Grade 7 - Claim 1 - Target C
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Target C
Use properties of operations to generate equivalent expressions
Sample Item
Grade 7Test
Claim 1
Concepts and Procedures
Standards
EE-1
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational...
EE-2
Understand that rewriting an expression in different forms in a problem context can shed light on...
Clarifications
Tasks for this target will require students to add, subtract, factor, and expand linear expressions with rational coefficients.
Range Achievement Level Descriptors
Evidence Required
1
The student adds and subtracts linear expressions with rational coefficients.
2
The student factors linear expressions with rational coefficients.
3
The student expands linear expressions with rational coefficients.
4
The student generates equivalent linear expressions using a combination of addition and subtraction, factoring, and expansion.
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
- Multiple Choice, single correct response
- Equation/Numeric
- Multi-Select, multiple correct response
Allowable Stimulus Materials
linear expressions in one or two variables
Key/Construct Relevant Vocabulary
sum, difference, factor, rational coefficient, linear expression, distributive property of multiplication, associative property of addition/multiplication, commutative property of addition/multiplication
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
None
Task Models
Task Model 1a
Item Types
Multiple Choice, single correct responseDepth of Knowledge
M-DOK1Standards
EE-1
Target Evidence Statement
The student adds and subtracts linear expressions with rational coefficients.
Allowable Tools
None
Task Description
Prompt Features: The student is prompted to identify the sum or difference of linear expressions with rational coefficients.
Stimulus
The student is presented with two or more linear expressions. Item difficulty can be adjusted via these methods: Expressions have integer coefficients. Expressions include decimal coefficients. Expressions include coefficients which are fractions or mixed numbers. Expressions include exactly one...
Example 1
Example Stem 1: Select the expression equivalent to (3x + 2) + (–6x + 3).
A. –3x + 5
B. 3x +5
C. 9x + 5
D. –9x + 5
Answer Choices: Each answer choice should be expressions in the form px + q, where p and q are integers or rational numbers, depending on the level of difficulty. Distractors will include incorrect calculations based on negative sign(s) and incorrectly combining terms.
Rubric: (1 point) The student identifies the equivalent expression (e.g., A).
Example 2
Example Stem 2: Select the expression equivalent to (2.1x + 4.3) – (–3x – 7).
A. –0.9x – 2.7
B. –0.9x + 11.3
C. 5.1x – 2.7
D. 5.1x + 11.3
Answer Choices: Each answer choice should be expressions in the form px + q, where p and q are integers or rational numbers, depending on the level of difficulty. Distractors will include incorrect calculations based on negative sign(s) and incorrectly combining terms.
Rubric: (1 point) The student identifies the equivalent expression (e.g., D).