Skip to content
Smarter Content Explorer

Grade 6 - Claim 1 - Target B

Back to Results

Mathematics

Target B

Apply and extend previous understandings of multiplication and division to divide fractions by fractions

Sample Item

Grade 6

Test

Claim 1

Concepts and Procedures

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

Grade

Grade 6

Content Domain

The Number System

Standards

NS-1
Major

Standards

  • NS-1

    Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story...

Clarifications

Tasks for this target will ask students to divide fractions by fractions, including using this as a strategy to solve one-step contextual problems.

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student interprets quotients of fractions using visual fraction models, equations, and the relationship between multiplication...

  • 2

    The student solves real-world and mathematical one-step problems involving division of fractions by fractions.

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
  • Multi-Select, multiple correct response

Allowable Stimulus Materials

visual fraction models

Key/Construct Relevant Vocabulary

fraction, quotient, product

Allowable Tools

None

Target-Specific Attributes

The problems involving division of fractions by fractions should be able to be solved in one step.

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 1d

  • Item Types

    Equation/Numeric

  • Depth of Knowledge

    M-DOK2

  • Standards

    NS-1

Target Evidence Statement

  • The student interprets quotients of fractions using visual fraction models, equations, and the relationship between multiplication and division.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to recognize and use the relationship between multiplication and division. Stimulus Guidelines: All fractions should be positive. Item difficulty can be adjusted via these example methods: Students find an unknown number in...

Stimulus

The student is presented with a quotient equation with an unknown fraction or number.

Example 1

Example Stem 1: The equation shown has an unknown number.

□ ÷ 23\frac{2}{3} = 34\frac{3}{4}

Enter a number that makes the equation true.

Rubric: (1 point) Student enters the correct fraction (e.g., 12\frac{1}{2} or equivalent value).

Example 2

Example Stem 2: The equation shown has an unknown number.

23\frac{2}{3} ÷ □ = 68\frac{6}{8}

Enter a number that makes the equation true.

Rubric: (1 point) Student enters the correct fraction (e.g., 89\frac{8}{9} or equivalent value).