Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math

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Sarter Balanced Assessent Consortiu s, s, Stard Alignent for Math The Sarter Balanced Assessent Consortiu (SBAC) has created a hierarchy coprised of clais targets that together can be used to ake

Within each clai are a variety of assessent targets that further clarify the knowledge specific skills that cross over a cluster of stards. The following tables layout the clai 1 targets.

For ath, clai 1 is the only clai directly tied to stards. s 2-4 will feature ites aligned to a variety of stards to a nuber of different targets.

Extended Thinking : Not all content in a given grade is ephasized equally in the stards.

1 Sarter Balanced Assessent Consortiu s, s, Stard Alignent for Math The Sarter Balanced Assessent Consortiu (SBAC) has created a hierarchy coprised of clais targets that together can be used to ake stateents about student achieveent. The clai is a broad stateent that will outline the outcoe achieved with astery of the stards within it. Within each clai are a variety of assessent targets that further clarify the knowledge specific skills that cross over a cluster of stards. The following tables layout the clai 1 targets. Each target ay feature a stard or a variety of stards that ake up the skill(s) of the target. Each target also features a Depth of Knowledge level(s) ite type(s) in which the targets ay be assessed. For ath, clai 1 is the only clai directly tied to stards. s 2-4 will feature ites aligned to a variety of stards to a nuber of different targets. Ite Types: SR - selected response CR - constructed response TE - technology-enhanced ER - extended constructed response Depth of Knowledge: 1 - Recall 2 - Skill/Concept 3 - Strategic Thinking 4 - Extended Thinking : Not all content in a given grade is ephasized equally in the stards. Soe clusters require greater ephasis than others based on the depth of ideas, the tie they take to aster, /or their iportance to future atheatics or the des of college career readiness. The following tables identify the ajor, additional, supporting work for the grade. ajor o Prioritized content for the grade o Assessent will saple the ajor work of the grade in the greatest proportion s supporting o Supports the ajor work of the grade provides connections that add coherence to the grade a - additional o Topics that ay not connect tightly or explicitly to the ajor work of the grade Key Data Systes.

$B: Apply extend previous understings of ultiplication division to divide fractions by fractions. Stards 6.RP.$ 1: Underst the concept of a ratio use ratio language to describe a ratio relationship between two quantities.

1: Underst the concept of a ratio use ratio language to describe a ratio relationship between two quantities.

2: Underst the concept of a unit rate a/b associated with a ratio a: b with b 0, use rate language in the context of a ratio relationship.

2 explain apply atheatical concepts interpret carry out with precision fluency. A: Underst ratio concepts use ratio reasoning to solve probles. B: Apply extend previous understings of ultiplication division to divide fractions by fractions. Stards 6.RP.1: Underst the concept of a ratio use ratio language to describe a ratio relationship between two quantities. For exaple, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote cidate A received, cidate C received nearly three votes. 6.RP.2: Underst the concept of a unit rate a/b associated with a ratio a: b with b 0, use rate language in the context of a ratio relationship. For exaple, This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/ /4 cup of flour for each cup of sugar. We paid $75 for 15 haburgers, which is a rate of $5 per haburger. 6.RP.3: Use ratio rate reasoning to solve real world atheatical probles, e.g., by reasoning about tables of equivalent ratios, tape diagras, double nuber line diagras, or equations. 6.NS.1: Interpret copute quotients of fractions, solve word probles involving division of fractions by fractions, e.g., by using visual fraction odels equations s to represent the proble. For exaple, create a story contextt for (2/3) (3/4) use a visual fraction odel to show the quotient; use the relationship between ultiplication division to explain that (2/3) (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) (c/d) = ad/bc.) How uch chocolate will each person get if 3 peoplee share 1/2 lb of chocolate equally? How any 3/4 cup servings are in 2/3 of a cup of yogurt?? How wide is a rectangular strip of l with length 3/4 i d area 1/2 square i? Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 1

3 explain apply atheatical concepts interpret carry out with precision fluency. C: Copute fluently with ulti nubers digit find coon factors ultiples. D: Apply extend previous understings of nubers to the syste of rational nubers. Stards 6.NS.2: Fluently divide ulti digit nubers using the stard algorith. 6.NS.3: Fluently add, subtract, ultiply, divide ulti digit decials using the stard algorith for each operation. 6.NS.4: Find the greatest coon factor of two whole nubers less than or equal to 100 the least coon ultiple of two whole nubers less than or equal to 12. Usee the distributive property to express a su of two whole nubers with a coon factor as a ultiple of a su of twoo whole nubers with no coon factor. For exaple, express as 4 (9 + 2) ). 6.NS.5: Underst that positive negative nubers are used together to describe quantities having opposite directions or values (e.g., teperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive negative nubers to represent quantities in real world contexts, explaining the eaning of 0 in each situation. 6.NS.6: Underst a rational nuber as a point on the nuber line. Extend nuber line diagras coordinate axes failiar fro previous grades to represent points on the line in the plane with negative nuber coordinates. 6.NS.7: Underst ordering absolute value of rational nubers. 6.NS.8: Solve real world atheatical probles by graphing points in all four quadrants of the coordinate plane. Include use of coordinates absolute valuee to find distances between points with the sae first coordinate or the sae second coordinate. a Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 2

4 Procedures: Students can explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. E: Apply extend previous understings of arithetic to algebraic expressions. F: Reason about solve oneequations inequalities. variable Stards 6.EE..1: Write evaluate nuerical expressions involving whole nuber exponents. 6.EE..2: Write, read, evaluate expressions in whichh letters st for nubers. 6.EE..3: Apply the properties of operations to generate equivalent expressions. For exaple, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. 6.EE..4: Identify when two expressions are equivalent (i.e., when the two expressions nae the sae nuber regardless of which value is substituted into the). For exaple, the expressionss y + y + y 3y are equivalent because they nae the sae nuber regardless of which nuber y sts for. 6.EE..5: Underst solving an equation or inequalityy as a process of answering a question: which values fro a specified set, if any, ake the equation or inequality true? Use substitution to deterine whether a given nuber in a specified set akes an equation or inequality true. 6.EE..6: Use variables to represent nubers write expressions when solving a real world or atheatical proble; underst that a variable can represent an unknownn nuber, or, depending on the purpose at h, any nuber in a specified set. 6.EE..7: Solve real world atheatical probles by writing solving equations of the for x + p = q px = q for cases in which p, q x are all nonnegative rational nubers. 6.EE..8: Write an inequality of the for x > c or x < c to represent a constraint or condition in a real world or atheatical proble. Recognize that inequalities of the for x > c or x < c have infinitely any solutions; represent solutions of such inequalities on nuber line diagras. Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 3

5 explain apply atheatical concepts interpret carry out with precision fluency. G: Represent analyze quantitative relationships between dependent independent variables. H: Solve realworld atheatical probles nvolving area, surface area, volue. Stards 6.EE.9: Use variables to represent two quantities in a real world proble that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in ters of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent independent variables using graphs tables, relate these to the equation. For exaple, in a proble involving otion at constant speed, list graph ordered pairs of distances ties, write the equation d = 65t to represent the relationship between distance d tie. 6.G.1: Find the area of right triangles, other triangles, special quadrilaterals, polygons by coposing into rectangles or decoposing into triangles other shapes; apply these techniques in the context of solving real world atheatical probles. 6.G.2: Find the volue of a right rectangular pris with fractional edge lengths by packing it with unit cubes of thee appropriate unit fraction edge lengths, show that the volue is the sae as would be found by ultiplying the edge lengths of the pris. Apply the forulas V = l w h V = b h to findd volues of right rectangular priss with fractional edge lengths in the context of solving real world atheatical probles. 6.G.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the sae first coordinate or the sae second coordinate. Apply these techniques in the context of solving real world atheatical probles. 6.G.4: Represent three diensional figures usingg nets ade up of rectangles triangles, use the nets to findd the surface area of these figures. Apply these techniques in the context of solving real world atheatical probles. s Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 4

6 explain apply atheatical concepts interpret carry out with precision fluency. I: Develop an understing of statistics variability. J: Suarize describe distributions. Stards 6.SP.1: Recognize a statistical question as onee that anticipates variability in the data related to the question accounts for it in the answers. For exaple, How old a I? is not a statistical question, but How old are the students in y school? is a statistical question because one anticipates variability in students ages. 6.SP.2: Underst that a set of data collected to answer a statistical question has a distribution which cann be described by its center, spread, overall shape. 6.SP.3: Recognize that a easure of center for a nuerical data set suarizess all of its values with a single nuber, while a easure of variation describes how its values vary with a single nuber. 6.SP.4: Display nuerical data in plots on a nuber line, including dot plots, histogras, box plots. 6.SP.5: Suarize nuerical data sets in relation to their context, such as by: a. Reporting the nuber of observations. b. Describing the nature of the attribute under investigation, including how it was easured its units of f easureent. c. Giving quantitative easures of center (edian /or ean) variability (interquartile range /or ean absolute deviation), as well as describing any overall pattern any striking deviations fro the overall pattern withh reference to the context in which the data were gathered. d. Relating the choice of easures of center variability to the shape of the data distribution the context in which the data were gathered. a a Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 5

Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math

Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Sarter Balanced Assessent Consortiu Clais, s, Stard Alignent for Math The Sarter Balanced Assessent Consortiu (SBAC) has created a hierarchy coprised of clais targets that together can be used to ake stateents