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Grade 6 - Claim 1 - Target C

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Mathematics

Target C

Compute fluently with multi-digit numbers and find common factors and multiples

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-2NS-3NS-4
Supporting

Standards

  • NS-2

    Fluently divide multi-digit numbers using the standard algorithm.

  • NS-3

    Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

  • NS-4

    Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the...

Clarifications

Tasks for this target will ask students to divide multi-digit numbers and add, subtract, multiply, and divide multi-digit decimals. Other tasks will ask students to find the greatest common factor of two whole numbers...

Range Achievement Level Descriptors

Evidence Required

  • 1

    The student divides multi-digit numbers.

  • 2

    The student adds, subtracts, multiplies, and divides multi-digit decimals.

  • 3

    The student determines the greatest common factor of two whole numbers.

  • 4

    The student determines the least common multiple of two whole numbers.

  • 5

    The student uses the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor....

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

Allowable Stimulus Materials

None

Key/Construct Relevant Vocabulary

sum, difference, product, quotient, common factor, greatest common factor, common multiple, least common multiple, distributive property

Allowable Tools

None

Target-Specific Attributes

A multi-digit dividend should have at least 4 digits. A multi-digit divisor should have at least 2 digits. A multi-digit decimal can be to the thousandths. The greatest common factor must be of two whole numbers less...

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 1

  • Item Types

    Equation/Numeric

  • Depth of Knowledge

    M-DOK1

  • Standards

    NS-2

Target Evidence Statement

  • The student divides multi-digit numbers.

  • Allowable Tools

    None

Task Description

Prompt Features: The student is prompted to find the quotient of multi-digit numbers with or without a remainder. Stimulus Guidelines: The expression should be in the form x ÷ y, where x is a 4–6-digit positive...

Stimulus

The student is presented with a division expression.

Example 1

Example Stem 1: Divide.

16,536 ÷ 24

Enter the exact quotient.

Rubric: (1 point) Student enters the correct quotient (e.g., 689).

Example 2

Example Stem 2: Divide.

35,702 ÷ 25

Enter the exact quotient.

Rubric: (1 point) Student enters the correct quotient (e.g., 1428.08).