0 Up votes0 Down votes

1 views41 pagesMar 06, 2017

© © All Rights Reserved

PDF, TXT or read online from Scribd

© All Rights Reserved

1 views

© All Rights Reserved

- Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future
- Steve Jobs
- Everybody Lies: Big Data, New Data, and What the Internet Can Tell Us About Who We Really Are
- The Wright Brothers
- The Boy Who Harnessed the Wind: Creating Currents of Electricity and Hope
- Influencer: Building Your Personal Brand in the Age of Social Media
- Hacking For Dummies
- Ultimate Guide to Instagram for Business
- Sea of Rust: A Novel
- Dark Territory: The Secret History of Cyber War
- 100 German Short Stories for Beginners Learn German with Stories Including Audiobook German Edition Foreign Language Book 1
- Heart: A History
- Business Communication
- No One Lives Twice: A Lexi Carmichael Mystery, Book One
- Social Media Marketing 2019: Instagram,Facebook,Youtube and Twitter , Advertising Guide for Influencers in 2019 Through 2020
- Content Rules: How to Create Killer Blogs, Podcasts, Videos, Ebooks, Webinars (and More) That Engage Customers and Ignite Your Business
- From Zero to One Million Followers: Become an Influencer with Social Media Viral Growth Strategies on YouTube, Twitter, Facebook, Instagram, and the Secrets to Make Your Personal Brand KNOWN
- The Book of Manuals
- Social Media Marketing Blueprint

You are on page 1of 41

2016-17 Blueprint

V.05.17.2016

The Smarter Balanced Interim Assessment Blocks (IABs) are one of two distinct types of interim assessments being made available by the

Consortium; the other type is the Interim Comprehensive Assessment (ICAs). IABs are short, focused sets or blocks of items that measure

one or more assessment targets. Results from these assessments provide information about a students strengths or needs in relation to

the Common Core State Standards (CCSS) and, therefore, generate more detailed information for instructional purposes than the

summative or ICAs alone. The IABs are currently available as fixed forms. The fixed forms are administered online, using the same delivery

software as the summative assessments.

This blueprint presents the specific blocks that are available by grade level for mathematics beginning at grade 3 and continuing through

high school. Each block-level blueprint contains information about claim(s), assessment target(s), and depth of knowledge level(s)

addressed by the items in that block as well as the numbers of items allocated to each of those categories.

The blueprint can be used by educators to plan how to integrate the IABs effectively within classroom instruction or to better understand

results that are reported. Users of the blueprint can become familiar with the number of IABs for each grade level, the general focus of each

IAB, (i.e. which assessment targets are addressed in a specific IAB and the emphasis of each target relative to the other targets in the

block). A fifth-grade teacher, for example, may wish to collect more information regarding her students knowledge about geometry. The

teacher could use this blueprint to see that there is a block for geometry composed of 13 machined-scored items across the four claims

concepts and procedures, problem solving, modeling and data analysis, and communicating reasoning. After reading the blueprint, she will

have a better understanding of the meaning of the geometry block.

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

Mathematics Interim Assessment Blocks

Grade 3 Grade 4 Grade 5

Operations and Algebraic Thinking** Operations and Algebraic Thinking** Operations and Algebraic Thinking*

Number and Operations Fractions** Number and Operations Fractions** Number and Operations Fractions**

Measurement and Data Measurement and Data* Measurement and Data**

Number and Operations in Base Ten* Number and Operations in Base Ten Number and Operations in Base Ten

Geometry* Geometry*

Grade 6 Grade 7 Grade 8

Ratios and Proportional Relationships Ratio and Proportional Relationships** Expressions & Equations I**

Expressions & Equations II

(with Prob/Stat)*

Expressions and Equations** Expressions and Equations** Functions**

Statistics and Probability* Statistics and Probability*

Mathematics Performance Task Mathematics Performance Task Mathematics Performance Task

High School

Algebra and Functions I - Linear Functions, Equations, and Inequalities**

* IAB is new for 201617

Mathematics Performance Task ** IAB has been revised for 201617

2

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 3

Grade 3 Operations and Algebraic Thinking (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts B. Understand properties of multiplication and the relationship between

1 2 12

and OA multiplication and division.

Procedures C. Multiply and divide within 100. 1 2

D. Solve problems involving the four operations, and identify and explain patterns in

2 4

arithmetic.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop 1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

propositions or conjectures.

Communicating Reasoning 2, 3, 4 1 1

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

3

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 3 (continued)

Grade 3 Number and Operations Fractions (14 items)

Total Items

Content Number of

Claim Assessment Targets DOK per Reporting

Category Items

Category

1. Concepts and

NF F. Develop understanding of fractions as numbers. 1, 2 13 13

Procedures

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

0

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 0

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or

0

develop a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

propositions or conjectures.

Communicating Reasoning 2, 3, 4 1 1

E. Distinguish correct logic or reasoning from that which is flawed, andif there is

Reasoning a flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, 2, 3

and actions.

4

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 3 (continued)

Grade 3 Measurement and Data (15 items)

Total Items

Content Number of

Claim Assessment Targets DOK per Reporting

Category Items

Category

G. Solve problems involving measurement and estimation of intervals of time, liquid

1, 2 4

volumes, and masses of objects.

1. Concepts and H. Represent and interpret data. 2, 3 2

12

MD I. Geometric measurement: understand concepts of area and relate area to

Procedures 1, 2 4

multiplication and to addition.

J. Geometric measurement: recognize perimeter as an attribute of plane figures and

1 2

distinguish between linear and area measures.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving

B. Select and use appropriate tools strategically.

Claim 2 1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

2

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop

a mathematical model of a real phenomenon. 1

Claim 4

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating B. Construct, autonomously, chains of reasoning that will justify or refute propositions

or conjectures.

Communicating Reasoning 2, 3, 4 1 1

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

5

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 3 (continued)

Total Items

Content Number of

Claim Assessment Targets DOK per Reporting

Category Items

Category

1. Concepts and E. Use place value understanding and properties of operations to perform multi-

NBT 1 12 12

Procedures digit arithmetic.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

2

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or 0

develop a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

propositions or conjectures.

Communicating Reasoning 2, 3, 4 0 0

E. Distinguish correct logic or reasoning from that which is flawed, andif there is

Reasoning a flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, 2, 3

and actions.

6

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 3 (continued)

Grade 3 Interim Assessment Block Performance Task

Content Items per Total Items

Claim Assessment Targets DOK

Category Claim in PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 2

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 2

mathematical model of a real phenomenon.

C. State logical assumptions being used. 6

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating B. Construct, autonomously, chains of reasoning that will justify or refute propositions

or conjectures.

Communicating Reasoning 2, 3, 4 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

7

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 4

Grade 4 Operations and Algebraic Thinking (16 items)

Total Items

Content Number of

Claim Assessment Targets DOK per Reporting

Category Items

Category

1. Concepts A. Use the four operations with whole numbers to solve problems. 1, 2 4

9

and OA B. Gain familiarity with factors and multiples. 1, 2 4

Procedures

C. Generate and analyze patterns. 2, 3 1

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

2

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 5

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or

3

develop a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute

3. Communicating propositions or conjectures.

Communicating Reasoning 2, 3, 4 2 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is

Reasoning a flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, 2, 3

and actions.

8

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 4 (continued)

Grade 4 Number and Operations in Base Ten (15 items)

Total Items

Number of

Claim Content Category Assessment Targets DOK per Reporting

Items

Category

D. Generalize place value understanding for multi-digit whole numbers. 1, 2 5

1. Concepts and 12

NBT E. Use place value understanding and properties of operations to perform multi-

Procedures 1 7

digit arithmetic.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

1

B. Construct, autonomously, chains of reasoning to justify mathematical models

used, interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or

Data Analysis 0

develop a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute

3. Communicating propositions or conjectures.

Communicating Reasoning 2, 3, 4 2 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

9

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 4 (continued)

Grade 4 Number and Operations Fractions (15 items)

Total Items

Content Number of

Claim Assessment Targets DOK per Reporting

Category Items

Category

1. Concepts and G. Build fractions from unit fractions by applying and extending previous

NF 1, 2 5 12

Procedures understandings of operations on whole numbers.

H. Understand decimal notation for fractions, and compare decimal fractions. 1, 2 2

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 1

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop

0

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Communicating Reasoning 2, 3, 4 2 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

10

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 4 (continued)

Grade 4 Geometry (11 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts and L. Draw and identify lines and angles, and classify shapes by properties of their lines

G 1, 2 11 11

Procedures and angles.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 0

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 0

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop

0

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Communicating Reasoning 2, 3, 4 0 0

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

11

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 4 (continued)

Grade 4 Measurement and Data (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

I. Solve problems involving measurement and conversion of measurements from a

1, 2 6

1. Concepts and larger unit to a smaller unit.

MD J. Represent and interpret data. 1, 2 2 13

Procedures

K. Geometric measurement: understand concepts of angle and measure angles. 1, 2 5

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop

1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Reasoning 2, 3, 4

Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a 0 0

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

12

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 4 (continued)

Grade 4 Interim Assessment Block Performance Task

Content Items per Total Items

Claim Assessment Targets DOK

Category Claim in PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 2

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 2

mathematical model of a real phenomenon.

C. State logical assumptions being used. 6

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating B. Construct, autonomously, chains of reasoning that will justify or refute propositions

or conjectures.

Communicating Reasoning 2, 3, 4 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

13

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 5

Grade 5 Number and Operations in Base Ten (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts and

NBT 11

Procedures D. Perform operations with multi-digit whole numbers and with decimals to

1, 2 7

hundredths.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

2

B. Construct, autonomously, chains of reasoning to justify mathematical models

used, interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop

Data Analysis 1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

Communicating or conjectures.

3. Communicating 2, 3, 4

Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a 2 2

Reasoning

flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

14

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 5 (continued)

Grade 5 Number and Operations Fractions (15 items)

Number of Total Items

Claim Content Category Assessment Targets DOK per Reporting

Items Category

1. Concepts and

NF 11

Procedures F. Apply and extend previous understandings of multiplication and division to multiply

1, 2 6

and divide fractions.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

2

B. Construct, autonomously, chains of reasoning to justify mathematical models

used, interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop

Data Analysis 1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Communicating Reasoning 2, 3, 4 2 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

15

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 5 (continued)

Grade 5 Measurement and Data (14 items)

Number of Total Items

Claim Content Category Assessment Targets DOK per Reporting

Items Category

1. Concepts and 9

MD H. Represent and interpret data. 1, 2 2

Procedures

I. Geometric measurement: understand concepts of volume and relate volume to

1, 2 6

multiplication and to addition.

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

3

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

2. Problem (e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 4

B. Construct, autonomously, chains of reasoning to justify mathematical models

Modeling and used, interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop 1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Communicating Reasoning 2, 3, 4 1 1

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

16

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 5 (continued)

Grade 5 Geometry (13 items)

Number of Total Items

Claim Content Category Assessment Targets DOK per Reporting

Items Category

J. Graph points on the coordinate plane to solve real-world and mathematical

1. Concepts and 1 5

G problems. 9

Procedures

K. Classify two-dimensional figures into categories based on their properties. 2 4

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

2

B. Construct, autonomously, chains of reasoning to justify mathematical models

used, interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop

Data Analysis 1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Reasoning 2, 3, 4

Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a 2 2

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

17

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 5 (continued)

Grade 5 Operations and Algebraic Thinking (15 items)

Number of Total Items

Claim Content Category Assessment Targets DOK per Reporting

Items Category

OA 13

Procedures B. Analyze patterns and relationships. 2 4

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

2

B. Construct, autonomously, chains of reasoning to justify mathematical models

used, interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop

Data Analysis 1

a mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions

3. Communicating or conjectures.

Communicating Reasoning 2, 3, 4 0 0

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

18

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 5 (continued)

Grade 5 Interim Assessment Block Performance Task

Content Items per Total Items

Claim Assessment Targets DOK

Category Claim in PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society,

2, 3

and the workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 2

D. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation.

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 2

mathematical model of a real phenomenon.

C. State logical assumptions being used. 6

F. Identify important quantities in a practical situation and map their relationships 1, 2, 3

(e.g., using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating B. Construct, autonomously, chains of reasoning that will justify or refute propositions

or conjectures.

Communicating Reasoning 2, 3, 4 2

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a

Reasoning flaw in the argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and 2, 3

actions.

19

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 6

Grade 6 Ratio and Proportional Relationships (13 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts and 11

RP A. Understand ratio concepts and use ratio reasoning to solve problems. 1, 2 11

Procedures

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 1

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 0

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 1 1

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

20

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 6 (continued)

Grade 6 Expressions and Equations (16 items)

Number Total Items

Content of

Claim Assessment Targets DOK per Reporting

Category

Items Category

E. Apply and extend previous understandings of arithmetic to algebraic expressions. 1 3

1. Concepts F. Reason about and solve one-variable equations and inequalities. 1, 2 6 13

EE

and Procedures G. Represent and analyze quantitative relationships between dependent and independent

2 4

variables.

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

2. Problem

using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

and Data 2, 3

D. Interpret results in the context of a situation. 2

Analysis

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

Communicating conjectures.

3. 2, 3, 4

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in

Communicating Reasoning the argumentexplain what it is. 1 1

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

21

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 6 (continued)

Grade 6 Geometry (14 items)

Number Total Items

Content of

Claim Assessment Targets DOK per Reporting

Category

Items Category

1. Concepts

G H. Solve real-world and mathematical problems involving area, surface area, and volume. 2 11 11

and Procedures

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem Solving B. Select and use appropriate tools strategically. 1

C. Interpret results in the context of a situation. 1, 2, 3

2. Problem D. Identify important quantities in a practical situation and map their relationships (e.g.,

Solving using diagrams, two-way tables, graphs, flow charts, or formulas).

4. Modeling A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

and Data 2, 3

D. Interpret results in the context of a situation.

Analysis 2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating conjectures.

2, 3, 4

Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in

Communicating 1 1

the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

22

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 6 (continued)

Grade 6 The Number System (15 items)

Number Total Items

Content of

Claim Assessment Targets DOK per Reporting

Category

Items Category

B. Apply and extend previous understandings of multiplication and division to divide

1, 2 2

1. Concepts fractions by fractions. 13

NS

and Procedures C. Compute fluently with multi-digit numbers and find common factors and multiples. 1, 2 5

D. Apply and extend previous understandings of numbers to the system of rational numbers. 1, 2 6

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

2. Problem

using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

and Data 2, 3

D. Interpret results in the context of a situation. 1

Analysis

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 0

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

Communicating conjectures.

3. 2, 3, 4

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in

Communicating Reasoning the argumentexplain what it is. 1 1

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

23

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 6 (continued)

Grade 6 Statistics and Probability (13 items)

Number Total Items

Content of

Claim Assessment Targets DOK per Reporting

Category

Items Category

1. Concepts I. Develop understanding of statistical variability. 2 3

SP 13

and Procedures J. Summarize and describe distributions. 1, 2 10

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem

B. Select and use appropriate tools strategically.

Solving 0

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

2. Problem

using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

and Data 2, 3

D. Interpret results in the context of a situation. 0

Analysis

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 0

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

Communicating conjectures.

3. 2, 3, 4

E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in

Communicating Reasoning 0 0

the argumentexplain what it is.

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

24

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 6 (continued)

Grade 6 Interim Assessment Block Performance Task

Total

Content Items per

Claim Assessment Targets DOK Items in

Category Claim

PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 2

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 2

mathematical model of a real phenomenon.

C. State logical assumptions being used.

6

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating conjectures.

2, 3, 4

Communicating Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 2

the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

25

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 7

Grade 7 Ratio and Proportional Relationships (13 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts and A. Analyze proportional relationships and use them to solve real-world and

RP 2 10 10

Procedures mathematical problems.

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 1 1

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

26

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 7 (continued)

Grade 7 The Number System (14 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts and B. Apply and extend previous understandings of operations with fractions to add,

NS 1, 2 11 11

Procedures subtract, multiply, and divide rational numbers.

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

0

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 1

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 2

2

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

27

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 7 (continued)

Grade 7 Expressions and Equations (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

C. Use properties of operations to generate equivalent expressions. 1, 2 5

1. Concepts and

EE D. Solve real-life and mathematical problems using numerical and algebraic expressions 12

Procedures 1, 2 7

and equations.

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Reasoning in the argumentexplain what it is.

Communicating 1 1

C. State logical assumptions being used.

Reasoning

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

28

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 7 (continued)

Grade 7 Geometry (13 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

E. Draw, construct, and describe geometrical figures and describe the relationship

1. Concepts and 1, 2 5

between them.

G 11

Procedures F. Solve real-life and mathematical problems involving angle measure, area, surface

1, 2 6

area, and volume.

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

2

C. Interpret results in the context of a situation.

1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

using diagrams, two-way tables, graphs, flow charts, or formulas).

2. Problem

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 0

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Reasoning in the argumentexplain what it is.

Communicating 0 0

C. State logical assumptions being used.

Reasoning

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

29

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 7 (continued)

Grade 7 Statistics and Probability (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

G. Use random sampling to draw inferences about a population. 1, 2 3

1. Concepts and

SP H. Draw informal comparative inferences about two populations. 2 4 13

Procedures

I. Investigate chance processes and develop, use, and evaluate probability models. 1, 2 6

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

0

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 2

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Reasoning in the argumentexplain what it is.

Communicating 0 0

C. State logical assumptions being used.

Reasoning

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

30

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 7 (continued)

Grade 7 Interim Assessment Block Performance Task

Content Items per Total Items

Claim Assessment Targets DOK

Category Claim in PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 2

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 2

mathematical model of a real phenomenon.

C. State logical assumptions being used.

6

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating conjectures.

2, 3, 4

Communicating Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 2

the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

31

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 8

Grade 8 Expressions & Equations I (14 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

B. Work with radicals and integer exponents. 1, 2 3

1. Concepts

C. Understand the connections between proportional relationships, lines, and linear 9

and EE 1, 2 2

equations.

Procedures

D. Analyze and solve linear equations and pairs of simultaneous linear equations. 1, 2 4

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

3

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 3

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a

0

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 2 2

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

32

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 8 (continued)

Grade 8 Expressions & Equations II with Statistics (13 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

1. Concepts and EE D. Analyze and solve linear equations and pairs of simultaneous linear equations. 1, 2 5

10

Procedures SP J. Investigate patterns of association in bivariate data. 1, 2 5

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling and workplace. 2, 3

Data Analysis D. Interpret results in the context of a situation. 2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a

1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 1 1

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

33

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 8 (continued)

Grade 8 Functions (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

F 11

and Procedures

F. Use functions to model relationships between quantities. 1, 2 5

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically. 1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving 2

A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling

workplace. 2, 3

and Data

D. Interpret results in the context of a situation.

Analysis

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis mathematical model of a real phenomenon. 1

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 2 2

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

34

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 8 (continued)

Grade 8 Geometry (15 items)

Number of Total Items

Content

Claim Assessment Targets DOK per Reporting

Category Items Category

G. Understand congruence and similarity using physical models, transparencies, or

1, 2 5

geometry software.

1. Concepts H. Understand congruence and similarity using physical models, transparencies, or 13

G 1, 2 5

and Procedures geometry software.

I. Solve real-world and mathematical problems involving volume of cylinders, cones,

1, 2 3

and spheres.

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and

2, 3

the workplace.

Problem Solving B. Select and use appropriate tools strategically.

0

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

2. Problem using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

A. Apply mathematics to solve problems arising in everyday life, society, and the

4. Modeling workplace. 2, 3

and Data

D. Interpret results in the context of a situation.

Analysis 1

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis mathematical model of a real phenomenon. 1

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve

3, 4

problems.

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

conjectures.

2, 3, 4

3. Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw

Communicating Reasoning in the argumentexplain what it is. 1 1

Reasoning C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not

apply. (For example, area increases with perimeter for squares, but not for all plane

figures.)

35

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

GRADE 8 (continued)

Grade 8 Interim Assessment Block Performance Task

Items Total

Content

Claim Assessment Targets DOK per Items in

Category

Claim PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 2

D. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

2. Problem diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 2

mathematical model of a real phenomenon.

C. State logical assumptions being used.

6

F. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating conjectures.

2, 3, 4

Communicating Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 2

the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions. 2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

36

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

High School

High School Algebra and Functions I Linear Functions, Equations, and Inequalities (15 items)

Total Items per

Content Number of

Claim Assessment Targets DOK Reporting

Category Items

Category

G. Create equations that describe numbers or relationships. 1, 2 1

I. Solve equations and inequalities in one variable. 1, 2 3

1. Concepts J. Represent and solve equations and inequalities graphically. 1, 2 4 11

A, F

and Procedures L. Interpret functions that arise in applications in terms of a context. 1, 2 1

M. Analyze functions using different representations. 1, 2, 3 1

N. Build a function that models a relationship between two quantities. 2 1

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem Solving B. Select and use appropriate tools strategically. 2

C. Interpret results in the context of a situation. 1, 2, 3

2. Problem D. Identify important quantities in a practical situation and map their relationships (e.g.,

Solving using diagrams, two-way tables, graphs, flow charts, or formulas).

4. Modeling

A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

and Data 2, 3

D. Interpret results in the context of a situation.

Analysis 3

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 1

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

3. conjectures.

Communicating 2, 3, 4

Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 1 1

Reasoning the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

2, 3

actions.

G. At later grades, determine conditions under which an argument does and does not apply.

37

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

High School (continued)

High School Algebra and Functions II Quadratic Functions, Equations, and Inequalities (15 items)

Total Items per

Content Number of

Claim Assessment Targets DOK Reporting

Category Items

Category

G. Create equations that describe numbers or relationships. 1, 2 1

H. Understand solving equations as a process of reasoning and explain the reasoning. 1, 2 3

I. Solve equations and inequalities in one variable. 1, 2 1

1. Concepts 12

A, F J. Represent and solve equations and inequalities graphically. 1, 2 3

and Procedures

L. Interpret functions that arise in applications in terms of a context. 1, 2 1

M. Analyze functions using different representations. 1, 2, 3 2

N. Build a function that models a relationship between two quantities. 2 1

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem Solving B. Select and use appropriate tools strategically. 0

C. Interpret results in the context of a situation. 1, 2, 3

D. Identify important quantities in a practical situation and map their relationships (e.g.,

2. Problem

using diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

2

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 2

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., 1, 2, 3

using diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

3. conjectures.

Communicating 2, 3, 4

Communicating E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 1 1

Reasoning the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and

2, 3

actions.

G. At later grades, determine conditions under which an argument does and does not apply.

38

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

High School (continued)

High School Geometry and Right Triangle Trigonometry (15 items)

Total Items per

Content Number of

Claim Assessment Targets DOK Reporting

Category Items

Category

1. Concepts and

G O. O: Define trigonometric ratios and solve problems involving right triangles. 1, 2 11 11

Procedures

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem Solving B. Select and use appropriate tools strategically.

1

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

2. Problem

Solving diagrams, two-way tables, graphs, flow charts, or formulas).

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

1

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 0

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

3. Communicating conjectures.

2, 3, 4

Communicating Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 3 3

the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

39

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

High School (continued)

High School Statistics and Probability (12 items)

Total Items per

Content Number of

Claim Assessment Targets DOK Reporting

Category Items

Category

1. Concepts and

SP O. P. Summarize, represent, and interpret data on a single count or measurement variable. 2 6 6

Procedures

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem Solving B. Select and use appropriate tools strategically.

3

C. Interpret results in the context of a situation.

D. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

2. Problem

Solving diagrams, two-way tables, graphs, flow charts, or formulas).

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

6

B. Construct, autonomously, chains of reasoning to justify mathematical models used,

interpretations made, and solutions proposed for a complex problem.

Modeling and 2, 3, 4

E. Analyze the adequacy of and make improvements to an existing model or develop a

Data Analysis 3

mathematical model of a real phenomenon.

C. State logical assumptions being used.

F. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

B. Construct, autonomously, chains of reasoning that will justify or refute propositions or

3. Communicating conjectures.

2, 3, 4

Communicating Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in 0 0

the argumentexplain what it is.

Reasoning

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

40

Mathematics Interim Assessment Blocks

2016-17 Blueprint

V.05.17.2016

High School (continued)

High School Interim Assessment Block Performance Task

Items Total

Content

Claim Assessment Targets DOK per Items in

Category

Claim PT

A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the

2, 3

workplace.

Problem B. Select and use appropriate tools strategically.

Solving C. Interpret results in the context of a situation. 1

D. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

2. Problem diagrams, two-way tables, graphs, flow charts, or formulas).

Solving

4. Modeling and A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.

2, 3

Data Analysis D. Interpret results in the context of a situation.

Modeling and interpretations made, and solutions proposed for a complex problem.

2, 3, 4

Data Analysis E. Analyze the adequacy of and make improvements to an existing model or develop a 3

mathematical model of a real phenomenon.

C. State logical assumptions being used. 6

F. Identify important quantities in a practical situation and map their relationships (e.g., using 1, 2, 3

diagrams, two-way tables, graphs, flow charts, or formulas).

G. Identify, analyze, and synthesize relevant external resources to pose or solve problems. 3, 4

A. Test propositions or conjectures with specific examples.

2, 3

D. Use the technique of breaking an argument into cases.

3. Communicating conjectures.

2, 3, 4

Communicating Reasoning E. Distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in the 2

Reasoning argumentexplain what it is.

C. State logical assumptions being used.

F. Base arguments on concrete referents such as objects, drawings, diagrams, and actions.

2, 3

G. At later grades, determine conditions under which an argument does and does not apply.

(For example, area increases with perimeter for squares, but not for all plane figures.)

41

- depth of knowledge dok levelsUploaded byapi-309953525
- mathsUploaded byHaris Rao
- Grade 6 Math StarsUploaded byandrugrasu
- CheesemanUploaded byEva Frau
- European Research in MEUploaded byFerned O Guzman
- edwards 2017 2018Uploaded byapi-365978031
- math plan for warren county middle school sixth gradersUploaded byapi-327582459
- Are We Having Fun Yet- How Teachers Use Manipulatives to Teach MaUploaded byEleazar
- Maths ObjectivesUploaded bysarfraz206
- Mathematisation and dematisation.pdfUploaded byMarie Liebe
- mathUploaded byapi-272545554
- math game analysisUploaded byapi-272521734
- revised math lesson planUploaded byapi-367164856
- Great StatementUploaded byIuliaHort
- mathstandards1997Uploaded byapi-365950314
- CERME9_WG8_mueller.pdfUploaded byLorena Jiménez Sandoval
- BehaviouralCharacteristicsChecklistOfMathematicallyGiftedStudentsAppI&II 2Uploaded byzk
- My StrengthsUploaded byvilavanadonis
- RR270 LambUploaded byDirajaz
- 5_E's_HandoutUploaded byGenevieve Monica Rochina Manansala
- toler-problem-based learningUploaded byapi-238290989
- Dynamic Transfer and InnovationUploaded byculpio
- Gatsby Unit PlanUploaded byChristine Engelbrecht
- 2918331 PPT of Decision MakingUploaded byVivek Saxena
- Structural Skill SetUploaded byManoj Ashok Baraskar
- Problem Solving & Decision Making at NTPCUploaded byJanmejaya Mishra
- BSP Competing Pathways - 3 Pathway - Using the ChartUploaded bymotdakasha
- Major Theories and ThemesUploaded byHayley Cullen
- 2010 Anbari Cultural differences.pdfUploaded bythsilva85
- Education in Process Systems Engineering Past, Present and Future (PERKINS 2000)Uploaded byJenny Paola Parra Cañas

- asmt-sbac-math-gr4-sample-items.pdfUploaded byArvind_Mehta_9123
- Author AgreementUploaded byArvind_Mehta_9123
- Iot Security Reference Architecture EnUploaded byArvind_Mehta_9123
- 2016 Largest Staffing Firms in the US 1Uploaded byArvind_Mehta_9123
- mathgrade4fwlmg2Uploaded byArvind_Mehta_9123
- SBAC Practice TestUploaded byArvind_Mehta_9123
- Supplychain of the future.docUploaded byArvind_Mehta_9123
- Supplychain of the FutureUploaded byArvind_Mehta_9123
- Common Core Parent.power Point Update.rev.3.12.14Uploaded byArvind_Mehta_9123
- SAP S4 HANA.pdfUploaded byOmkar Desai
- 6030 Operation 080119Uploaded byArvind_Mehta_9123
- PS 2017 Golf Tournament Brochure 2-9-17Uploaded byArvind_Mehta_9123
- White PaperUploaded byArvind_Mehta_9123
- 9-30Uploaded byKumar Gaurav
- Sap Pi TutorialUploaded byGirish
- 2015_emea Sap Gts CoeUploaded byArvind_Mehta_9123
- UP202Uploaded byArvind_Mehta_9123
- sap-gts-licence-mgt-1206594596800975-2.pdfUploaded byArvind_Mehta_9123
- Sapgtsonlinetraining 150708154136 Lva1 App6892Uploaded byArvind_Mehta_9123
- 134Uploaded byArvind_Mehta_9123
- Grade4ELAPT.pdfUploaded byArvind_Mehta_9123
- Grade 4 El a BrailleUploaded byArvind_Mehta_9123
- g4ela.pdfUploaded byArvind_Mehta_9123
- CST ELA Grade4Uploaded byChristine Son
- Math_Standards.pdfUploaded byjason1989
- math-grade-4.pdfUploaded byArvind_Mehta_9123
- Grade 4 Ela Practice Test Scoring GuideUploaded byArvind_Mehta_9123
- G4 Practice Test Scoring Guide ELA PTUploaded byArvind_Mehta_9123
- ELA-Interim Assessment Blocks BlueprintUploaded byArvind_Mehta_9123

- EV-FH-M525-2067BUploaded bydweight000
- Solar power plant using parabolic trough by model predic control controlling outlet temperatureUploaded byirinmichael
- Kalman EstimationUploaded byKhoa Le Tien
- Partial Differential equations Graphical User interface guide for installing usersUploaded byazazel28
- Reductor Cyclo 4225.pdfUploaded byrolando
- List of Books Published by Matrix EducareUploaded bykuntal.kgec.cse3239
- Boeing 737 WALKAROUND BOOKLET.pdfUploaded bysav374
- olxUploaded byTarun Banga
- Schuster 2007 Circuit Quantum ElectrodynamicsUploaded byGe Yang
- Basic GSM Call FlowUploaded byechoCanceller
- EK Catalog IreneUploaded bythiru_tsn87
- Insight NDT Equipment Ltd -..Uploaded byaoxoxz
- assaf-ga (1)Uploaded byAlok Anand Narayan Tripathi
- Riobotz Combot Tutorial 2.0Uploaded byRodrigo Nogueira
- 188356 Software Testing MetricsUploaded byBharathidevi Manam
- _FreesclaeMotorControlUploaded byrogalva
- Comet New Gland Selection ChartUploaded byabhi050191
- Diamond Pass RegistrationUploaded byshailesh1978k
- Edexcel a Level French Grammar Practice BookUploaded bysucker_lover
- 03 OS82123EN80GLA00 Performance ManagementUploaded bymaster098765
- IDEI-pentru-Hale metaliceUploaded byrelu59
- ITIL V3 Foundation Handbook IntroductionUploaded bymadinewala
- Tentek_PPM_0915-092812Uploaded byiipsian
- Modbus_y_USS1_76.pdfUploaded byrobybono
- GAt Maths (.pdfUploaded byMushayyed Ali
- QuestionnaireUploaded byshahhd
- PP10-2F.pdfUploaded byarllanbd
- Redundancy Considerations for Protective Relaying Systems WG I19Uploaded bybansalr
- A New 5 Level Inverter for Grid Connected ApplicationUploaded byIJMER
- epa_smsmUploaded bySofyan

## Much more than documents.

Discover everything Scribd has to offer, including books and audiobooks from major publishers.

Cancel anytime.