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

Transcription

1 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 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. Clais 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.

2 Grade 3 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. A: Represent solve probles involving ultiplication division. Stards 3.OA.1 Interpret products of whole nubers, e.g.., interpret 5 7 as the total nuber of objects in 5 groups of 7 objects each. For exaple, describe a context in which a total nuber of objects can be expressed as OA.2 Interpret whole nuber quotients of whole nubers, e.g., interpret 56 8 as the nuber of objects inn each share when 56 objects are partitioned equally into 8 shares, or as a nuber of shares when 56 objects are partitioned into equal shares of 8 objects each. For exaple, describe a context in which a nuber of shares or a nuber of groups can be expressed as OA.3 Use ultiplication division within 100 to solve word probles in situations involving equal groups, arrays, easureent quantities, e.g., by using drawings equations with a sybol for the unknown nuber to represent the proble. 3.OA.4 Deterinee the unknown whole nuber in a ultiplication or division equation relating three whole nubers. For exaple, deterinee the unknown nuber that akes the equation true in each of the equations 8? = 48, 5 = 3, 6 6 =?. 3.MD.2 Measure estiate liquid volues asses of objects using stard units of gras (g), kilogras (kg), liters (l).6 Add, subtract, ultiply, or divide to solve one step word probles nvolving asses or volues that are given in the sae units, e.g., by using drawings (such as a beaker with a easureent scale) to represent the proble DOK Ite Types Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 1

3 Grade 3 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. B: Underst properties of ultiplication the relationship between ultiplication division. C: Multiply divide within 100. D: Solve probles nvolving the four operations, identify explain patterns in arithetic. Stards 3.OA.5: Apply properties of operations as strategies to ultiply divide. Exaples: If 6 4 = 24 is known, then 4 6 = 24 is also known. ( Coutative property of ultiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of ultiplication. ) Knowing that 8 5 = = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. ( Distributive property.) 3.OA.6: Underst division as an unknown factor proble. For exaple, find 32 8 by finding the nuber that akes 32 when ultiplied by 8. 3.OA.7: Fluently ultiply divide within 100, using strategies such as the relationship between ultiplication division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3,, know fro eory all products of two one digit nubers. 3.OA.8: Solve two step word probles using the four operations. Represent these probles using equations with a letter sting for the unknown quantity. Assess the reasonableness of answers using ental coputation estiation strategies including rounding. 3.OA.9: Identify arithetic patterns (including patterns in the addition table or ultiplication table), explainn the using properties of operations. For exaple, observe that 4 ties a nuber is always even, explain why 4 ties a nuber can be decoposed into two equal addends. DOK Ite Types 1 SR, CR 1 SR, CR 2 SR, CR, TE Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 2

4 Grade 3 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. E: Use place value understing properties of operation to perfor ulti digit arithetic. F: Develop understing of fractions as nubers. Stards 3.NBT.1: Use place value understing to round whole nubers to the nearest 10 or NBT.2: Fluently add subtract within 1000 using strategies algoriths based on place value, properties of operations, / /or the relationship between addition subtraction. 3.NBT.3: Multiply one digit whole nubers by ultiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value properties of operations. 3.NF.1: Underst a fraction 1/b as the quantity fored by 1 part when a whole is partitioned into b equal parts; underst a fraction a/b as the quantity fored by a parts of size 1/b. 3.NF.2: Underst a fraction as a nuber on the nuber line; represent fractions on a nuber line diagra. 3.NF.3: Explain equivalence of fractions in special cases, copare fractions by reasoning about their size. DOK Ite Types 1 SR, CR G: Solve probles involving easureent estiation of intervals of ties, liquid volues, asses of objects. 3.MD.1: Tell write tie to the nearest inute easure tie intervals in inutes. Solve word probles involving addition subtraction of tie intervals in inutes, e.g., by representing the proble on a nuber linee diagra. 3.MD.2: Measuree estiate liquid volues asses of objects using stard units of gras (g), kilogras (kg), liters (l). Add, subtract, ultiply, or divide to solve one step word probles nvolving asses or volues that are given in the sae units, e.g., by using drawings (such as a beaker with a easureent scale) to represent the proble. Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 3

5 Grade 3 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. H: Represent interpret data. I: Geoetric easureent: underst concepts of area relate area to ultiplication to addition. Stards 3.MD.3: Draw a scaled picture graph a scaled bar graph to represent a data set with several categories. Solve one two step how any ore how any less probles using inforationn presented in scaled bar graphs. For exaple, draw a bar graph in which each square in the bar graph ight represent 5 pets. 3.MD.4: Generate easureent data by easuring lengths using rulers arked with halves fourths of ann inch. Show the data by aking a line plot, where the horizontal scale is arked off in appropriate units whole nubers, halves, or quarters. 3.MD.5 Recognize area as an attribute of planee figures underst concepts of area easureent. 3.MD.6 Measure areas by counting unit squares (square c, square, square in, square ft, iprovised units). 3.MD.7 Relate area to the operations of ultiplication addition. 3.OA.5 Apply properties of operations as strategies to ultiply divide. Exaples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Coutative property of ultiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of ultiplication.) Knowing that 8 5 = = 16, one can findd 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributivee property.) 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For exaple, partition a shape into 4 parts with equal area, describe the area of each part as 1/4 of the area of the shape. DOK Ite Types 2, 3 SR, CR, TE Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 4

6 Grade 3 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. J: Geoetric easureent: recognize perieter as an attribute of plane figures distinguish between linear area easures. K: Reason with shapes their attributes. Stards 3.MD.8: Solve real world atheatical probles involving perieters of polygons, including finding the perieter given the side lengths, finding an unknown side length, exhibiting rectangles with the sae perieter different areas or with the sae area different perieters. 3.G.1: Underst that shapes in different categories (e.g., rhobuses, rectangles, others) ay share attributes (e.g., having four sides) ), that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhobuses, rectangles, squares as exaples of quadrilaterals, draw exaples of quadrilaterals that do not belong to any of these subcategories. 3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For exaple, partition a shape into 4 parts with equal area, describe the area of each part as 1/4 of the area of the shape. DOK Ite Types 1, 2 SR, CR a Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 5