Grade 6 - Claim 2 - Target C
Back to ResultsMathematics
Target C
Interpret results in the context of a situation.
Tests
Claim 2
Problem Solving
Secondary Claim(s)
Clarifications
Problem solving, which of course builds on a foundation of knowledge and procedural proficiency, sits at the core of doing mathematics. Proficiency at problem solving requires students to choose to use concepts and procedures...
Assessment Clarifications
Any given item/task should provide evidence for two or more Claim 2 assessment targets. Each of the following targets should not lead to a separate task: it is in using content from different areas, including work studied in earlier grades,...
Target-Specific Assessment Clarification
Tasks used to assess this target should ask students to link their answer(s) back to the problem’s context. In early grades, this might include a judgment by the student of whether to express an answer to a division problem using...
Claim # Sufficient Evidence
What sufficient evidence looks like for Claim 2 (Problem Solving): "Although items and tasks designed to provide evidence for this claim must primarily assess the student‘s ability to identify the problem and to arrive at an acceptable solution, mathematical problems...
Claim # Item / Task Properties
Properties of items/tasks that assess Claim 2: The assessment of many relatively discrete and/or single-step problems can be accomplished using short constructed-response items, or even computer-enhanced or selected-response items. More extensive constructed-response items can effectively assess multi-stage problem solving and can...
Item Writing and Scoring Guidelines
Allowable Response Item Types
- Drag and Drop
- Equation/Numeric
- Fill-In Table
- Graphing
- Hot Spot
- Matching Tables
- Multi-Select, multiple correct response
- Multiple Choice, single correct response
General Guidelines
No more than six choices in MS and MA items.
Short Text – Performance tasks only
Scoring Guidelines
Scoring rules and answer choices will focus on students’ ability to solve problems and/or to apply appropriate strategies to solve problems. For some problems, multiple correct responses and/or strategies are possible. MC will be scored as correct/incorrect (1 point) If MS and...
Range Achievement Level Descriptors
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 Stimulus Materials
Effort must be made to minimize the reading load in problem situations. Use tables, diagrams with labels, and other strategies to lessen reading load. Use simple subject-verb-object (SVO) sentences; use contexts that are familiar...
Key/Construct Relevant Vocabulary
Refer to the Claim 1 specifications to determine construct-relevant vocabulary associated with specific content standards.
Allowable Tools
Any mathematical tools appropriate to the problem situation and the Claim 1 target(s). Some tools are identified in Standard for Mathematical Practice 5 and others can be found in the language of specific standards....
Target-Specific Attributes
CAT items should take from 2 to 5 minutes to solve; Claim 2 items that are part of a performance task may take 5 to 10 minutes.
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
Tasks generating evidence for Claim 2 in a given grade will draw upon knowledge and skills articulated in the progression of standards up through that grade, though more complex problem-solving tasks may draw upon...
General Task Model Expectations
The student is asked to interpret the solution of a well-posed problem arising in a context from everyday life, society, or the workplace, and then to interpret the solution in terms of the context. Possible...
Task Models
Task Model 1
Task Description
The student performs a calculation arising from a context and reports a number other than the direct result of the calculation because the context provides additional constraints on the allowable answers, for example. choosing a...
Examples
Example Item
2C.1aItem Types
Equation/Numeric, Matching TablesGrade
6Targets
Primary Target 2C (Content Domain RP), Secondary Target 1A (CCSS 6.RP.A), Tertiary Target 2D
Full Statement
A factory makes 12 bottles every 2 minutes. The factory makes bottles for 8 hours each work day.
Enter a whole number to represent the fewest number of work days the factory will need to make 28,000 bottles.
Rubric
The student enters the correct least number of days in the response box (e.g., 10).
Example Item
2C.1bItem Types
Equation/Numeric, Matching TablesGrade
7Targets
Primary Target 2C (Content Domain NS), Secondary Target 1B (CCSS 7.NS.A)
Full Statement
This table shows the monthly change in Sara’s bank account balance for each month listed. For example, the account balance change of -30 means that Sara’s balance decreased by $30 from the beginning to the end of the month of February.
| Month | Account Balance Change (Dollars) |
|---|---|
| January | +38 |
| February | –30 |
| March | –19 |
| April | +49 |
Determine whether each statement about Sara’s bank account balance is true or false, based on the information in the table. Select True or False for each statement.
| Statement | True | False |
|---|---|---|
| Sara has less money in her account at the end of February than at the end of any other month. | ||
| Sara’s account balance is the same at the end of April as it is at the end of January. | ||
| Sara has more money in her account at the end of April than she had at the beginning of January. |
Rubric
(1 point) The student correctly selects true or false for all three statements (e.g., FTT).