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Grade 5 - Claim 1 - Target B

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Mathematics

Target B

Analyze patterns and relationships

Sample Item

Grade 5

Test

Claim 1

Concepts and Procedures

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

Grade

Grade 5

Content Domain

Operations and Algebraic Thinking

Standards

OA-3
Supporting

Standards

  • OA-3

    Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a...

Clarifications

Tasks for this target will ask students to compare two related numerical patterns and explain the relationships within sequences of ordered pairs. Tasks for this target may incorporate the work of 5.G Target J....

Range Achievement Level Descriptors

Evidence Required

  • 1

    Given two rules, the student identifies and explains apparent relationships between corresponding terms of two related...

  • 2

    Given two rules, the student represents corresponding terms from two related numerical patterns as ordered pairs...

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...

Allowable Item Types

  • Multiple Choice, single correct response
  • Hot Spot
  • Graphing

Allowable Stimulus Materials

coordinate plane model in quadrant I only

Key/Construct Relevant Vocabulary

coordinates, ordered pairs, pattern, sequence

Allowable Tools

None

Target-Specific Attributes

Use only whole numbers. Patterns have one-step rules using addition, subtraction, multiplication, or division of whole numbers; and addition, subtraction, or multiplication of fractions. Patterns should be limited to 4–6 terms. Emphasize the use of patterns where...

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

The part of the standard that requires explaining informally how corresponding terms from two numerical patterns are related will be assessed in Claim 3.

Task Models

Task Model 1

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    M-DOK2

  • Standards

    OA-3

Target Evidence Statement

  • Given two rules, the student identifies and explains apparent relationships between corresponding terms of two related numerical patterns.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to identify apparent relationships between corresponding terms of two related numerical patterns. Stimulus Guidelines: Item difficulty can be adjusted via these example methods: One-step rule using addition, subtraction, multiplication, or division...

Stimulus

The student is presented with the starting number and rule for two related numerical patterns.

Example 1

Example Stem: Patterns A and B are generated using these rules.

  • Pattern A: Start with 10 and add 5.

  • Pattern B: Start with 2 and add 1.

Which statement best describes the relationship between the corresponding terms of Pattern A and Pattern B?

A. Each term in Pattern A is 15\frac{1}{5} of the value of the corresponding term in Pattern B.

B. Each term in Pattern A is 4 more than the value of the corresponding term in Pattern B.

C. Each term in Pattern A is 5 times the value of the corresponding term in Pattern B.

D. Each term in Pattern A is 8 more than the value of the corresponding term in Pattern B.

Rubric: (1 point) The student selects the correct description of the relationship (e.g., C).