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Common Core Standard RST.9-10.3 Questions

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

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Grade 10 Sequence of Events CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Based on the information in the passage, which stage of mitosis is NOT correctly matched with its related action?
  1. Prophase - condenses DNA structures into chromosomes
  2. Metaphase - chromosomes attach to spindle fibers
  3. Anaphase - chromosomes separate into chromatids
  4. Telophase - spindle fibers transform into DNA
Grade 10 Supporting Details CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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According to the passage, how did Linnaeus organize his list of classifications?
  1. from least specific to most specific
  2. from oldest to youngest
  3. from biggest to smallest
  4. from least complicated to most complicated
Grade 10 Supporting Details CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Based on the information in the passage, which feature is NOT correctly matched with how it changes over time?
  1. post-anal tail - retained in many chordates
  2. dorsal hollow nerve cord - becomes an exterior fin
  3. notochord - becomes the spinal cord
  4. pharyngeal slits - sometimes remain as gills
Grade 10 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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What causes these storms to weaken and break apart?
  1. Shifting wind direction
  2. Increasing pressure at the core
  3. Losing contact with heated water
  4. Rising humid air meeting winds
Grade 9 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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What would happen if the number of bees, birds, bats and other insects dramatically dropped?
  1. There would be less pollination of fruits and vegetables.
  2. Salmon eggs would not be released into nearby streams.
  3. People would stop eating apples, squash, and almonds.
  4. More money would need to be sent to rainforests.
Grade 10 Sequence of Events CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Grade 10 Sequence of Events CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Grade 10 Problem and Solution CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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The author describes Aristotle's plan for organizing living things. What was the problem with Aristotle's system of organization?
  1. It assumed plants and animals were the same.
  2. It grouped birds with fish.
  3. Many animals fit in more than one category.
  4. Many animals were incorrectly classified as plants.
Grade 10 Problem and Solution CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Based on the information in the passage, what problem do fungi help solve?
  1. They provide share for smaller plants.
  2. They provide energy to humans.
  3. They clean pollutants in the air.
  4. They keep dead organisms from filling the Earth.
Grade 10 Compare and Contrast CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Based on the information in the passage, how do higher organisms differ most from other living organism?
  1. They have organs and organ structures.
  2. They produce similar organisms.
  3. They respond to environmental conditions.
  4. They have a universal genetic code.
Grade 10 Compare and Contrast CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Based on the information in the passage, what do a mushroom and a tiger shark have in common?
  1. the same ancestors
  2. the same habitat
  3. the same DNA structure
  4. the same reproductive cycle
Grade 10 Supporting Details CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Based on the information in the text, which part of the cell is NOT correctly matched with a word or phrase that describes it?
  1. cell membrane - barrier
  2. Golgi apparatus - fluffy pillows
  3. endoplasmic reticulum - materials mover
  4. nucleus - control center
Grade 9 Compare and Contrast CCSS: CCRA.R.3, RL.9-10.3, RST.9-10.3

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What do butterflies have that moths do not?
  1. Bright colors
  2. Soft scales
  3. Patterned wings
  4. Feathered antenna
Grade 9 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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What effect can people have by doing massive outdoor clean ups?
  1. They can raise money for sending to good causes.
  2. They can help stop people from dumping trash.
  3. They can help local wildlife and their habitats.
  4. They can increase the number of honeybees.
Grade 10 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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What is the first step in creating a hurricane?
  1. The rotation of the earth.
  2. The collision of warm air and wind.
  3. The condensation of water vapor into clouds.
  4. The evaporation of warm seawater.
Grade 9 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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What happens when some of the seeds from fruit and vegetables are not eaten?
  1. They go to waste in the ground.
  2. They become part of the national trash problem.
  3. They are fed to animals held in captivity.
  4. They grow into the next generation of plants.
Grade 9 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Why does the author mention the issue of global warming?
  1. To show why some people complain about the turbines
  2. To explain how the turbines burn coal and oil supplies
  3. To demonstrate one of the biggest benefits of tidal energy
  4. To point out why so many people need additional power
Grade 9 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Why does the author compare tidal energy to wind energy?
  1. To explain why tidal energy is more cost effective
  2. To point out why tidal energy is far more reliable
  3. To compare the initial costs of each type of equipment
  4. To show why more people prefer underwater turbines
Grade 9 Cause and Effect CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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Why were tidal generators built in Scotland and around the United Kingdom?
  1. Those were the only areas needing additional power.
  2. It is substantially windier in those international countries.
  3. These locations are so remote the turbines won'€™t ruin the scenery.
  4. These are places where the population is close enough to benefit.
Grade 9 Compare and Contrast CCSS: CCRA.R.3, RI.9-10.3, RST.9-10.3

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What feature do letters offer that emails may not?
  1. They tend to be more personal than an email.
  2. They have better spelling and grammar than an email.
  3. They can contain more information than a standard email.
  4. They are generally less expensive to send than an email.
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