric: 12 minutes, Metal: 5 minutes. The purpose requires insulation to keep things cold, so we need to find which material kept ice frozen longest. The correct answer is A because it correctly identifies Foam as the best choice AND provides evidence from the test (ice melted in 25 minutes). The reasoning connects the evidence to the purpose—Foam kept ice frozen longest, which means it will keep food cold best. This answer uses data, not opinion. Choice C is incorrect because it stated wrong data (says foam melted in 5 minutes when it was actually 25 minutes). This error happens when students misread results. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (keep food cold), (2) Which material performed best for that property? (foam kept ice frozen 25 minutes), (3) State choice with evidence: 'I choose foam because the test showed ice lasted 25 minutes, and lunchboxes need to keep food cold.' Emphasize: 'It is shiny' is not evidence; 'The test showed it kept ice frozen 25 minutes' IS evidence. Watch for: Students who choose based on appearance or use wrong/made-up data.
Question 13
Sofia is making a kite. Look at the test results. Which material should she choose? Explain using the data.
- Wood, because it is heavy and stiff, so it will fly best.
- Paper, because it is light and bendable, so it can fly.
- Cardboard, because it is heavy, so it will stay up.
- Fabric, because it is light and bendable, so it can fly. (correct answer)
Explanation: This question tests 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed fabric is light and bendable, so fabric is best for flying.' We connect the data to the purpose. The purpose is to make a kite. Students tested materials for weight and flexibility. The results showed Fabric: light and bendable, Paper: light and bendable, Wood: heavy and stiff, Cardboard: heavy and stiff. The purpose requires lightweight and flexible materials for flying, so we need to find which material has both properties. The correct answer is D because it correctly identifies Fabric as the best choice AND provides evidence from the test (light and bendable). The reasoning connects the evidence to the purpose—Fabric is light and bendable, which means it can fly well as a kite. This answer uses data, not opinion. Choice A is incorrect because it chose the worst-performing material (wood is heavy and stiff, opposite of what kites need). This error happens when students confuse the purpose or misunderstand which properties help kites fly. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (light, flexible kite), (2) Which material performed best for that property? (fabric is light and bendable), (3) State choice with evidence: 'I choose fabric because the test showed it is light and bendable, and kites need to be light to fly.' Model finding evidence: Point to data table, identify materials with needed properties, explain why that matters for flying.
Question 14
Keisha needs a cleaning cloth to soak up spills. Look at the test results. Which material is best? Explain using evidence.
- Foil, because it absorbed 0 drops, so it soaks up spills best.
- Cotton, because it absorbed 20 drops, so it soaks up the most water. (correct answer)
- Cotton, because it absorbed 15 drops, so it soaks up the most water.
- Plastic, because it is smooth and nice for cleaning.
Explanation: This question tests 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed cotton absorbed 20 drops (most), so cotton is best for soaking up spills.' We connect the data to the purpose. The purpose is to make a cleaning cloth to soak up spills. Students tested materials by measuring water absorption. The results showed Cotton: 20 drops, Foil: 0 drops, Plastic: 0 drops. The purpose requires high absorption, so we need to find which material absorbed the most water. The correct answer is B because it correctly identifies Cotton as the best choice AND provides evidence from the test (absorbed 20 drops). The reasoning connects the evidence to the purpose—Cotton absorbed the most water, which means it will soak up spills best. This answer uses data, not opinion. Choice A is incorrect because it chose material with worst absorption (foil absorbed 0 drops) and misunderstood that high absorption is good for cleaning. This error happens when students confuse the purpose or think zero absorption is good for cleaning. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (absorbent cleaning cloth), (2) Which material performed best for that property? (cotton absorbed 20 drops), (3) State choice with evidence: 'I choose cotton because the test showed it absorbed 20 drops, and cleaning cloths need to soak up water.' Emphasize difference between waterproof (keeps water out) and absorbent (soaks water up).
Question 15
We need a lunchbox that keeps food cold. Look at the test results. Which material should we choose? Use the data.
- Fabric, because ice melted in 12 minutes, so it keeps things cold the best.
- Foam, because it is light to carry to school.
- Foam, because ice melted in 25 minutes (longest), so it keeps things cold best. (correct answer)
- Paper, because ice melted in 5 minutes, so it keeps things cold longer.
Explanation: This question tests the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed foam kept ice frozen for 25 minutes (longest), so foam is best for keeping things cold.' We connect the data to the purpose. The purpose is to make a lunchbox that keeps food cold. Students tested materials by timing how long ice took to melt in each. The results showed Foam: 25 minutes, Fabric: 12 minutes, Paper: 5 minutes. The purpose requires insulation to keep things cold, so we need to find which material kept ice frozen longest. The correct answer is C because it correctly identifies Foam as the best choice AND provides evidence from the test (25 minutes, which was longest). The reasoning connects the evidence to the purpose—Foam kept ice frozen longest, which means it will keep food cold best. This answer uses data, not opinion. Choice B is incorrect because it chose foam but gave an irrelevant reason ('light to carry') instead of evidence about keeping things cold. This error happens when students focus on the wrong property for the purpose. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (keep food cold), (2) Which material performed best for that property? (foam - 25 minutes), (3) State choice with evidence: 'I choose foam because the test showed ice lasted 25 minutes (longest), and lunchboxes need to keep food cold.' Use sentence frames: 'Foam, because the test showed ice lasted longest (25 minutes), so it keeps things coldest.' Model finding evidence: Point to time data, identify longest time, explain why longer time means better cooling. Emphasize matching evidence to purpose: For keeping cold, use cooling data, not weight data. Watch for: Students who give evidence about wrong properties or think shorter melting time is better.
Question 16
We are making a kite that must be light and bendable. Look at the test results. Which material is best? Explain with data.
- Cardboard, because it is heavy and stiff, so it will fly best.
- Paper, because it is light and bendable, so it can fly as a kite. (correct answer)
- Wood, because it is heavy and stiff, so it is best for a kite.
- Paper, because the test showed it was heavy and stiff.
Explanation: This question tests the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed paper was light and bendable, so paper is best for a kite.' We connect the data to the purpose. The purpose is to make a kite that must be light and bendable. Students tested materials for weight and flexibility. The results showed Paper: light and bendable, Cardboard: heavy and stiff, Wood: heavy and stiff. The purpose requires both lightness and flexibility for flying, so we need to find which material has both properties. The correct answer is B because it correctly identifies Paper as the best choice AND provides evidence from the test (light and bendable). The reasoning connects the evidence to the purpose—Paper has both properties needed for a kite to fly well. This answer uses data, not opinion. Choice D is incorrect because it chose the right material (paper) but stated wrong data (said paper was heavy and stiff when it was actually light and bendable). This error happens when students misread or misremember test results. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (light AND bendable for kite), (2) Which material performed best for BOTH properties? (paper was light and bendable), (3) State choice with evidence: 'I choose paper because the test showed it was light and bendable, and kites need both to fly.' Model finding evidence: Point to data table, check BOTH properties needed, explain why both matter for kites. Emphasize accuracy: Always double-check the data before stating it. Practice reading data tables carefully. Watch for: Students who state incorrect data, focus on only one property when two are needed, or choose heavy materials for flying objects.
Question 17
We are building a toy bridge. Look at the test results. Which material is best? Explain using the data.
- Plastic, because it held 8 books, so it is strong for a bridge.
- Wood, because it held 12 books (most), so it is strongest for a bridge. (correct answer)
- Paper, because it held 3 books, so it is strong for a bridge.
- Wood, because I like wood the best for building things.
Explanation: This question tests the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed wood held 12 books (most), so wood is strongest for a bridge.' We connect the data to the purpose. The purpose is to build a toy bridge that needs to be strong. Students tested materials by seeing how many books each could hold. The results showed Wood: 12 books, Plastic: 8 books, Paper: 3 books. The purpose requires strength to support weight, so we need to find which material held the most books. The correct answer is B because it correctly identifies Wood as the best choice AND provides evidence from the test (held 12 books, which was most). The reasoning connects the evidence to the purpose—Wood held the most weight, which means it will make the strongest bridge. This answer uses data, not opinion. Choice D is incorrect because it chose the right material (wood) but gave opinion ('I like wood') not evidence. This error happens when students don't use test data to support their choice. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong bridge), (2) Which material performed best for that property? (wood held 12 books), (3) State choice with evidence: 'I choose wood because the test showed it held 12 books, and bridges need to be strong.' Use sentence frames: 'Wood, because the test showed it held the most books, so it is strong enough for a bridge.' Model finding evidence: Point to data table, identify highest number (12 books), explain why that matters for bridge strength. Emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence.
Question 18
Maya is building a toy bridge. Look at the strength test results. Which material should we use for the bridge? Explain using the test results.
- Plastic, because it held 8 books, so it is the strongest.
- Wood, because it held 12 books (most), so the bridge will be strong. (correct answer)
- Paper, because it held 3 books, so it will hold a lot.
- Wood, because I like wood the best.
Explanation: The skill is 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions; we look at test results to find which material has the properties we need; then we EXPLAIN our choice using EVIDENCE—'The test showed wood held 12 books (most), so wood is best for building a strong bridge'; we connect the data to the purpose. The purpose is to build a toy bridge; students tested plastic, wood, and paper by seeing how many books each could hold; the results showed plastic: 8 books, wood: 12 books, paper: 3 books; the purpose requires strength, so we need to find which material has the best strength. The correct answer is B because it correctly identifies wood as the best choice AND provides evidence from the test (held 12 books, most); the reasoning connects the evidence to the purpose—wood performed best, which means it will work well for the bridge; this answer uses data, not opinion. Distractor D is incorrect because it gave opinion not evidence; this error happens when students use opinion instead of data. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (strong, waterproof, etc.), (2) Which material performed best for that property? (check the data), (3) State choice with evidence: 'I choose wood because the test showed it held 12 books, and the bridge needs strength.' Use sentence frames: 'Wood, because the test showed it held 12 books (most), so it is strong enough for the bridge.' Model finding evidence: Point to data table, identify highest/best result, explain why that matters for the purpose; emphasize: 'I like it' is not evidence; 'The test showed it held 12 books' IS evidence; practice with clear examples first (obvious best choice), then more complex scenarios (tradeoffs, two equally good options); watch for: Students who choose based on favorite color/material, give evidence without stating material, select middle performer, or use wrong/made-up data; require students to point to specific test result that supports their choice.
Question 19
Carlos is building an outdoor toy. Look at the test results after rain. Which material should he use? Explain using the data.
- Paper, because it was wet and torn, so it will last outside.
- Plastic, because it stayed dry and fine, so it lasts best in rain. (correct answer)
- Metal, because it had rusty spots, so it is best in rain.
- Plastic, because it is fun to play with outside.
Explanation: This question tests 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed plastic stayed dry and fine, so plastic is best for outdoor use.' We connect the data to the purpose. The purpose is to build an outdoor toy. Students tested materials by leaving them in rain. The results showed Plastic: stayed dry and fine, Paper: wet and torn, Metal: rusty spots. The purpose requires durability in rain, so we need to find which material survived rain best. The correct answer is B because it correctly identifies Plastic as the best choice AND provides evidence from the test (stayed dry and fine). The reasoning connects the evidence to the purpose—Plastic survived rain without damage, which means it will last best outdoors. This answer uses data, not opinion. Choice A is incorrect because it chose the worst-performing material (paper was wet and torn). This error happens when students misread results or don't understand that damage means poor performance. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (weather-resistant toy), (2) Which material performed best for that property? (plastic stayed fine in rain), (3) State choice with evidence: 'I choose plastic because the test showed it stayed dry and fine, and outdoor toys need to survive rain.' Model finding evidence: Point to data table, identify material with least damage, explain why that matters for outdoor use. Require students to point to specific test result that supports their choice.
Question 20
We are building an outdoor toy for the playground. Look at the test results. Which material is best? Explain using evidence.
- Wood, because it was damp, okay, so it stayed the most dry.
- Plastic, because it was dry and fine, so it will last outside best. (correct answer)
- Plastic, because paper was dry and fine in the test.
- Paper, because it was wet and torn, so it is best outside.
Explanation: This question tests the skill 2-PS1-2: Using evidence from tests to explain material choice and justify why a material's properties are best suited for a purpose. When we choose materials, we use DATA from tests, not just opinions. We look at test results to find which material has the properties we need. Then we EXPLAIN our choice using EVIDENCE—'The test showed plastic was dry and fine, so plastic will last best outside.' We connect the data to the purpose. The purpose is to build an outdoor toy for the playground that needs to withstand weather. Students tested materials by exposing them to water/weather conditions. The results showed Plastic: dry and fine, Wood: damp but okay, Paper: wet and torn. The purpose requires durability in outdoor conditions, so we need to find which material stayed in best condition. The correct answer is B because it correctly identifies Plastic as the best choice AND provides evidence from the test (dry and fine). The reasoning connects the evidence to the purpose—Plastic stayed in perfect condition, which means it will last best outdoors on a playground. This answer uses data, not opinion. Choice D is incorrect because it chose paper which was wet and torn (the worst performer) and incorrectly claimed this made it best for outdoor use. This error happens when students completely misunderstand what the data means for the purpose. To help students justify material choices with evidence: Teach 3-step process—(1) What do we need? (last outdoors), (2) Which material performed best for that property? (plastic - dry and fine), (3) State choice with evidence: 'I choose plastic because the test showed it was dry and fine, and outdoor toys need to last in weather.' Use sentence frames: 'Plastic, because the test showed it stayed dry and fine, so it will last best outside.' Model interpreting results: 'Dry and fine' = good condition, 'wet and torn' = damaged/bad. Practice connecting test results to real use: If it got damaged in the test, it will get damaged outside. Watch for: Students who choose damaged materials or misinterpret what conditions are good vs. bad.