Example Item 1 (Grade 6): Primary Target 3A (Content Domain NF), Secondary Target 1F (CCSS 5.NF.4), Tertiary Target 3F
|
|
- Malcolm Morton
- 5 years ago
- Views:
Transcription
1 Task Model 1 DOK Level 2 Target A: Test propositions or conjectures with specific examples Task Expectations: The student is asked to give an example that refutes a proposition or conjecture; or The student is asked to give an example that supports a proposition or conjecture. [Note: Use appropriate mathematical language in asking students for a single example. While a single example can be used to refute a conjecture, it cannot be used to prove one is always true.] Example Item 1 (Grade 6): Primary Target 3A (Content Domain NF), Secondary Target 1F (CCSS 5.NF.4), Tertiary Target 3F Sarah claims that for any fraction multiplied by, the product n will always be less than. A. Drag one number into each box so that the product n is less than. B. Drag one number into each box so that the product n is not less than. Rubric: (1 point) The student drags one number into each box to create an equation where n is less than in Part A, and drags one number into each box to create an equation to show that Sarah s claim is incorrect in Part B (e.g., Part A, Part B ). This exemplar response represents only one possible solution. Other correct responses are possible. Response Type: Drag and Drop 11 Version 2.0
2 Task Model 1 DOK Level 2 Example Item 2 (Grade 8): Primary Target 3A (Content Domain NS), Secondary Target 1A (CCSS 8.NS.1), Tertiary Target 3F Target A: Test propositions or conjectures with specific examples Tom claims: If a rational number is not an integer, then the square root of the number must be irrational. For example, 3.6 is irrational and 1 is irrational. 2 Enter a rational number that is not an integer to show Tom s claim is incorrect. Rubric: (1 point) The student enters a rational number which has a rational square root (e.g., or 2.25). This exemplar response represents only two possible solutions. Other correct responses are possible. Response Type: Equation/Numeric 12 Version 2.0
3 Task Model 2 DOK Levels 3, 4 Target B: Construct, autonomously, chains of reasoning that will justify or refute conjectures Task Expectations: The student is presented with a mathematical phenomenon and a conjecture. Student is asked to identify or construct reasoning that justifies or refutes a conjecture. Example Item 1 (Grade 6): Primary Target 3B (Content Domain G), Secondary Target 1H (CCSS 6.G.2), Tertiary Target 3C Micah constructs a rectangular prism with a volume of 360 cubic units. Micah claims that if the height is 10 units, then the base of the prism must be a square. Use the Connect Line tool to draw a base that shows Micah s claim is incorrect. Rubric: (1 point) The student constructs a rectangle that shows Micah s claim is incorrect (e.g., 4 x 9, 3 x 12, or 2 x 18). Response Type: Graphing 13 Version 2.0
4 Task Model 2 DOK Levels 3, 4 Example Item 2 (Grade 8): Primary Target 3B (Content Domain G), Secondary Target 1G (CCSS 8.G.2), Tertiary Target 3F Two figures are shown on the coordinate grid. Target B: Construct, autonomously, chains of reasoning that will justify or refute conjectures Prove that Figure A and Figure B are congruent. Describe three single transformations that, when performed, would transform Figure A to Figure B. In your response, be sure to identify the transformations in the order they are performed. Rubric: (2 points) The student describes three transformations with sufficient detail to prove that Figure A and Figure B are congruent (e.g., see exemplars). (1 point) The student either describes all three transformations in general terms, without the degree of precision necessary to prove congruency (e.g., rotation, reflection, and translation) or correctly describes two out of three transformations and incorrectly describes the third (e.g., states the rotation is 180 instead of 90 or translates in the wrong direction or an incorrect number of units). Exemplars 4 : 1 st Transformation is to reflect over the y-axis. 2 nd Transformation is to rotate 90 counter-clockwise about the origin. 3 rd Transformation is to translate right by 2 units. 1 st Transformation is to reflect over the x-axis. 2 nd Transformation is to rotate 90 clockwise about the origin. 3 rd Transformation is to translate right by 2 units. Response Type: Short Text (hand scored) 4 Exemplars only represent possible solutions. Typically, many other solutions/responses may receive full credit. The full range of acceptable responses is determined during rangefinding and/or scoring validation. 14 Version 2.0
5 Task Model 3 Target C: State logical assumptions being used Task Expectations: The student is asked to connect a logical basis to its resulting conjecture. The student is presented with a mathematical or real-world scenario where an assumption is made in order to find the solution. Example Item 1 (Grade 7): Primary Target 3C (Content Domain NS), Secondary Target 1B (CCSS 7.NS.2), Tertiary Target 3F In the following equation, a, b, and c are nonzero rational numbers. a b = c Given this equation, drag one value into each box to complete four true equations. Rubric: (2 points) The student is able to complete all four equations correctly (e.g., see solution shown at the right). (1 point) The student is able to complete 3 out of 4 equations correctly. Response Type: Drag and Drop 15 Version 2.0
6 Task Model 4 Task Expectations: The student is given different cases to consider and the student uses or shows reasoning to support the cases. Target D: Use the technique of breaking an argument into cases Example Item 1 (Grade 7): Primary Target 3D (Content Domain NS), Secondary Target 1B (CCSS 7.NS.2), Tertiary Target 3F, Quaternary Target 1C (CCSS 6.NS.4) Rubric: (2 points) The student identifies all the correct conditions that make the argument true (e. g., Statements 1, 3). (1 point) The student identifies the correct conditions that make the argument true, but fails to consider the case of division by zero (e.g., 1, 3, 4). Response Type: Hot Spot 16 Version 2.0
7 Task Model 5 Target E: Distinguish correct reasoning from flawed reasoning Task Expectations: The student is presented with valid or invalid reasoning. If the reasoning is flawed, the student will explain or correct the flaw. The student is asked to select the condition(s) for which an argument does or does not always apply. Two or more approaches or chains of reasoning are given and the student is asked to identify the correct method and justification OR identify the incorrect method/reasoning and the justification. Example Item 1 (Grade 7): Primary Target 3E (Content Domain RP), Secondary Target 1A (CCSS 6.RP.3), Tertiary Target 3C Jane wants to buy the following items at a store. Jeans, $32.99 Earrings, $29.99 T-shirt, $9.99 Shoes, $23.99 Jane will either use coupon A or coupon B to reduce the cost of her purchase. She sees some socks that cost $4.99. Jane thinks that adding socks to her purchase will cost her less than making the purchase without socks. Which option should Jane choose to spend the least amount of money? A. Jane should add the socks to her purchase and then use Coupon A. B. Jane should add the socks to her purchase and then use Coupon B. C. Jane should make the purchase without socks and use Coupon A. D. Jane should make the purchase without socks and use Coupon B. Rubric: (1 point) The student selects the statement that represents correct reasoning (e.g., A). Response Type: Multiple choice, single correct response 17 Version 2.0
8 Task Model 5 Example Item 2 (Grade 7): Primary Target 3E (Content Domain EE), Secondary Target 1D (CCSS 7.EE.3) Target E: Distinguish correct reasoning from flawed reasoning Rubric: (2 points) The student selects the correct steps and plots the correct point on the number line. (e.g., Part A: 1, 2, 4; Part B: 8). (1 point) The student either selects the correct steps or plots the correct point on the number line. Response Type: Hot Spot and Graphing 18 Version 2.0
9 Task Model 5 Example Item 3 (Grade 8): Primary Target 3E (Content Domain RP), Secondary Target 1A (7.RP.3), Tertiary Target 3C Target E: Distinguish correct reasoning from flawed reasoning Rubric: (1 point) The student selects the flawed work (e.g., $90/0.9 = $100 and highlights The bats are on sale for 10% off. ). Response Type: Hot Spot 19 Version 2.0
10 Task Model 6 Task Expectations: The student uses concrete referents to help justify or refute an argument. Target F: Base arguments on concrete referents such as objects, drawings, diagrams, and actions Example Item 1 (Grade 8): Primary Target 3F (Content Domain G), Secondary Target 1E (CCSS 7.G.5), Tertiary Target 3D The base of triangle ABC and the base of triangle DEF lie on line m, as shown in the diagram. The measure of is less than the measure of For each comparison, select the symbol (<, >, =) that makes the relationship between the first quantity and the second quantity true. First Quantity Comparison Second Quantity < > = < > = Interaction: The student selects the symbol from a drop down menu of <, >, =. Rubric: (1 point) The student selects the correct symbol for both comparisons (e.g., >, <) Response Type: Hot Spot 20 Version 2.0
11 Task Model 7 Target G: Determine conditions under which an argument does and does not apply Task Expectations: The student must determine whether a proposition/or conjecture is true for all cases, true for some cases, or not true for any case. In some problems the student must provide justification to support the conclusions. Example Item 1 (Grade 7): Primary Target 3G (Content Domain G), Secondary Target 1F (CCSS 7.G.5), Tertiary Target 3A Determine whether each statement is true for all cases, true for some cases, or not true for any case. Statement Two vertical angles form a linear pair. True for all True for some Not true for any If two angles are supplementary and congruent, they are right angles. The sum of two adjacent angles is 90. If the measure of an angle is 35, then the measure of its complement is 55. The measure of an exterior angle of a triangle is greater than every interior angle of the triangle. Rubric: (1 point) The student can classify each statement correctly (e.g., see table below). Response Type: Hot Spot 21 Version 2.0
12 Task Model 7 Target G: Determine conditions under which an argument does and does not apply Example Item 2 (Grade 8): Primary Target 3G (Content Domain G), Secondary Target 1G (CCSS 8.G.3) A sequence of transformations is applied to a polygon. Identify each sequence of transformations where the resulting polygon has a greater area than the original polygon. A. Reflect over the x-axis, dilate about the origin by a scale factor of, translate up 5 units B. Rotate 90 counterclockwise around the origin, dilate about the origin by a scale factor of C. Dilate about the origin by a scale factor of, rotate 180 clockwise around the origin, translate down 2 units D. Dilate about the origin by a scale factor of 2, reflect over the y-axis, dilate about the origin by a scale factor of Rubric: (1 point) The student identifies all the correct conditions that make the argument true (e.g., B, D) Response Type: Multiple Choice, multiple correct response 22 Version 2.0
example can be used to refute a conjecture, it cannot be used to prove one is always true.] propositions or conjectures
Task Model 1 Task Expectations: The student is asked to give an example that refutes a proposition or conjecture; or DOK Level 2 The student is asked to give an example that supports a proposition or conjecture.
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationMountain Home School District 8 th Grade Math Claim (SBAC) Content Domain Target CCSS Depth of Knowledge Level Claim 1:Concepts and Procedures
Claim (SBAC) Content Domain Target CCSS Depth of Knowledge Level Claim 1:Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision
More informationGrade 6 - SBA Claim 1 Example Stems
Grade 6 - SBA Claim 1 Example Stems This document takes publicly available information about the Smarter Balanced Assessment (SBA) in Mathematics, namely the Claim 1 Item Specifications, and combines and
More informationEIGHTH GRADE TRANSITION MATH GLEs
GLEs and CCSS to be taught in and 13-14 EIGHTH GRADE TRANSITION MATH GLEs Math, Grade 8, and 13-14 Curriculum and Assessment Summary 1 GLEs and CCSS to be taught in and 13-14 GLE content to be taught and
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationGRADE 8 MATHEMATICS GLEs Color Coded. Math, Grade 8, and Curriculum and Assessment Summary 1
GRADE 8 MATHEMATICS GLEs Color Coded Math, Grade 8, and 13-14 Curriculum and Assessment Summary 1 GLE content to be taught and tested in Grade 8 Math in and 13-14 GLE # Grade-Level Expectation Text Aligned
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationPerformance Level Descriptors Grade 8 Mathematics
Expressions and Equations Scientific Notation Grade 8 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with connections to the Standards for Mathematical Practice.
More informationPRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 8 MATHEMATICS
Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 8 MATHEMATICS Table of Contents Questions 1 25: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines...
More informationGeometry Mathematics Item and Scoring Sampler 2018
Geometry Mathematics Item and Scoring Sampler 2018 COPYRIGHT GEORGIA DEPARTMENT OF EDUCATION. ALL RIGHTS RESERVED. TABLE OF CONTENTS Introduction.... 1 Types of Items Included in the Sampler and Uses of
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationNeshoba Central Middle School 8 th Grade Pacing Guide Pre-Algebra
CCSS Key: The Number System (NS) Expressions and Equations (EE) Functions (F) Geometry (G) Statistics and Probability (SP) NINE WEEKS CCSS MS FRAMEWORK DATE ASSESSED 1 PA.1.b. Formulate and solve standard
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationDRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 03 08009_ Lucy graphed a system of linear equations. y 0 9 8 7 5 3-0 -9-8 -7 - -5 -
More informationShort Text - Performance tasks and Target B only
High School Mathematics Item Specification Claim 3 This claim refers to a recurring theme in the CCSSM content and practice standards: the ability to construct and present a clear, logical, convincing
More informationPerformance Level Descriptors Grade 8 Mathematics
Expressions and Equations 8 EE.1 8 EE.2 Grade 8 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with connections to the Standards for Mathematical Practice.
More informationMATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient
MATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient The Level 1 student is below proficient The Level 2 student is approaching The Level 3 student is proficient
More informationOhio s State Tests ITEM RELEASE SPRING 2017 GRADE 8 MATHEMATICS
Ohio s State Tests ITEM RELEASE SPRING 2017 GRADE 8 MATHEMATICS Table of Contents Questions 1 22: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines... 1 Question 1: Sample
More information1 Version 2.0. through and second pair. Related Grade 7 Standards
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: Expressions and Equations Target
More informationOhio s State Tests ITEM RELEASE SPRING 2017 INTEGRATED MATHEMATICS II
Ohio s State Tests ITEM RELEASE SPRING 2017 INTEGRATED MATHEMATICS II Table of Contents Questions 1 21: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines... 1 Question 1:
More informationNC Common Core Middle School Math Compacted Curriculum 7 th Grade Model 1 (3:2)
NC Common Core Middle School Math Compacted Curriculum 7 th Grade Model 1 (3:2) Analyze proportional relationships and use them to solve real-world and mathematical problems. Proportional Reasoning and
More informationArchdiocese of Washington Catholic Schools Academic Standards Mathematics
6 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students compare and order positive and negative integers*, decimals, fractions, and mixed numbers. They find multiples*
More informationCMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC)
CMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationAccelerated Traditional Pathway: Accelerated 7 th Grade
Accelerated Traditional Pathway: Accelerated 7 th Grade This course differs from the non-accelerated 7 th Grade course in that it contains content from 8 th grade. While coherence is retained, in that
More informationHuntington Beach City School District Grade 7 Mathematics Accelerated Standards Schedule
Huntington Beach City School District Grade 7 Mathematics Accelerated Standards Schedule 2016-2017 Interim Assessment Schedule Orange Interim Assessment: November 1-18, 2016 Green Interim Assessment: January
More informationCMAS Grade 6 Mathematics Performance Level Descriptors (Based on PARCC)
CMAS Grade 6 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationNew York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY
More informationCommon Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)
CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand
More informationMathematics Sample Test Booklet Paper-Pencil Format Student Version, High School
Mathematics Sample Test Booklet 2018 Paper-Pencil Format Student Version, High School This test booklet contains several different types of problems as shown below. Each sample shows what a certain type
More informationCalifornia Content Standard. Essentials for Algebra (lesson.exercise) of Test Items. Grade 6 Statistics, Data Analysis, & Probability.
California Content Standard Grade 6 Statistics, Data Analysis, & Probability 1. Students compute & analyze statistical measurements for data sets: 1.1 Compute the mean, median & mode of data sets 1.2 Understand
More informationBMS Pacing 7 th Grade Honors At a Glance
Module 1: Rational and Irrational Numbers (27 days) Add, subtract, multiply, and divide integers Add, subtract, multiply, and divide positive and negative fractions Absolute value Change fractions to decimals
More informationSpring Lake Middle School- Accelerated Math 7 Curriculum Map Updated: January 2018
Domain Standard Learning Targets Resources Ratios and Proportional Relationships 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured
More information7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Accelerate 7th Grade Pathway Correlated to Pre-Algebra Unit 1: Rational Numbers and Exponents Final Common Core Standards Lessons Page References Apply and extend previous understandings of operations
More informationMathematics Diagnostic Algebra I. Scoring Guide
Mathematics Diagnostic Algebra I Scoring Guide Mathematics Algebra I Mathematics, Diagnostic Algebra I In participating districts, all students in grades 3 8, and high school Algebra I and Geometry, will
More informationSolve problems involving proportions Describe the effect of scale factor
Strand: Ratios and Proportional Relationships (RP) 7th Grade Topic: Describe relationships of similar polygons Solve problems involving proportions Describe the effect of scale factor Compare or contrast
More information1 Version 3.0. Related Grade 5 Standards
Claim 1: Concepts and Procedures Students can explain and apply concepts and carry out procedures with precision and fluency. Content Domain: Expressions and Equations Target F [m]: Reason about and solve
More informationUse symbolic algebra to represent unknown quantities in expressions or equations and solve linear equations with one variable (below, keep)
Algebraic Relationships GLE s Remaining/CCSS standards (Bold-face highlighted does not align with GLEs) (Illustrations examples in blue) CCSS Vertical Movement to 7th 2. Represent and analyze mathematical
More informationTasks for this target will require students to select or produce equivalent numerical expressions based on properties of integer exponents.
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: Expressions and Equations Target
More informationUTAH CORE STATE STANDARDS for MATHEMATICS. Mathematics Grade 7
Mathematics Grade 7 In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations
More informationDestination Math California Intervention
Destination Math California Intervention correlated to the California Intervention 4 7 s McDougal Littell Riverdeep STANDARDS MAPS for a Mathematics Intervention Program (Grades 4-7) The standards maps
More informationContent Standard 1: Numbers, Number Sense, and Computation Place Value
Content Standard 1: Numbers, Number Sense, and Computation Place Value Fractions Comparing and Ordering Counting Facts Estimating and Estimation Strategies Determine an approximate value of radical and
More informationCOMMON CORE STATE STANDARDS TO BOOK CORRELATION
COMMON CORE STATE STANDARDS TO BOOK CORRELATION Conceptual Category: Number and Quantity Domain: The Real Number System After a standard is introduced, it is revisited many times in subsequent activities,
More informationVirginia Unit-Specific Learning Pathways. Grades 6-Algebra I: Standards of Learning
BUI L T F O VIR R G INIA 2014 2015 Virginia -Specific Learning Pathways Grades 6-Algebra I: Standards of Learning Table of Contents Grade 6...3 Grade 7...6 Grade 8...9 Algebra I... 11 Grade 6 Virginia
More informationGeometry Evidence Statements Evidence Statement Keys
Geometry Statements Statement Keys statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the Common Core State Standards for Mathematics
More informationArchdiocese of Washington Catholic Schools Academic Standards Mathematics
8 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students know the properties of rational* and irrational* numbers expressed in a variety of forms. They understand and use
More informationRational Numbers and Exponents
Rational and Exponents Math 7 Topic 4 Math 7 Topic 5 Math 8 - Topic 1 4-2: Adding Integers 4-3: Adding Rational 4-4: Subtracting Integers 4-5: Subtracting Rational 4-6: Distance on a Number Line 5-1: Multiplying
More informationNew York CCLS. Practice. Teacher Guide Mathematics. NYS Test. Addresses latest. updates from 11/20/12. Replaces Practice Test 3
C o m m o n C o r e E d i t i o n New York CCLS Practice 8 Teacher Guide Mathematics Addresses latest NYS Test updates from 11/20/12 Replaces Practice Test 3 2013 Curriculum Associates, LLC North Billerica,
More informationMath Released Item Grade 8. Justify Parallel Lines VF525280
Math Released Item 2017 Grade 8 Justify Parallel Lines VF525280 Anchor Set A1 A8 With Annotations Prompt Rubric VF525280 Rubric Score Description 3 Student response includes the following 3 elements. Reasoning
More informationGrade 8 Mathematics MCA Item Sampler Teacher Guide
Grade 8 Mathematics MCA Item Sampler Teacher Guide Overview of Item Samplers Item samplers are one type of student resource provided to help students and educators prepare for test administration. While
More informationCMAS Grade 8 Mathematics Evidence Statements (Based on PARCC)
MS Grade 8 Mathematics Evidence Statements (ased on PR) olorado will continue to use the Evidence Statements that were developed in collaboration with the Partnership for ssessment of Readiness for ollege
More informationCalifornia. Performance Indicator. Form B Teacher s Guide and Answer Key. Mathematics. Continental Press
California Performance Indicator Mathematics Form B Teacher s Guide and Answer Key Continental Press Contents Introduction to California Mathematics Performance Indicators........ 3 Answer Key Section
More information9th and 10th Grade Math Proficiency Objectives Strand One: Number Sense and Operations
Strand One: Number Sense and Operations Concept 1: Number Sense Understand and apply numbers, ways of representing numbers, the relationships among numbers, and different number systems. Justify with examples
More informationCommon Core Math Units Grade 8
Sequenced Units for the Common Core State Standards in Mathematics Prior to, students have written and interpreted expressions, solved equations and inequalities, explored quantitative relationships between
More informationPRACTICE TEST ANSWER KEY & SCORING GUIDELINES INTEGRATED MATHEMATICS II
Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES INTEGRATED MATHEMATICS II Table of Contents Questions 1 31: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines...
More informationCIS Curriculum Maps 2014
Class Title1: Math Grade Level: 4 th Grade Nine Weeks: 1 st Nine Weeks Unit 1 CCSS: Multiplication and Division Concepts Students will be able to Translate comparative situations into drawings and equations
More informationSOUTH CAROLINA ACADEMIC STANDARDS FOR MATHEMATICS CORRELATED TO MOVING WITH ALGEBRA GRADE 7
SOUTH CAROLINA ACADEMIC STANDARDS FOR MATHEMATICS CORRELATED TO MOVING WITH ALGEBRA GRADE 7 MATHEMATICAL PROCESSES 7-1: The student will understand and utilize the mathematical processes of problem solving,
More informationLos Angeles Unified School District Secondary Mathematics Branch
Essential Standards in Mathematics (Grade 10, 11 or 12) Los Angeles Unified School District 310209 Essential Standards in Mathematics COURSE DESCRIPTION This one semester course is designed as a preparation
More informationMATHLINKS: GRADE 8 CORRELATION OF STUDENT PACKETS TO THE RESOURCE GUIDE
MATHLINKS: GRADE 8 CORRELATION OF STUDENT PACKETS TO THE RESOURCE GUIDE Referenced here is the vocabulary, explanations, and examples from the Resource Guide that support the learning of the goals in each
More informationAchievement Level Descriptors Mathematics Grade 8
Achievement Level Descriptors Mathematics Grade 8 ALD Standard Level 2 Level 3 Level 4 Level 5 Policy demonstrate a below satisfactory level of success with the challenging content of the Florida Standards.
More informationFLORIDA STANDARDS TO BOOK CORRELATION FOR GRADE 7 ADVANCED
FLORIDA STANDARDS TO BOOK CORRELATION FOR GRADE 7 ADVANCED After a standard is introduced, it is revisited many times in subsequent activities, lessons, and exercises. Domain: The Number System 8.NS.1.1
More informationHonors Integrated Algebra/Geometry 3 Critical Content Mastery Objectives Students will:
Content Standard 1: Numbers, Number Sense, and Computation Place Value Fractions Comparing and Ordering Counting Facts Estimating and Estimation Strategies Determine an approximate value of radical and
More informationCMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC)
CMAS Grade 8 Mathematics Performance Level Descriptors (Based on PARCC) In 2018, Colorado will continue to use the performance level descriptors (PLDs) that were developed in collaboration with the Partnership
More informationSubskills by Standard Grade 7 7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities
7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each
More informationCurriculum Scope & Sequence Subject/Grade Level: MATHEMATICS/GRADE 7 Course: MATH 7
BOE APPROVED 3/12/13 Curriculum Scope & Sequence Subject/Grade Level: MATHEMATICS/GRADE 7 Course: MATH 7 Unit Duration NJCCCS / Unit Goals Transfer Goal(s) Enduring Review of 10 Days Unit Goals: There
More informationCorrelation of Moving with Math Grade 7 to HSEE Mathematics Blueprint
Correlation of Moving with Math Grade 7 to HSEE Mathematics Blueprint Number Sense 1.0 Students know the properties of, and compute with, rational numbers expressed n a variety of forms: 1.1 Read, write
More information8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1. Function, linear function, rate of change
8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1 CCSS Essential Questions/ Learning Goals Skills /Vocabulary Formative/ Summative Assessment Resources 8.F.2 Compare
More informationGrades 6-8, Claim 2. 1 Version 3.0
Grades 6-8 Mathematics Item Specification Claim 2 Problem solving, which of course builds on a foundation of knowledge and procedural proficiency, sits at the core of doing mathematics. Proficiency at
More informationClinton Community School District K-8 Mathematics Scope and Sequence
6_RP_1 6_RP_2 6_RP_3 Domain: Ratios and Proportional Relationships Grade 6 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Understand the
More informationMathematics Pacing. Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13. # STUDENT LEARNING OBJECTIVES CCSS Resources
CONTENT AREA: Grade 8 Mathematics Unit 1 Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13 UNIT NAME: The Number System # STUDENT LEARNING OBJECTIVES CCSS Resources 1 2 3 4 5
More informationApproximate Number of Days. Dates Unit 1 - Integers 20 Aug 4 Aug 28 Unit 2 Rational & Irrational Numbers
HONORS MATH 7 th Grade Curriculum Map Overview 2015-16 Unit Approximate Number of Days Approximate Dates Unit 1 - Integers 20 Aug 4 Aug 28 Unit 2 Rational & Irrational Numbers 25 Aug 31 Oct 9 (including
More informationSequence of Math 7 Accelerated Units Aligned with the California Standards
Sequence of Math 7 Accelerated Units Aligned with the California Standards Year at a Glance Unit Big Ideas Math Advanced 2 Textbook Chapters Dates 1. Equations and Inequalities Ch. 1 Equations Ch. 11 Inequalities
More informationDRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations
DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2014 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY,
More informationEvaluate: Key: B Aligned CCLS: 6.EE.1. Extended Rationale
124060034_2 Evaluate: 6 3 + 7 4 A B C D 100 244 757 892 Key: B Aligned CCLS: 6.EE.1 Commentary: This item measures 6.EE.1 because it requires students to evaluate a numerical expression involving whole
More informationSkills available for New York eighth grade math standards
Skills available for New York eighth grade math standards Standards are in bold, followed by a list of the IXL math skills that are aligned to that standard. Students can practice these skills online at
More informationMathematics Grade 7. Updated 3/1/11 36
Mathematics Grade 7 In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations
More informationNORTH MAC MIDDLE SCHOOL CURRICULUM GUIDE
Teacher Sara Floyd Grade Level 7 th and 8 th Grade Course Pre-Algebra Course Aims To prepare students for Algebra I. Course Description This course is designed for students who need the basic skills required
More information7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: The Number System Target B [m]: Apply
More informationGrade 7 Mathematics Scope and Sequence
Grade 7 Mathematics Scope and Sequence Common Core Standards 7.RP.1 7.RP.2 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Ratios and Proportional Relationships: (Module
More informationMATHEMATICS. Perform a series of transformations and/or dilations to a figure. A FAMILY GUIDE FOR STUDENT SUCCESS 17
MATHEMATICS In grade 8, your child will focus on three critical areas. The first is formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a
More informationChapter 1: Inductive and Deductive Reasoning
Chapter 1: Inductive and Deductive Reasoning Section 1.1 Chapter 1: Inductive and Deductive Reasoning Section 1.1: Making Conjectures: Inductive Reasoning Terminology: Conjecture: A testable expression
More informationPrentice Hall Mathematics, Course
Prentice Hall Mathematics, Course 3 2010 Grade 8 C O R R E L A T E D T O North Carolina s, Mathematics Grade 8 (Adopted 2009) North Carolina s, Mathematics Math 8 (Adopted 2009) North Carolina s Mathematics
More informationCAHSEE Math Released Test Questions
Math Released Test Questions RTQ Item Numbers by Standard (Includes CST items for Standards on ) This document references Released Test Questions from the 2008 posted Test Questions (RTQs) and the 2003
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More information6 th Grade Mathematics Alignment Common Core State Standards and CT Frameworks
6 th Grade Mathematics Alignment Common Core State Standards and CT Frameworks NOTE: CCSS standards shown in blue do not equivalent CT standards. CCSS Standards 6.RP: Ratios and Proportional Relationships
More informationRCS 7th Grade Mathematics Curriculum Map
RCS 7th Grade athematics Curriculum ap 2013-2014 Bold: Indiana Common Core Standard (INCC) Regular: IAS not aligned to INCC but tested on ISTEP+ Standards for athematical Practice = To be covered this
More informationQ 1. Richland School District Two 8th Grade Mathematics Pacing Guide. Last Edit: 1/17/17
Overview of Units Pacing Guide Standards and Indicators Suggested Days Q 1 1-2 Unit 1: Geometry and Measurement: Transformations in the Plane Congruence: - Translations - Reflections - Rotations - Congruent
More informationNORTH MAC MIDDLE SCHOOL CURRICULUM GUIDE
Teacher Sara Floyd Grade Level 7 th Grade Course Pre-Algebra Honors Course Aims To prepare students for Algebra I. Course Description This course is designed for students who need the basic skills required
More information7th Grade Advanced Pacing Guide
1st Nine Weeks Equations 8.EE.7 Solve linear equations in one variable including rational coefficients. a. Give examples of linear equations in one variable with one solution, infinitely many solutions,
More informationIn-class determine between which cube root. Assignments two consecutive whole
Unit 1: Expressions Part A: Powers and Roots (2-3 Weeks) Essential Questions How can algebraic expressions be used to model, analyze, and solve mathematical situations? I CAN Statements Vocabulary Standards
More information1 Version 3.0. c. Understand the absolute value of a rational number as its
Claim 1: Concepts and Procedures Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Content Domain: The Number System Target D [m]: Apply
More informationMath 8A. Content Description Content Location U01-L01-A05. Learn: Text. Video U04-L18-A05. Learn: Text and. Video. Learn: Text and U04-L19-A03.
Know that there are numbers that are not rational, and approximate them by rational numbers. NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number
More informationOAKLYN PUBLIC SCHOOL MATHEMATICS CURRICULUM MAP EIGHTH GRADE
OAKLYN PUBLIC SCHOOL MATHEMATICS CURRICULUM MAP EIGHTH GRADE STANDARD 8.NS THE NUMBER SYSTEM Big Idea: Numeric reasoning involves fluency and facility with numbers. Learning Targets: Students will know
More informationTennessee Comprehensive Assessment Program / Mathematics TCAP/CRA 2012 PILOT
Tennessee Comprehensive Assessment Program / Mathematics TCAP/CRA 2012 PILOT Task 3 : Triangles and Stars Task 3. Triangles and Stars Task a. Write a unit rate and two other, different ratios, all of which
More informationOhio Department of Education Academic Content Standards Mathematics Detailed Checklist ~Grade 9~
Ohio Department of Education Academic Content Standards Mathematics Detailed Checklist ~Grade 9~ Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding
More informationMapping Common Core State Standard Clusters and. Ohio Grade Level Indicator. Grade 7 Mathematics
Mapping Common Core State Clusters and Ohio s Grade Level Indicators: Grade 7 Mathematics Ratios and Proportional Relationships: Analyze proportional relationships and use them to solve realworld and mathematical
More informationPRACTICE TEST ANSWER KEY & SCORING GUIDELINES INTEGRATED MATHEMATICS I
Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES INTEGRATED MATHEMATICS I Table of Contents Questions 1 29: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines...
More information