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Grade 4 - Claim 1 - Target D

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Mathematics

Target D

Generalize place value understanding for multi-digit whole numbers

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

Number and Operations - Base Ten

Standards

NBT-1NBT-2NBT-3
Major

Standards

  • NBT-1

    Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10...

  • NBT-2

    Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and <...

  • NBT-3

    Use place value understanding to round multi-digit whole numbers to any place.

Clarifications

Tasks for this target will ask students to compare multi-digit numbers using >, =, and < . Tasks should tap into students’ understanding of place value (e.g., by asking students to give a possible...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student compares two multi-digit whole numbers in the same form using > , < , and = symbols.

  • 2

    The student rounds multi-digit whole numbers to any place.

  • 3

    The student identifies multi-digit whole numbers that, when rounded to a given place value, will be closest to a given number.

  • 4

    The student compares two multi-digit whole numbers in different forms.

  • 5

    The student explains the difference between the values of a numeral in the tens and the ones place, the hundreds place and the tens place, or the thousands place and the hundreds...

Item Guidelines

Depth of Knowledge

  • M-DOK1

    Recall includes the recall of information such as fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. That is, in mathematics a one-step, well-defined, and straight algorithmic procedure should be...

  • 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...

Allowable Item Types

  • Matching Tables
  • Equation/Numeric
  • Multi-Select, multiple correct response
  • Multiple Choice, single correct response

Allowable Stimulus Materials

Multi-digit whole numbers less than or equal to 1,000,000 in any of these forms: Numeric form (e.g., 427) Expanded form (e.g., 400 + 20 + 7) “Expanded word” form (e.g., 4 hundreds + 2 tens + 7...

Key/Construct Relevant Vocabulary

nearest ten, nearest hundred, nearest thousand, nearest ten thousand, nearest hundred thousand, ones, tens, hundreds, thousands, ten thousands, hundred thousands, millions

Allowable Tools

None

Target-Specific Attributes

Items will include multi-digit whole numbers less than or equal to 1,000,000.

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

In Claims 2–4, students should see contextual problems associated with this target that highlight issues with precision, including problems in Claim 3 that ask students to explain how improper estimation can create unacceptable levels...

Task Models

Task Model 1a

  • Item Types

    Matching Tables

  • Depth of Knowledge

    M-DOK1

  • Standards

    NBT-2

Target Evidence Statement

  • The student compares two multi-digit whole numbers in the same form using > , < , and = symbols.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to compare place values in two pairs of whole numbers. Stimulus Guidelines: Items should be equally distributed across these number bands: small numbers (up to 1,000), medium numbers (from 1,000...

Stimulus

The student is presented with two pairs of multi-digit whole numbers and directed to compare them using (< , > , or =).

Example 1

Example Stem:

Select the symbol (< , > , or =) that correctly compares each pair of numbers.

< > =
6,285 □\square 6,258
47,385 □\square 47,299

Rubric: (1 point) The student selects the correct symbols (e.g., > , >).