Grade 7 - Claim 1 - Target D
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Target D
Solve real-life and mathematical problems using numerical and algebraic expressions and equations
Sample Item
Grade 7Test
Claim 1
Concepts and Procedures
Standards
EE-3
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers...
EE-4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
EE-4a
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence...
EE-4b
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution...
Clarifications
Tasks for this target will require students to calculate with numbers in any form and convert between forms. Other tasks will require students to solve word problems leading to the equations px + q...
Range Achievement Level Descriptors
Evidence Required
1
The student identifies equivalency between two rational numbers.
2
The student applies properties of operations to evaluate numeric expressions, including converting between different forms of rational numbers.
3
The student solves word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers.
4
The student solves word problems leading to inequalities of the form px + q
>r and px + q<r, where p, q, and r are specific rational numbers.5
The student graphs the solution set of an inequality on a number line.
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
- Multi-Select, multiple correct response
- Equation/Numeric
- Multiple Choice, single correct response
- Drag and Drop
Allowable Stimulus Materials
number lines, tables
Key/Construct Relevant Vocabulary
rational number, equation, numeric expression, inequality, variable, constant, solution, solution set, distributive property of multiplication over addition, commutative property of addition/multiplication, associative property of addition/multiplication, additive/multiplicative identity, additive/multiplicative inverse
Allowable Tools
Calculator (varies by task model)
Target-Specific Attributes
Only multi-step problems may be assessed. “Greater/less than or equal to” may be assessed.
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
Multi-Select, multiple correct responseDepth of Knowledge
M-DOK1Standards
EE-3
Target Evidence Statement
The student identifies equivalency between two rational numbers.
Allowable Tools
None
Task Description
Prompt Features: The student is prompted to determine whether two numeric expressions are equivalent. Stimulus Guidelines: Item difficulty can be adjusted via these example methods: Numbers within the expressions can be integers, decimals, fractions, or mixed numbers. The...
Stimulus
The student is presented with a multi-step numeric expression involving rational numbers in at least two of these three forms: fraction, decimal, whole number.
Example 1
Example Stem: Select all expressions equivalent to 2.3 ● (1 + 0.125) – 9.
A 2.3 ● (1.25) – 9
B. 9 – 2.3 ● (1.125 + )
C. –9 + 2.3 ● (1.125 + )
D. 2.3 ● (9 – 1.25)
Answer Choices: Each answer choice is an expression following the same stimulus guidelines. Distractors include expressions with misapplication of properties of operations, sign mistakes, or computation errors.
Rubric: (1 point) The student selects all the appropriate expressions (e.g., A and C).