Claim 1: Cncepts and Prcedures Students can explain and apply mathematical cncepts and carry ut mathematical prcedures with precisin and fluency. Cntent Dmain: Measurement and Data Target J [s]: Represent and interpret data. (DOK 1, 2) Tasks fr this target will ask students t create r use a line plt and prvide cntext fr 4.NF Target G (specifically, additin and subtractin f fractins with like denminatrs). Standards: 4.MD.B, Related Belw-Grade and Abve-Grade Standards fr Purpses f Planning fr Vertical Scaling: 3.MD.B, 3.MD.B.4 5.MD.B, 5.MD.B.2 4.MD.B Represent and interpret data. measurements in additin and subtractin f fractins by using infrmatin presented in line plts. Fr example, frm a line plt find and lngest and shrtest Related Grade 3 Standards 3.MD.B Represent and interpret data. 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and furths f an inch. Shw the data by making a line plt, where the hrizntal scale is marked ff in apprpriate units whle numbers, halves, r quarters. Related Grade 5 Standards 5.MD.B Represent and interpret data. 5.MD.B.2 measurements in 1/4, 1/8). Use peratins n fractins fr this grade t slve infrmatin presented in line plts. Fr example, given different measurements f liquid in identical beakers, find the amunt f liquid each beaker wuld cntain if the ttal amunt in all the beakers were redistributed equally. DOK Levels: 1, 2 Achievement Level Descriptrs: RANGE Achievement Level Descriptr (Range ALD) Target J: Represent and interpret data. Level 1 Students shuld be able t identify data frm a given line plt using whle numbers. Level 2 Students shuld be able t use data frm a given line plt using fractins 1/2, 1/4, and 1/8 t slve ne-step prblems. Level 3 Students shuld be able t create a line plt t represent a data set using fractins 1/2, 1/4, and 1/8, and interpret data frm a line plt t slve additin and subtractin f fractins with like denminatrs. Level 4 N Descriptr 1. The student cmpletes a line plt t 1/4, 1/8). 2. The student slves additin and subtractin f fractins with like denminatrs by using infrmatin presented in line plts. Allwable Respnse Types: Matching Tables; Ht Spt; Equatin/Numeric 1 Versin 3.0
Allwable Stimulus Materials: Cnstruct-Relevant Vcabulary: line plts, tables, 1/4, 1/8) line plt, data set, interval, fractins, unit fractins, numeratr, denminatr, sum, difference, add, subtract Allwable Target-Specific Fractins f a unit are limited t denminatrs 1/2, 1/4, and 1/8. Attributes: All cntextual items shuld refer t bjects that can be measured in fractins f a unit. Nn-Targeted Nne Cnstructs: Accessibility Guidance: Item writers shuld cnsider the fllwing Language and Visual Element/Design guidelines 1 when develping items. Language Key Cnsideratins: Use simple, clear, and easy-t-understand language needed t assess the cnstruct r aid in the understanding f the cntext Avid sentences with multiple clauses Use vcabulary that is at r belw grade level Avid ambiguus r bscure wrds, idims, jargn, unusual names and references Visual Elements/Design Key Cnsideratins: Include visual elements nly if the graphic is needed t assess the cnstruct r it aids in the understanding f the cntext Use the simplest graphic pssible with the greatest degree f cntrast, and include clear, cncise labels where necessary Avid crwding f details and graphics Items are selected fr a student s test accrding t the blueprint, which selects items based n Claims and targets, nt task mdels. As such, careful cnsideratin is given t making sure fully accessible items are available t cver the cntent f every Claim and target, even if sme item frmats are nt fully accessible using current technlgy. 2 Develpment Ntes: Creating a line plt frm scratch (where the student must partitin the number line, chse an apprpriate scale, and label the scale accrdingly) will be assessed in Claim 4. Slving tw-step additin and subtractin prblems fr will be assessed in Claim 2. Interpreting data that is presented in a line plt will be assessed in Claim 4. 1 Fr mre infrmatin, refer t the General Accessibility Guidelines at: http://www.smarterbalanced.rg/wrdpress/wpcntent/uplads/2012/05/taskitemspecificatins/guidelines/accessibilityandaccmmdatins/generalaccessibilityguidelines.pdf 2 Fr mre infrmatin abut student accessibility resurces and plicies, refer t http://www.smarterbalanced.rg/wrdpress/wp-cntent/uplads/2014/08/smarterbalanced_guidelines.pdf 2 Versin 3.0
Task Mdel 1 Ht Spt DOK Level 1 additin and subtractin f fractins by using infrmatin presented in line plts. Fr example, frm a line plt find and 1. The student creates a line plt t display a data set f 1/4, 1/8). Accessibility Nte: Ht spt items are nt currently able t be Brailled. Minimize the number f items develped t this TM. Prmpt Features: The student cmpletes a line plt that displays a given data set f fractinal units. Stimulus Guidelines: At least tw whle number endpints must be labeled n the scale f the line plt. Measurement data may reflect classrm cntexts r scientific cntexts (apprpriate t 4th grade), and are limited t these attributes and units: distances (km, m, cm; in, ft, yd) intervals f time (hr, min, sec) liquid vlumes (L, ml) masses f bjects (kg, g; lb, z) Item difficulty can be adjusted via these example methds: Hw many tick marks are pre-labeled r hw many the student is prmpted t label The number f data pints listed in the data set Whether the data pints are listed in rder r given in a randm sequence The interval spanned by the data pints bth its size and the actual endpints The frm f fractins allwed as data pints (e.g., prper fractins, imprper fractins, mixed numbers, whle numbers) TM1 Stimulus: The student is presented with a data set f list r table frmat and a number line. Example Stem: Michelle measures the mass f the bks in her desk. The list shws the mass f each bk in punds. 4 8, 2 8, 3 8, 4 8, 9 8, 6 8, 1 7 8, 2 Click abve a tick mark t cmplete the line plt that displays the data. 3 Versin 3.0
Task Mdel 1 Ht Spt TM1 (cntinued) Rubric: (1 pint) The student places all f the crrect data pints t cmplete the line plt with n incrrect r missing pints (e.g., as shwn belw). DOK Level 1 additin and subtractin f fractins by using infrmatin presented in line plts. Fr example, frm a line plt find and Ht Spt 1. The student creates a line plt t display a data set f 1/4, 1/8). Accessibility Nte: Ht spt items are nt currently able t be Brailled. Minimize the number f items develped t this TM. 4 Versin 3.0
Task Mdel 2 Equatin/Numeric DOK Level 2 additin and subtractin f fractins by using infrmatin presented in line plts. Fr example, frm a line plt find and 2. The student slves additin and subtractin f fractins with like denminatrs by using infrmatin presented in line plts. Prmpt Features: The student slves additin and subtractin f fractins with like denminatrs by using infrmatin presented in line plts. Stimulus Guidelines: Measurement data may reflect classrm cntexts r scientific cntexts (apprpriate t 4th grade), and are limited t these attributes and units: Distances (km, m, cm; in, ft, yd) Intervals f time (hr, min, sec) Liquid vlumes (L, ml) Masses f bjects (kg, g; lb, z) Item difficulty can be adjusted via these example methds: The frm that the fractins take (e.g., prper fractin, imprper fractin, mixed number, whle number) The number f data pints pltted in the line plt What each X represents (e.g., des it stand fr ne measurement r multiple measurements?) The interval spanned by the data pints bth its size and the actual endpints Hw many f the tick marks are labeled n the line plt scale (labels must be evenly spaced) Adding/subtracting data pints that cme befre r after ne particular pint TM2 Stimulus: The student is presented with a line plt that presents measurement data and a ne-step questin abut that data. Example Stem: A student measured hw much rain fell each week. This line plt shws the amunt f rain, in inches, that fell each week. Hw much mre rain, in inches, was there during the week with the greatest amunt f rain than during the week with the least amunt f rain? Enter yur answer in the respnse bx. Rubric: (1 pint) The student enters the crrect respnse t slve additin r subtractin fractins based n the use f infrmatin frm the line plt (e.g., 1 1 4 ). Equatin/Numeric 5 Versin 3.0