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Grade 5 - Claim 1 - Target E

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Mathematics

Target E

Use equivalent fractions as a strategy to add and subtract fractions

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 - Fractions

Standards

NF-1NF-2
Major

Standards

  • NF-1

    Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent...

  • NF-2

    Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases...

Clarifications

Tasks associated with this target ask students to add and subtract fractions with unlike denominators, including mixed numbers. Contextual word problems that ask students to apply these operations should be included (often paired with...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student adds or subtracts fractions with unlike denominators (including mixed numbers) by using visual fraction...

  • 2

    The student identifies and explains the use of equivalent fractions when adding or subtracting fractions with...

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

Allowable Stimulus Materials

visual fraction models, equations

Key/Construct Relevant Vocabulary

equivalent fractions, denominators, numerators, mixed numbers

Allowable Tools

None

Target-Specific Attributes

None

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

Items that ask students to write an equation that represents a word problem (5.NF.2) will be assessed in Claim 4.

Task Models

Task Model 1a

  • Item Types

    Equation/Numeric

  • Depth of Knowledge

    M-DOK1

  • Standards

    NF-1

Target Evidence Statement

  • The student adds or subtracts fractions with unlike denominators (including mixed numbers) by using visual fraction models or equations to represent the problem.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to identify the correct sum of fractions in a mathematical context. Stimulus Guidelines: Item difficulty can be adjusted via these example methods: The use of proper fractions, improper fractions, and mixed...

Stimulus

The student is presented with an addition problem involving fractions with unlike denominators.

Example 1

Example Stem 1: Enter the sum. 210\frac{2}{10} + 30100\frac{30}{100}

Rubric: (1 point) The student enters the correct sum (e.g.,50100\frac{50}{100} or 510\frac{5}{10} or 12\frac{1}{2}). Allow for equivalencies.

Example 2

Example Stem 2: Enter the sum. 86\frac{8}{6} + 312\frac{3}{12}

Rubric: (1 point) The student enters the correct sum (e.g.,1912\frac{19}{12} or 1712\frac{7}{12}). Allow for equivalencies.

Example 3

Example Stem 3: Enter the sum. 34\frac{3}{4} + 1351\frac{3}{5}

Rubric: (1 point) The student enters the correct sum (e.g.,4720\frac{47}{20} or 2720\frac{7}{20}). Allow for equivalencies.