Skip to content
Smarter Content Explorer

Grade 4 - Claim 1 - Target H

Back to Results

Mathematics

Target H

Understand decimal notation for fractions, and compare decimal fractions

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-5NF-6NF-7
Major

Standards

  • NF-5

    Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as...

  • NF-6

    Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

  • NF-7

    Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the...

Clarifications

Tasks for this target will ask students to express a fraction with denominator 10 as an equivalent fraction with denominator 100 and express fractions with either denominator as decimals. Some tasks will ask students...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student expresses a fraction with denominator 10 as an equivalent fraction with denominator 100.

  • 2

    The student adds two fractions with respective denominators 10 and 100.

  • 3

    The student uses decimal notation to represent fractions with denominators 10 or 100.

  • 4

    The student locates decimal numbers to the hundredths place on a number line.

  • 5

    The student compares two decimals to the hundredths place by reasoning about their size, using the symbols < , > , or =.

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

  • Equation/Numeric
  • Matching Tables
  • Graphing
  • Equation/Numeric (2 response boxes)

Allowable Stimulus Materials

< , > , and = symbols, fractions, decimals to the hundredths, decimal models, number lines, fraction addition problems

Key/Construct Relevant Vocabulary

equivalent, equal, decimal, kilometers, meters, centimeters, kilograms, grams, liters, milliliters, length, mass, volume, number line, fraction, denominator, equation, expression

Allowable Tools

None

Target-Specific Attributes

  • Denominators are limited to 10 and 100. Decimals are limited to tenths and hundredths.
  • Unless otherwise specified, improper fractions and mixed numbers do not receive special treatment.

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

Much of 4.NF.C.7 will be measured in Claims 2, 3, and 4.

Task Models

Task Model 1a

  • Item Types

    Equation/Numeric

  • Depth of Knowledge

    M-DOK1

  • Standards

    NF-5

Target Evidence Statement

  • The student expresses a fraction with denominator 10 as an equivalent fraction with denominator 100.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to find equivalent fractions with denominators 10 or 100.

Stimulus Guidelines:

  • Item difficulty can be adjusted via these example methods:
    • Location of the unknown
    • Use of fractions greater than 1

Stimulus

The student is presented with an equation with an unknown numerator that sets a fraction with denominator 10 equal to a fraction with denominator 100.

Example 1

Example Stem 1: What unknown number makes this equation true?

□10=40100\frac{\square}{10} = \frac{40}{100}

Rubric: (1 point) The student determines an equivalent fraction and enters the correct number (e.g., 4).

Example 2

Example Stem 2: What unknown number makes this equation true?

410=□100\frac{4}{10} = \frac{\square}{100}

Rubric: (1 point) The student determines an equivalent fraction and enters the correct number (e.g., 40).