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Grade 5 - Claim 1 - Target J

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Mathematics

Target J

Graph points on the coordinate plane to solve real-world and mathematical problems

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

Geometry

Standards

G-1G-2
Supporting

Standards

  • G-1

    Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the...

  • G-2

    Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate...

Clarifications

Tasks for this target ask students to plot coordinate pairs in the first quadrant. Some of these tasks will be created by pairing this target with 5.OA Target B, which would raise the DOK...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student interprets coordinate values of points graphed on a coordinate plane, or in the context...

  • 2

    The student graphs points on the coordinate plane representing real-world or mathematical problems.

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...

Allowable Item Types

  • Multiple Choice, single correct response
  • Hot Spot
  • Drag and Drop
  • Graphing

Allowable Stimulus Materials

visual coordinate plane

Key/Construct Relevant Vocabulary

origin, coordinate plane, coordinate system, coordinate pair, x-coordinate, y-coordinate, first quadrant, point, x-axis, y-axis, ordered pair

Allowable Tools

None

Target-Specific Attributes

First quadrant only, positive numbers

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

None

Task Models

Task Model 1a

  • Item Types

    Multiple Choice, single correct response

  • Depth of Knowledge

    M-DOK1

  • Standards

    G-1

Target Evidence Statement

  • The student interprets coordinate values of points graphed on a coordinate plane, or in the context of a given situation.

  • Allowable Tools

    None

  • Accessibility Note

    Minimize extra, unnecessary grid space.

Task Description

Prompt Feature: The student is prompted to identify the location of points in the first quadrant of the coordinate plane. Stimulus Guidelines: First quadrant only, positive numbers. Item difficulty can be adjusted via these example methods: Generate coordinate...

Stimulus

The student is presented with a mathematical context that involves points using whole-number coordinate pairs with unit axis increments.

Example 1

Example Stem: Use the graph to answer the question.

A coordinate grid is shown with 4 points labeled A, B, C, and D. Point A is (2, 5). Point B is (5, 5). Point C is (5, 2). Point D is (2, 2).

Which point is located at (5, 2)?

A. Point A

B. Point B

C. Point C

D. Point D

Rubric: (1 point) The student correctly identifies the point located at the given coordinate (e.g., C).