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Grade 4 - Claim 1 - Target C

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Mathematics

Target C

Generate and analyze patterns

Sample Item

Grade 4

Test

Claim 1

Concepts and Procedures

Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

Grade

Grade 4

Content Domain

Operations and Algebraic Thinking

Standards

OA-5
Supporting

Standards

  • OA-5

    Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and...

Clarifications

Tasks for this target will ask students to generate and analyze number and shape patterns. Analyses should include explanations of features of the pattern (other than the rule itself).

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student generates number patterns.

  • 2

    The student generates shape patterns.

  • 3

    The student analyzes a number pattern or shape pattern, showing understanding of the pattern rule and features other than the pattern rule.

Item Guidelines

Depth of Knowledge

  • M-DOK2

    Skill/Concept includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment item requires students to make some decisions as to how to approach the problem or activity, whereas Level 1 requires students to demonstrate a...

  • M-DOK3

    Strategic Thinking requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain their thinking is a Level 3. Activities that require students to make conjectures are also...

Allowable Item Types

  • Fill-In Table
  • Matching Tables
  • Multiple Choice, single correct response
  • Equation/Numeric
  • Drag and Drop
  • Hot Spot

Allowable Stimulus Materials

whole number patterns using all four operations, fraction patterns using addition and subtraction with like denominators (limited to denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100), shape patterns with two-dimensional...

Key/Construct Relevant Vocabulary

pattern

Allowable Tools

None

Target-Specific Attributes

None

Accessibility

Item writers should consider the following Language and Visual Element/Design guidelines [1] when developing items. Language Key Considerations: Use simple, clear, and easy-to-understand language needed to assess the construct or aid in the understanding of the...

Development Notes

None

Task Models

Task Model 1

  • Item Types

    Fill-In Table

  • Depth of Knowledge

    M-DOK2

  • Standards

    OA-5

Target Evidence Statement

  • The student generates number patterns.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to generate up to five terms of a number pattern. Stimulus Guidelines: Pattern rules fit the form of “[basic operation] [number]” (e.g., “add 2,” “multiply by 3”). Item difficulty can be...

Stimulus

The student is presented with a number pattern rule and starting number.

Example 1

Example Stem: A pattern is generated using this rule: Start with the number 7 as the first term and add 5.

Enter numbers into the boxes to complete the table.

Term Number
First 7
Second
Third
Fourth
Fifth

Rubric: (1 point) The student enters the correct numbers (e.g., 12, 17, 22, 27).