grade 5 mathematics assessment eligible texas essential knowledge and skills texas education agency...

Grade 5 Mathematics Assessment

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division Fall 2010

Webb ArticleFoldable

Level 1 Level 2

Level 3 Level 4

Same Verb Used at Depth of Knowledge Levels

3.1(C) determine the value of a collection of coins and bills.4.1(B) use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.5.2D use place value to relate decimals to fractions that name tenths, hundredths, and thousandths.

Verb Level 1 Level 2 Level 3 Level 4Compare compare

Look at two pictures and compare the value for each set of bills and dollars.

What is the value for each set of bills and dollars?

compare

Paul asked William for 4 dollars and fifty-two cents to buy a hamburger and fries. William has a variety of bills and coins in his pocket. Determine and compare three different ways William can present Paul with $4.52.

(picture of money)

If Paul asked William for $4.52 to purchase a hamburger and french fries for lunch, what are three different ways William can group dollars and coins to pay for his lunch?

compare

Paul and William each have $20.00 and are going to the matinee. Their movie tickets cost $5.00 each. Paul buys popcorn for $3.54 and a coke for $3.79. William buys candy for $3.36 and a pickle for $4.02. Create a graphical representation of Paul and Williams purchases.

Determine how much money Paul and William have. After the movie Paul and William plan to play video games. Each video game is $0.50. Compare the number of video games each boy will get to play. In writing explain your answer.

How much money does Paul and William have left? If Paul and William use the rest of their money to play video games at $0.50 a game. How many games will each boy get to play?

compare

Paul and William are getting ready to ship birthday presents to their grandma.

They need to make sure they have enough money to pay for shipping. You are going to conduct comparative shopping. Through your research you find that at the U. S. Postal Service each package cost $3.75 plus .$0.37 per ounce. At UPS you discover each package is $2.49 plus $0.53 per ounce. At FedEx each package is $3.15 plus $0.45 per ounce. Create chart that compares the different cost for each delivery service. Write a memo to Paul and William letting them know which delivery service is the most cost effective and why.

Same Verb Used at Depth of Knowledge Levels

Have each grade level look at their SE below and practice writing a learning task and question within each level of thinking.

5.10 C perform simple conversions within the same measurement system (SI (metric or customary).

4.11A estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary.

3.11A use linear measurement tools to estimate and measure lengths using standard units.

2.9A identify concrete models that approximate standard units of length and use them to measure length.

1.7A Estimate and measure length using nonstandard units such as paper clips or sides of color tiles.

K.10A compare and order tow or three concrete objects according to length (longer/shorter than, or the same.

Verb Level 1 Level 2 Level 3 Level 4

Examining STAAR Implications for Teaching

Number of Non-linguistic Representation

Number of word problems with no pictorial support

Number of 4th Grade Aligned SEs

Number of 3rd Grade Aligned SEs

Number of 2nd Grade Aligned SEs

Number of 1st Grade Aligned SEs

Number of Kinder Aligned SEs

Comments:

Let’s complete a “quick” analysis of the test design

DOK Levels1 2 3 4

Total

“Think Around” the question and capture all thoughts by jotting down what is being said.

In order for a 5th grade student to be able to master this question what does the student need to know?

2011 5th Grade Math Release Items

2011 5th Grade STARR Mathematics Released Item~Question 15.2 (4.2, 3.2, 2.2,1.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to

1.2 (B) Use appropriate language to describe part of a set such as three out of the eight crayons are red.

2.2 (B)Use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less).

3.2 (C)Use fraction names and symbols to describe fractional parts of whole objects or sets of objects.

4.2(B) Model fraction quantities greater than one using concrete objects and pictorial models.

Tested SE5.2 (B) generate a mixed number equivalent to a given improper fraction or generate an improper fraction equivalent to a given mixed number.

In order for a 5th grade student to be able to master this question what does the student need to know?

Let’s look at Vertical Alignment

3rd Grade CSCOPE Performance Indicators

4th Grade CSCOPE Performance Indicators

5th Grade CSOPE Performance Indicators

Unit 12 (4th Nine Weeks)Create a five-tab flip book representing two different fractions (e.g., 3/10 , 4 /5 , etc.) in a real-life problem-situation, modeled with concrete objects and then recorded as follows: Tab 1 (separated into two sections; one for each fraction) displays a set model for each fraction; Tab 2 (separated into two sections; one for each fraction) displays an area model for each fraction; Tab 3 displays the two fractions being compared using words, numbers, and symbols; Tab 4 displays a pictorial (e.g., set model or area model) of an equivalent for each fraction; and Tab 5 contains a written explanation with a justification for determining each fraction equivalent. (3.2A, 3.2B, 3.2C,3.2D; 3.14A, 3.14D; 3.15A, 3.15B) 1C; 5B

Sample Performance Indicator: Joey found two bird nests with eggs in each. In one nest, 3/8 of the eggs had hatched and in the other nest, 4/5 of the eggs had hatched. Create a five-tab flip book representing the two fractions, 3/8 and 4/5 , such as the following:

Model each fraction with concrete objects (e.g., pattern blocks, counters, etc.). Separate the first tab in the booklet into two sections – one for each fraction. Label each of the two sections with the title: Set Model. Under each section, draw the model of the fractions created with the concrete objects. For the second tab, model each fraction using color tiles so that the tiles have no gaps. Separate the second tab into two sections like the first tab, and label each of these sections with the title: Area Model. Under each section, draw the model of the fractions created with color tiles. For the third tab (no need to separate this tab into twosections), record and compare the two fractions using words, numbers, and symbols, and label this tab:

Unit 6 (2nd Nine Weeks) Generate an equivalent fraction and decimal from a given concrete or pictorial model that contains at least one fractional quantity greater than one and represents a real-life scenario. Place each equivalent fraction at its approximate location on a number line. In a journal entry, describe the strategy used to order the fraction totals from least to greatest. (4.2A, 4.2B, 4.2C, 4.2D; 4.10; 4.14A, 4.14D, 4.15A, 4.15B; 4.16A) 1E; 5F Sample Performance Indicator: Kaytlynn shaded a hundredths grid on the card below to create a tile design. In a table, record a fraction and decimal for each of the four parts of Kaytlynn’s grid (e.g. black, white, gray, and striped.)

Unit 10 (4th Nine Weeks)Create a necklace design using 100 objects (e.g. beads, pasta, cereal, etc.) of three different colors. Then use a 100s grid to sort the necklace objects by color and color-in the grid accordingly. Record the following for the colors in the necklace design: (1) the fractions represented for each color; (2) the fraction to decimal equivalence for each color; (3) the name in words for each decimal; (4) the order of the fractions and decimals from greatest to least; (5) one comparison statement for the fractions and onecomparison statement for the decimals with appropriate symbols; and (6) create a problem situation involving the colors of the necklace that could be answered using fractional pieces and a written justification of the solution. Copy your colored 100s grid onto three more grids creatinga total of four 100s grids. If each 100s grid represents “one whole”, find, describe, and record one or more of the colors used in the 100s grid where the fraction and decimal representation is greater than one. (4.2A, 4.2B, 4.2C, 4.2D;4.14A, 4.14D; 4.15A, 4.15B; 4.16B)5B; 1G

Unit 7 (2nd Nine Weeks) Order in a table and on a number line a set of mixed numbers and improper fractions in a real-life situation from least to greatest by generating their equivalent values. Use the order to validate conclusions related to the real-life situation. (5.2B; 5.14A, 5.14D; 5.15A, 5.15B; 5.16B) 1E; 5G

Sample Performance Indicator: Sara, Annie, Tyrone, and Evelyn all ride the bus to school. Sara lives miles away, Annie lives miles away, Tyrone lives miles away, and Evelyn lives miles away. Create a table that shows the name of each student and their distance from school in both mixed numbers and improper fractions. Include in the table a process column to show how each distance was renamed. From the table, create a number line ordering the distances from least to greatest, and justify in writing how the order was determined. Then, use the number line to communicate in writing which student lives the closest to school and which student lives the furthest from school. 1 4 3 23 4 7 4 8 27 5

CSCOPE Performance Indicators

Supporting5.2 B (4.2B, 3.2C, 2.2B, 1.2B)

generate a mixed number

equivalent to a given improper

fraction or generate an improper

fraction equivalent to a given

mixed number.

DOK: Level (Evidence) What part of the SE is being tested?

What do the students need to know in order to answer the question correctly?

Number of steps it takes to solve the problem?

Academic Vocabulary Write (S) it is stated and (I) if it is implied

How is it being tested?

Taught in CSCOPE

5.2B1st Nine Weeks, Unit 74th Nine Weeks, Unit 13

Readiness5.3A (4.3A, 3.3A, 2.3B, 1.3B)use addition and subtraction to solve problems involving whole numbers and decimals

Process5.14A (4.14A, 3.14A, 2.12A, 1.11 A, K.13A) identify the mathematics in everyday situations






Taught in CSCOPE

5.3A1st Nine Weeks, Unit 2 & 44th Nine Weeks, Unit 125.14 A Every nine weeks, all units except unit 6

Readiness5.3B (4.4D, 3.4B) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology);

Processing5.14B (4.14B, 3.14B, 2.12 B, 1.11B, K.13B) solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness






Taught in CSCOPE

5.3B1st Nine Weeks, Unit 3,44th Nine Weeks, Unit 125.14 B1st Nine Weeks, Unit 2,3,44th Nine Weeks, Unit 12

Readiness5.3 (C) use division to solve problems involving whole numbers (no more than two-digit divisors and three-digit dividends without technology), including interpreting the remainder within a given context;.







Taught in CSCOPE

5.3C1st Nine Weeks, Unit 3,44th Nine Weeks, Unit 125.14 B1st Nine Weeks, Unit 2,3,44th Nine Weeks, Unit 12

Supporting5.4A (4.5B, 3.5B) use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems







Taught in CSCOPE

5.4A1st Nine Weeks, Unit 2,3,44th Nine Weeks, Unit 125.14 B1st Nine Weeks, Unit 2,3,44th Nine Weeks, Unit 12

Readiness5.5A (4.7A, 3.7B, 2.6B, 1.4A, K.6A) describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams;

Processing5.15A (4.15A, 3.15A, 2.13A, 1.12A) explain and record observations using objects, words, pictures, numbers, and technology






Taught in CSCOPE

5.5A2nd Nine Weeks, Unit 54th Nine Weeks, Unit 125.15AAll nine weeks, all units

Supporting5.6A select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations.

Processing5.15B (4.15 B, 3.15B, 2.13B, 1.12B, K14B) relate informal language to mathematical language and symbols






Taught in CSCOPE

5.6A2nd Nine Weeks, Unit 55.15BAll nine weeks, all units

Supporting5.7A (4.8 C, 3.8A, 2.7A,B, 1.6C, K.9A)identify essential attributes including parallel, perpendicular, and congruent parts of two- and three-dimensional geometric figures

Processing5.16A (4.16A, 3.16A)make generalizations from patterns or sets of examples and nonexamples

Number of steps it takes to solve the problem

What part of the SE is being tested?


DOK: Level (Evidence)



Taught in CSCOPE

5.7A2nd Nine Weeks, Unit 54th Nine Weeks, Unit 125.16A2nd Nine Weeks, Unit 63rd Nine Weeks, Unit 10

Readiness5.8A (4.9A)sketch the results of translations, rotations, and reflections on a Quadrant I coordinate grid







Taught in CSCOPE

5.8A3rd Nine Weeks, Unit 10

Supporting5.10A (4.11B)perform simple conversions within the same measurement system (SI (metric) or customary)








Taught in CSCOPE

5.10A3rd Nine Weeks, Unit 104th Nine Weeks, Unit 145.14B1st Nine Weeks, Unit 2,3,44th Nine Weeks, Unit 12

Readiness5.10C (4.11A, 3.11C, 2.9B, 1.7B, K.10B) select and use appropriate units and formulas to measure length, perimeter, area, and volume







Taught in CSCOPE

5.10C1st Nine Weeks, Unit 2,3,43rd Nine Weeks, Unit 94th Nine Weeks, Unit 145.14B1st Nine Weeks, Unit 2,3,44th Nine Weeks, Unit 12

Readiness5.12B (4.13A) use experimental results to make predictions

Processing5.14A (4.14A, 3.14A, 2.12A, 1.11 A, K.13A) identify the mathematics in everyday situations






Taught in CSCOPE

5.12B2nd Nine Weeks, Unit 85.14 A Every nine weeks, all units except unit 6

Readiness5.13B describe characteristics of data presented in tables and graphs including median, mode, and range






Taught in CSCOPE

5.13B3rd Nine Weeks, Unit 114th Nine Weeks, Unit 12

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