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Grade 4 - Claim 1 - Target F

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Mathematics

Target F

Extend understanding of fraction equivalence and ordering

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 - Fractions

Standards

NF-1NF-2
Major

Standards

  • NF-1

    Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention...

  • NF-2

    Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators,...

Clarifications

Tasks for this target will ask students to recognize and generate equivalent fractions or compare fractions with different numerators and different denominators, sometimes using < , = , and >. These may include the...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student recognizes when two or more fractions are equivalent.

  • 2

    The student generates equivalent fractions given an initial fraction or fraction model.

  • 3

    The student uses the symbols < , > , and = to compare fractions with different numerators and different denominators.

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
  • Multi-Select, multiple correct response
  • Equation/Numeric
  • Hot Spot

Allowable Stimulus Materials

< , > , and = symbols, number lines, parts of whole visual models, parts of set visual models, tables

Key/Construct Relevant Vocabulary

fraction, equivalent, divide, equal to, greater than, less than, digits, numerator, denominator

Allowable Tools

None

Target-Specific Attributes

The majority of items in this target should follow the CCSS limitations on denominators allowed at Grade 4 (2, 3, 4, 5, 6, 8, 10, 12, and 100). For the purposes of adaptive testing,...

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

Explaining why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ (CCSS 4.NF.A.1),...

Task Models

Task Model 1a

  • Item Types

    Matching Tables

  • Depth of Knowledge

    M-DOK1

  • Standards

    NF-1

Target Evidence Statement

  • The student recognizes when two or more fractions are equivalent.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to identify equivalent fractions. Stimulus Guidelines: The fractions in the table have different denominators than the given fraction. Item difficulty can be adjusted via these example methods: Presenting fractions that are less...

Stimulus

The student is presented with a visual fraction model in the form fracabfrac{a}{b}.

Example 1

Example Stem: Figure A has frac23frac{2}{3} of its whole shaded gray.

Figure A is a rectangle divided into 3 equal parts. 2 parts are shaded.

Decide if each fraction is equal to frac23frac{2}{3}. Select Yes or No for each fraction.

Yes No
46\frac{4}{6}
12\frac{1}{2}
812\frac{8}{12}

 

Rubric: (1 point) The student correctly identifies all of the fractions as equivalent or not equivalent (e.g., Y, N, Y).