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Grade 5 - Claim 1 - Target C

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Mathematics

Target C

Understand the place value system

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

Number and Operations - Base Ten

Standards

NBT-1NBT-2NBT-3NBT-3aNBT-3bNBT-4
Major

Standards

  • NBT-1

    Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in...

  • NBT-2

    Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is...

  • NBT-3

    Read, write, and compare decimals to thousandths.

  • NBT-3a

    Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10)...

  • NBT-3b

    Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

  • NBT-4

    Use place value understanding to round decimals to any place.

Clarifications

Tasks for this target ask students to explain patterns in the number of zeroes for powers of 10, including simple calculations with a base of 10 and whole-number exponents, as well as tasks that...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student represents powers of 10 by using whole-number exponents.

  • 2

    The student reads and writes decimals to the thousandths using base-ten numerals, number names, and expanded form.

  • 3

    The student compares two decimals to the thousandths by using >, =, and < symbols.

  • 4

    The student rounds decimals to the nearest whole number, tenth, or hundredth.

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
  • Multiple Choice, single correct response
  • Matching Tables

Allowable Stimulus Materials

, < , or = symbols; multi-digit numbers less than or equal to 1,000,000; base-ten models; decimals to the thousandths (except when rounding, which can be to the hundredths)

Key/Construct Relevant Vocabulary

round, digit, value, greater than, less than, equal to, equivalent, expression, expanded form, hundredths, tenths, thousandths, word form

Allowable Tools

None

Target-Specific Attributes

For division problems with whole numbers, numbers are limited to 4-digit dividends and 2-digit divisors. Reading, writing, and comparing decimal numbers should not exceed the thousandths place. Decimal numbers can be rounded to the hundredths. Use positive...

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 the evidence for this target and standards will be measured in Claim 3. For example, a student may be asked to explain patterns in the number of zeroes of the product/quotient when...

Task Models

Task Model 1

  • Item Types

    Equation/Numeric

  • Depth of Knowledge

    M-DOK1

  • Standards

    NBT-2

Target Evidence Statement

  • The student represents powers of 10 by using whole-number exponents.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to enter a power of 10 that is equivalent to a whole number.

Stimulus Guidelines:

  • Numbers reflect whole number powers of 10.
  • Numbers are less than or equal to 1,000,000.

Stimulus

The student is presented with a multi-digit whole number that is a power of 10.

Example 1

Example Stem 1: Enter 10,000 as a power of 10.

Enter your answer in the response box.

Rubric: (1 point) The student enters the correct value (e.g., 10410^{4}).

Example 2

Example Stem 2: What power of 10 makes this expression equal to 5000?

5×10□5 \times 10^{\huge\square}

Enter your answer in the response box.

Rubric: (1 point) The student enters the correct value (e.g., 3).