2024 Edition

Iowa Test of Basic Skills - ITBS Practice Test

This is a free practice test for the Iowa Test of Basic Skills (ITBS).

The ITBS and State Common Core Standards Tests is written in levels 5-14.  The tests are used for instructional development.  Test level 5-8 is given in grades K-2. The 5-8 test level covers vocabulary, reading, listening, mathematics, social science and science. Test level 9-14 is given to grades 3-12.  It covers vocabulary, reading, spelling, punctuation, mathematics, social science and maps and diagrams.

These Free ITBS Practice Questions were written by the Common Core Standards Testing Experts at TestingMom.com.  Get a free e-book for the Iowa Test of Basic Skills and State Common Core Standards Test and online practice test questions to view and print for ITBS. IA uses the Smarter Balanced Assessment Consortium Test (SBAC Test).

Try the test below, it is instantly scored with breakdowns by grade level so you have a choice of doing all the questions or just the grade level that is applicable.
 
 

Kindergarten

We’re going to point to colors in the rainbow.  Can you…
 
1. ...point to orange?
2. ...point to blue?

1st Grade

Look at all the shapes below.  Can you point to the…
3. ...arc?
4. ...cylinder?

2nd Grade

5. Which of these are not the same?

3rd Grade

Egypt and its River
by Edith A. How, B.A.
 
1          Egypt is a country in the north of Africa. It has sea to the north and sea to the east. On the north it is called the Mediterranean Sea, and on the east the Red Sea. On the west is the great sandy desert called the Sahara, and to the south are great forests and mountains.
2          Egypt itself is the land of the great River Nile. There is very seldom any rain there, and everyone has to get water from the great river. So all the people live near the Nile or the canals that lead out of it. A "canal" is a waterway, the channel of which has been dug by men. The big towns are where the river flows out into the sea, or where a canal meets the main stream, because the people bring their merchandise to market in boats.
3          All over the land are little villages, where many people live and work in the fields to grow food. Year by year when there is heavy rain in the mountains far away south, the River Nile rises and floods the fields. Then the people plant their seed quickly and get a good harvest. It is not difficult to understand why the egyptians love their great river, which gives them water for their fields and carrys them in their boats from place to place.
6. In paragraph 3 of the text, how should the word "carrys" be spelled correctly?
7. Which of the following words from the text should be capitalized?
8. Read the following sentence from paragraph 3:
The big towns are where the river flows out into the sea, or where a canal meets the main stream, because the people bring their merchandise to market in boats.
What does the word "merchandise" mean in this sentence?

4th Grade

Read “The Ant and the Grasshopper” and “The Bear and the Two Travelers” and answer the questions that follow.
       
 
The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content.  An Ant passed by,
bearing along with great toil an ear of corn he was taking to the nest.
 
"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?"
 
"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."
 
"Why bother about winter?" said the Grasshopper; we have got plenty of food at present." 
 
But the Ant went on its way and continued its toil. 
 
When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer.  Then the Grasshopper knew:
 
It is best to prepare for the days of need.
 
The Bear and the Two Travelers

 TWO MEN were traveling together, when a Bear suddenly met them on their path.  One of them climbed up quickly into a tree and concealed himself in the branches.  The other, seeing that he must be attacked, fell flat on the ground, and when the Bear came up and felt him with his snout, and smelt him all over, he held his breath, and feigned the appearance of death as much as he could. 
 
The Bear soon left him, for it is said he will not touch a dead body.  When he was quite gone, the other Traveler descended from the tree, and jocularly inquired of his friend what it was the Bear had whispered in his ear.  "He gave me this advice," his companion replied. 
 
"Never travel with a friend who
deserts you at the approach of danger." 
 
 
 







 
 
9. Which of the following BEST states the themes of these passages?
10. How does the man that is forced to pretend to be dead MOST LIKELY feel towards his friend?

5th Grade

 “Casey at the Bat”
written by Ernest Lawrence Thayer in 1888
 
The outlook wasn't brilliant for the Mudville nine that day;
The score stood four to two, with but one inning more to play,
And then when Cooney died at first, and Barrows did the same,
A pall-like silence fell upon the patrons of the game.

A straggling few got up to go in deep despair. The rest
Clung to that hope which springs eternal in the human breast;
They thought, "If only Casey could but get a whack at that--
We'd put up even money now, with Casey at the bat."

But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a hoodoo, while the latter was a cake;
So upon that stricken multitude grim melancholy sat,
For there seemed but little chance of Casey getting to the bat.

But Flynn let drive a single, to the wonderment of all,
And Blake, the much despisèd, tore the cover off the ball;
And when the dust had lifted, and men saw what had occurred,
There was Jimmy safe at second and Flynn a-hugging third.

Then from five thousand throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It pounded on the mountain and recoiled upon the flat,
For Casey, mighty Casey, was advancing to the bat.

There was ease in Casey's manner as he stepped into his place;
There was pride in Casey's bearing and a smile lit Casey's face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt 'twas Casey at the bat.

Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt;
Then while the writhing pitcher ground the ball into his hip,
Defiance flashed in Casey's eye, a sneer curled Casey's lip.

And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped--
"That ain't my style," said Casey. "Strike one!" the umpire said.

From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore;
"Kill him! Kill the umpire!" shouted some one on the stand;
And it's likely they'd have killed him had not Casey raised his hand.

With a smile of Christian charity great Casey's visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the dun sphere flew;
But Casey still ignored it, and the umpire said, "Strike two!"

"Fraud!" cried the maddened thousands, and echo answered "Fraud!"
But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn't let that ball go by again.

The sneer has fled from Casey's lip, his teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go.
And now the air is shattered by the force of Casey's blow.

Oh, somewhere in this favored land the sun is shining bright;
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and little children shout;
But there is no joy in Mudville--great Casey has struck out.
11. Identify the strongest theme found in the poem.
12. If the speaker of the poem had been Casey, how would the poem have changed? Please choose the best answer.
13. What does "visage" mean in the below stanza from the poem?
With a smile of Christian charity great Casey's visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the dun sphere flew;
But Casey still ignored it, and the umpire said, "Strike two!"

6th Grade

14. The entrance to the local shopping mall is located on the grid at (3, -2). If the hair salon in the shopping mall is located 5 units west and 8 units north of this entrance, what are the coordinates on the grid?
15. Kyla went to the car wash with $12. She spent $8.57. How much money does she have left?

7th Grade

Excerpt from THE RAILWAY CHILDREN
Chapter I. The beginning of things.
By E. Nesbit


They were not railway children to begin with. I don't suppose they had ever thought about railways except as a means of getting to Maskelyne and Cook's, the Pantomime, Zoological Gardens, and Madame Tussaud's. They were just ordinary suburban children, and they lived with their Father and Mother in an ordinary red-brick-fronted villa, with coloured glass in the front door, a tiled passage that was called a hall, a bath-room with hot and cold water, electric bells, French windows, and a good deal of white paint, and 'every modern convenience', as the house-agents say.
There were three of them. Roberta was the eldest. Of course, Mothers never have favourites, but if their Mother HAD had a favourite, it might have been Roberta. Next came Peter, who wished to be an Engineer when he grew up; and the youngest was Phyllis, who meant extremely well.
Mother did not spend all her time in paying dull calls to dull ladies, and sitting dully at home waiting for dull ladies to pay calls to her. She was almost always there, ready to play with the children, and read to them, and help them to do their home-lessons. Besides this she used to write stories for them while they were at school, and read them aloud after tea, and she always made up funny pieces of poetry for their birthdays and for other great occasions, such as the christening of the new kittens, or the refurnishing of the doll's house, or the time when they were getting over the mumps.
These three lucky children always had everything they needed: pretty clothes, good fires, a lovely nursery with heaps of toys, and a Mother Goose wall-paper. They had a kind and merry nursemaid, and a dog who was called James, and who was their very own. They also had a Father who was just perfect—never cross, never unjust, and always ready for a game—at least, if at any time he was NOT ready, he always had an excellent reason for it, and explained the reason to the children so interestingly and funnily that they felt sure he couldn't help himself.
You will think that they ought to have been very happy. And so they were, but they did not know HOW happy till the pretty life in the Red Villa was over and done with, and they had to live a very different life indeed.
The dreadful change came quite suddenly.
Peter had a birthday—his tenth. Among his other presents was a model engine more perfect than you could ever have dreamed of. The other presents were full of charm, but the Engine was fuller of charm than any of the others were.
Its charm lasted in its full perfection for exactly three days. Then, owing either to Peter's inexperience or Phyllis's good intentions, which had been rather pressing, or to some other cause, the Engine suddenly went off with a bang. James was so frightened that he went out and did not come back all day. All the Noah's Ark people who were in the tender were broken to bits, but nothing else was hurt except the poor little engine and the feelings of Peter. The others said he cried over it—but of course boys of ten do not cry, however terrible the tragedies may be which darken their lot. He said that his eyes were red because he had a cold. This turned out to be true, though Peter did not know it was when he said it, the next day he had to go to bed and stay there. Mother began to be afraid that he might be sickening for measles, when suddenly he sat up in bed and said:
"I hate gruel—I hate barley water—I hate bread and milk. I want to get up and have something REAL to eat."
"What would you like?" Mother asked.
"A pigeon-pie," said Peter, eagerly, "a large pigeon-pie. A very large one."
So Mother asked the Cook to make a large pigeon-pie. The pie was made. And when the pie was made, it was cooked. And when it was cooked, Peter ate some of it. After that his cold was better. Mother made a piece of poetry to amuse him while the pie was being made. It began by saying what an unfortunate but worthy boy Peter was, then it went on:
He had an engine that he loved
With all his heart and soul,
And if he had a wish on earth
It was to keep it whole.


One day—my friends, prepare your minds;
I'm coming to the worst—
Quite suddenly a screw went mad,
And then the boiler burst!


With gloomy face he picked it up
And took it to his Mother,
Though even he could not suppose
That she could make another;


For those who perished on the line
He did not seem to care,
His engine being more to him
Than all the people there.


And now you see the reason why
Our Peter has been ill:
He soothes his soul with pigeon-pie
His gnawing grief to kill.


He wraps himself in blankets warm
And sleeps in bed till late,
Determined thus to overcome
His miserable fate.


And if his eyes are rather red,
His cold must just excuse it:
Offer him pie; you may be sure
He never will refuse it.
16. How does Mother MOST LIKELY compare to other mothers from the same time period and area?
17. After reading the first paragraph, what can be surmised about the family being discussed?

8th Grade

Read “Stopping by Woods on a Snowy Evening” and “Ah Sunflower” and answer the questions that follow.

 

Stopping by Woods on a Snowy Evening

By:  Robert Frost

Whose woods these are I think I know.
His house is in the village, though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake.
The only other sound's the sweep
Of easy wind and downy flake.

The woods are lovely, dark, and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep. 
 

Ah Sunflower

By:  William Blake

Ah Sunflower, weary of time,
Who countest the steps of the sun;
Seeking after that sweet golden clime
Where the traveller's journey is done;

Where the Youth pined away with desire,
And the pale virgin shrouded in snow,
Arise from their graves, and aspire
Where my Sunflower wishes to go! 










 
 
 
18. After reading both poems, how their themes relate?
19. Which poetic device do both of these poems contain?
20. Which poem accurately reflects these poems' point of views?