Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math


 Cornelia Barnett
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1 Sarter Balanced Assessent Consortiu Clais, s, Stard Alignent for Math The Sarter Balanced Assessent Consortiu (SBAC) has created a hierarchy coprised of clais targets that together can be used to ake stateents about student achieveent. The clai is a broad stateent that will outline the outcoe achieved with astery of the stards within it. Within each clai are a variety of assessent targets that further clarify the knowledge specific skills that cross over a cluster of stards. The following tables layout the clai 1 targets. Each target ay feature a stard or a variety of stards that ake up the skill(s) of the target. Each target also features a Depth of Knowledge level(s) ite type(s) in which the targets ay be assessed. For ath, clai 1 is the only clai directly tied to stards. Clais 24 will feature ites aligned to a variety of stards to a nuber of different targets. Ite Types: SR  selected response CR  constructed response TE  technologyenhanced ER  extended constructed response Depth of Knowledge: 1  Recall 2  Skill/Concept 3  Strategic Thinking 4  Extended Thinking : Not all content in a given grade is ephasized equally in the stards. Soe clusters require greater ephasis than others based on the depth of ideas, the tie they take to aster, /or their iportance to future atheatics or the des of college career readiness. The following tables identify the ajor, additional, supporting work for the grade. ajor o Prioritized content for the grade o Assessent will saple the ajor work of the grade in the greatest proportion s supporting o Supports the ajor work of the grade provides connections that add coherence to the grade a  additional o Topics that ay not connect tightly or explicitly to the ajor work of the grade Key Data Systes.
2 Grade 4 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. A: Use the four operations with whole nubers to solve probles. B: Gain failiarity with factor ultiples. C: Generate analyze patterns. 4.OA.1: Interprett a ultiplication equation as a coparison, e.g., interpret 35 = 5 7 as a stateent that 35 is 5 ties as any as 7 7 ties as any as 5. Represent verbal stateents of ultiplicative coparisons as ultiplication equations. 4.OA.2: Multiply or divide to solve word probles involving ultiplicative coparison, e.g., by using drawings equations with a sybol for the unknown nuber to represent the proble, distinguishing ultiplicative coparison fro additive coparison. 4.OA.3: Solve ultistep word probles posed with whole nubers having whole nuber answers using the four operations, including probles in which reainders ust be interpreted. Represent these probles using equations with a letter sting for the unknown quantity. Assess the reasonableness of answers using ental coputation estiation strategies including rounding. 4.OA.4: Find all factor pairs for a whole nuber in the range Recognize that a whole nuber is a ultiple of each of its factors. Deterine whether a given whole nuberr in the range is a ultiple of a given one digit nuber. Deterine whether a given whole nuber in the range is prie or coposite. 4.OA.5: Generatee a nuber or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For exaple, given the rule Add 3 the starting nuber 1, generate ters in the resulting sequence observe that the ters appear to alternate between odd even nubers. Explain inforally why the nubers will continue to alternate in this way DOK Ite Types 1 SR 2, 3 SR, CR, TE s a Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 1
3 Grade 4 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. D: Generalize place value understing for ulti digit whole nubers. E: Use place value understing properties of operations to perfor ulti digit arithetic. 4.NBT.1 Recognize that in a ulti digit whole nuber, a digit in one place represents ten ties what it represents in the place to its right. For exaple, recognize that = 10 by applying concepts of place value division. 4.NBT.2 Read write ulti digit whole nubers using base ten nuerals, nuber naes, exped for. Copare two ulti digit nubers based on eanings of the digits in each place, using >, =, < sybolss to record the results of coparisons. 4.NBT.3 Use place value understing to round ulti digit whole nubers to any place. 4.NBT.4: Fluently add subtract ulti digit whole nubers using the stard algorith. 4.NBT.5: Multiply a whole nuber of up to four digits by a one digit whole nuber, ultiply two two digit value thee properties of nubers, using strategies based on place operations. Illustrate explain the calculation by using equations, rectangular arrays, /or area odels. 4.NBT.6: Find whole nuber quotients reainders with up to four digit dividends one digit divisors, using strategies based on place value, the properties s of operations, /or the relationship between ultiplicationn division. Illustrate explain the calculation by using equations, rectangular arrays, /or areaa odels. DOK Ite Types 1, 2 SR, CR Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 2
4 Grade 4 Matheatics Clai Procedures: Students can explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. F: Extend understing of fraction equivalence ordering. G: Build fractions fro unit fractions by applying extending previous understings of operations on whole nubers. H: Underst decial notation for fractions, copare decial fractions. 4.NF.1: Explain why a fraction a/ /b is equivalent to a fraction (n a)/(n b) by using visual fraction odels, with attention to how the nuber size of the parts differ even though the two fractions theselves are the sae size. Use this principle to recognize generate equivalent fractions. 4.NF.2: Copare two fractions with different nuerators different denoinators, e.g., by creating coonn denoinators or nuerators, or by coparing to a benchark fraction such as 1/2. Recognize that coparisons are valid only when the two fractions refer to the sae whole. Record the results of coparisons with sybols >, =, or <, justify the conclusions, e.g.., by using a visual fraction odel. 4.NF.3: Underst a fraction a/b with a > 1 as a su of fractions 1/b. 4.NF.4: Apply extend previous understingss of ultiplication to ultiply a fraction by a whole nuber. 4.NF.5: Express a fraction with denoinator 10 as an equivalent fraction with denoinator 100, use this technique to add two fractions with respective denoinators For exaple, express 3/10 as 30/100, add 3/10 + 4/100 = 34/ NF.6: Use decial notation for fractions with denoinators 10 or 100. For exaple, rewrite 0.62 as 62/100; describe a length as 0.62 eters; locate 0.62 on a nuber line diagra. 4.NF.7: Copare two decials to hundredths byy reasoning about their size. Recognize that coparisons are valid only when the two decials refer to the sae whole. Record the results of coparisons with the sybols >, =, or <, justify the conclusions, e.g., by using a visual odel. DOK 1, 2, 3 Ite Types SR, CR, TE Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 3
5 Grade 4 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. I: Solve probles involving easureent conversion of easureents fro a larger unit to a saller unit. J: Represent interpret data. 4.MD.1: Know relative sizes of easureent units within one syste of units including k,, c; kg, g; lb, oz.; l, l; hr, in, sec. Within a single syste of easureent, express easureentss in a larger unit in ters of a saller unit. Record easureent equivalents in a two colun table. For exaple, know that 1 ft is 12 ties as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion tablee for feet inches listing the nuber pairs (1, 12), (2, 24), (3, 36), 4.MD.2: Use the four operations to solve word probles involving distances, intervals of tie, liquid volues, asses of objects, oney, including probles involving siple fractions or decials, probles that require expressing easureentss given in a larger unit in ters of a saller unit. Represent easureent quantities using diagras such as nuber line diagras that feature a easureent scale. 4.MD.3: Apply the area perieter forulass for rectangles in real world atheatical probles. For exaple, find the width of a rectangular roo given the area off the flooring the length, by viewing the area forula ass a ultiplication equation with an unknown factor. 4.MD.4: Make a line plot to display a data set of easureents in fractions of a unit (1/2, 1/ 4, 1/8). Solve probles involving addition subtraction of fractions by using inforation presented in line plots. For exaple, fro a line plot find interpret the difference in length between the longest shortest speciens in an insect collection. DOK Ite Types 1, 2 SR, CR s s Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 4
6 Grade 4 Matheatics Clai explain apply atheatical concepts interpret carry out atheatical procedures with precision fluency. K: Geoetric easureent: underst concepts of angle easure angles. L: Draw identify lines angles, classify shapes by properties of their lines angles. 4.MD.5: Recognize angles as geoetric shapes that are fored wherever two rays share a coon endpoint, underst concepts of angle easureent. 4.MD.6: Measure angles in whole nuber degrees using a protractor. Sketch angles of specified easure. 4.MD.7: Recognize angle easure as additive. When an angle is decoposed into non overlapping parts, the angle easure of the whole is the su of the angle easures of the parts. Solve addition subtraction probles to find unknown angles on a diagra in real world atheatical probles, e.g., by using an equation with a sybol for the unknown angle easure. 4.G.1: Draw points, lines, line segents, rays, angles (right, acute, obtuse), perpendicular parallel lines. Identify these in two diensional figures. 4.G.2: Classify two diensional figures based on the presence or absence of parallel or perpendicular lines, orr the presence or absence of angles of a specified size. Recognizee right triangles as a category, identify right triangles. 4.G.3: Recognize a line of syetry for a two diensional figure as a line across the figure such that the figure can be folded along the line into atching parts. Identify line syetric figures draw lines of syetry. DOK Ite Types a a Tables were created using the released ite specification tables provided by SBAC. Key Data Systes. Page 5
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