Instructional Materials - RPDP 5 CRT 2013.pdf1. the student checklist (included in the student test...

Nevada

DEPARTMENTOFEDUCATION

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GRADE

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Grade 5MATHEMATICS

Copyright © 2013 by the Nevada Department of Education

InstructionalMaterialsFOR THE

CRITERIONREFERENCEDTEST

Page iCopyright © 2013 by the Nevada Department of Education

Dear Educators, The following materials, developed as a collaborative effort between the Nevada Department of Education and WestEd, a nonprofit research, development, and service agency, are designed to be used as part of a guided instructional activity to support student performance on items aligned to the Common Core Standards. We have provided p-values (the proportion of students who got the item correct) for the multiple-choice items that were field tested in the 2011-2012 administration. The p-values indicate how students performed on the items. In addition, we are providing the percentage of students selecting each response option. The p-values, combined with the item-level percentages by response option, provide valuable data to the field as to what types of errors students are making. For mathematics, no p-value is reported if that item did not appear on the field test. In mathematics, some field test items have been used as a model to mirror the content being assessed and therefore the p-values are based on the field test version of the item and not the actual item as it appears in these materials. These items are indicated by an asterisk. To further understanding of constructed-response items, scoring guides and annotated student examples have been included. While these materials can provide students with practice in answering assessment items, we believe it is critical that these materials be used to help students understand the elements of the state assessment and guide them in the use of effective strategies that will support their ability to comprehend and take a variety of assessments. If you choose, however, to use these support documents solely as a practice activity, we highly recommend that you go back over each item with students and investigate each response to better understand their knowledge of the assessment. Vocabulary Knowledge The Nevada Department of Education believes that students are not thoroughly being taught the content vocabulary of the Nevada Mathematics Content Standards. For example, equation, expression, coordinate, function, histogram, analyze, and justify are terms used in the assessments at grade-appropriate levels. Students in Nevada, therefore, must have repeated experiences with speaking, listening, reading, and writing the vocabulary of the standards. Students should be able to use the vocabulary of the standards when they are engaged in classroom discussion, read them in assessments, and effectively use the vocabulary in their writing. Types of Questions and Support Documents The mathematics assessment includes two types of questions—multiple-choice questions for all grades (3 – 8 and high school) and constructed-response questions for grades 4 – 8.

JAMES W. GUTHRIE Superintendent of Public Instruction

STATE OF NEVADA TEACHER LICENSURE SOUTHERN NEVADA OFFICE

9890 S. Maryland Parkway Suite 221

Las Vegas, Nevada 89183 RORIE FITZPATRICK Deputy Superintendent

Instructional, Research, and Evaluative Services

(702) 486-6458 Fax: (702) 486-6450

DEBORAH CUNNINGHAM Deputy Superintendent

SATELLITE OFFICE Administrative and

Fiscal Services

DEPARTMENT OF EDUCATION 700 E. Fifth Street

Carson City, Nevada 89701-5096 (775) 687-9217 · Fax: (775) 687-9101

www.doe.nv.gov

ADDRESSES/MAPS http://www.doe.nv.gov

Page iiCopyright © 2013 by the Nevada Department of Education

To help prepare students for constructed-response questions, we have provided you with:

1. the student checklist (included in the student test booklet at grades 4 and 5) 2. the general student rubric (included in the student test booklet at grades 6 – 8) 3. item-specific rubrics 4. annotated student work

With the use of these materials, students can become familiar with the different types of questions used on the state and future assessments. They can learn to use the checklist or rubric to determine if they have answered the constructed-response questions completely. Familiarity with the tools provided as part of the assessment and the vocabulary of the standards can result in less anxiety on the part of students and teachers. (Please note that the student checklist and general rubric can be on the walls of your classroom throughout the school year. As you assign constructed-response questions, students can use these tools as they develop their answers.) Depth of Knowledge (DOK) Levels - In addition to measuring a broad spectrum of mathematics content domains, the types of questions included in these instructional materials allow for the assessment of different levels of cognitive complexity. The Nevada Proficiency Examination Program in mathematics includes items to assess three Depth of Knowledge levels. These DOK levels are based on descriptions developed by Dr. Norman Webb and adapted for Nevada's mathematics assessments. We suggest that you engage students in question writing so they not only can recognize these levels of complexity, but can begin to formulate them as well. The following are the three DOK levels used on Nevada’s mathematics assessments:

DOK Level 1: Recall - Level 1 requires the recall of facts or use of basic skills. A level 1 item consists of literal recall from text, paraphrasing, or simple understanding of a single word or phrase. A level 1 item may require a simple connection between sentences, which may be considered a very basic inference.

DOK Level 2: Use of Concepts and Skills - Level 2 requires comprehension and mental processing of text or portions of text. A level 2 item includes the engagement of some mental processing beyond recalling or reproducing a response. A level 2 item requires the application of skills and concepts. Some important concepts are covered but not in a deeply complex way.

DOK Level 3: Strategic Thinking and Problem Solving - Level 3 requires abstract reasoning, critical thinking, and/or the application of abstract concepts to new situations.

We hope that interaction with these instructional support materials will lead to lowered anxiety and better understanding of the assessment task that is being presented to students. If you have questions about the mathematics materials or how to embed this information into your curriculum, please contact Tracy Gruber at [email protected]. Cindy Sharp Nevada Department of Education


Did I think about the question (and/or directions) thatI read?

Did I use the words in bold print in the question to giveme information?

Did I show all my work and include each step needed to complete the problem?

If I used a diagram, did I label each part of the diagramclearly?

Did I answer all parts of the question?

MathematicsGrade 5

Name:

5th Grade Written-Response Checklist

Yes No

Yes No

Yes No

Yes No

This booklet contains mathematics questions for you to answer. There are two types of questions in this booklet. For the multiple-choice questions, you will be given four answer choices—A, B, C, and D. You are to choose the correct answer from the four choices. Each question has only one right answer. The written-response question requires you to give a written response to a question as indicated in the booklet. You will be given a separate sheet of paper to answer this question.

You may use the checklist below to help you do a good job when you are answering the written-response question.

Yes No

Grade 5 Mathematics� Instructional Materials

Go OnCopyright © 2013 by the Nevada Department of Education Page 2

■1Look at the expression below.

(5 + 1) × [ ]18 ÷ (2 + 1)[ ] – [ ](6 + 8) ÷ 2 – 2[ ]

What is the value of the expression?

A 6B 9C 27D 31

■2Juri wrote a number in which the value of the digit 5 is one-tenth the value of the digit 5 in the number shown below.

60,050,000

Which number could Juri have written?

A 60,000,500B 60,005,000C 60,500,000D 65,000,000

■3The total weight of a box of chocolates is 1332.95 grams. Each of the 25 pieces of chocolate inside the box weighs an average of 43.3 grams. What is the weight of the empty box?

A 250.45 gramsB 271.45 gramsC 350.45 gramsD 372.45 grams

■4A game board is divided into sections of equal size. Black game pieces and white game pieces are placed on some sections of the game board, as shown below.

The difference between the number of sections with black game pieces and the number of sections with white game pieces is equivalent to

A 19 of the board.

B 17

of the board.

C 49

of the board.

D 47

of the board.

■5Nelson uses 3.5 gallons of milk to make pudding. How many pints of milk does Nelson use to make the pudding?

A 4.5 pintsB 11.5 pintsC 14 pintsD 28 pints



■6Akira has 6.5 liters of soda to serve at a party. She pours an equal amount of soda into each glass she places on a table. By the time she has filled 3 glasses, she has poured a total of 1200 milliliters of soda. What is the greatest number of additional glasses that Akira can completely fill with soda?

A 5 glassesB 8 glassesC 13 glassesD 18 glasses

■7Paul guessed that a total of 3 inches of rain had fallen on a playground during the past 10 days. The line plot below shows the actual number of inches of rain that fell on the playground on each of the past 10 days.

Key

10

Number of Inches

Rainfall on Playground

= 1 day

18

28

38

48

58

68

78

How many more inches of rain actually fell during the past 10 days than Paul guessed had fallen?

A 28

inch

B 68

inch

C 1 68 inches

D 3 28 inches



■8Exactly 729 unit cubes were used to make the rectangular prism pictured below.

Which statement about the volume of the rectangular prism is true?

A It is equal to 243 cubic units.B It is greater than 243 cubic units but

less than 729 cubic units.C It is equal to 729 cubic units.D It is greater than 729 cubic units.

■9Mandy found the volume of the rectangular prism pictured below by filling it with unit cubes and then counting the number of unit cubes she used.

Which equation uses two expressions that could also be used to find the volume of the prism?

A (6 × 5) × (6 × 8) = (6 × 6) × (5 × 8)B (6 × 5) + (6 × 8) = 6 × (5 + 8)C (6 + 5) + 8 = 6 + (5 + 8)D (6 × 5) × 8 = 6 × (5 × 8)

■10Two rectangular prisms were joined to form the object pictured below.

3 m

4 m

9 m

5 m1 m

What is the total volume of the object?

A 93 m3

B 96 m3

C 103 m3

D 108 m3



■11A company makes red markers and black markers and puts them into boxes.

• There are 5 markers in each box of red markers. • There are 10 markers in each box of black markers.

A Copy the table below into your Answer Document.

1

2

3

4

5

Markers in Boxes

Numberof Boxes

Number ofRed Markers

Number ofBlack Markers

Complete the table to show the numbers of red markers and black markers in different numbers of boxes.

B The company sends a shipment of markers to a store.

• The number of boxes of red markers is equal to the number of boxes of black markers in the shipment.

• There are exactly 75 red markers in the shipment.

The store manager wants to find the number of black markers in the shipment. He uses the mathematical expression described in numerals and words below.

divide 75 by 5, then multiply the quotient by 10

Write the expression as a mathematical expression using numerals and symbols, without performing any of the operations. Explain why this expression can be used to find the number of black markers in the shipment.

Write your answer to Question 11 on a separate sheet of paper. Be sure to answer Parts A and B.

You may want to go back and check your answers or answer questionsyou did not complete.


Copyright © 2013 by the Nevada Department of Education Page 6


Nevada


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Grade 5MATHEMATICS

Appendix I

ScoringSupportMaterials


ItemNumber Strand DOK P-value A B C D

1 1 1 0.40 14% 17% 28% 40% ✓

2* 1 1 0.30 21% 30% ✓ 25% 24%

3* 1 2 0.37 37% ✓ 40% 14% 9%

4 1 2 0.21 21% ✓ 8% 45% 25%

5 3 1 0.32 22% 23% 23% 32% ✓

6* 3 2 0.36 24% 29% 36% ✓ 11%

7 5 2 0.29 29% ✓ 22% 25% 24%

8* 3 1 0.46 21% 26% 46% ✓ 7%

9 3 1 0.28 31% 24% 17% 28% ✓

10* 3 2 0.37 18% 37% ✓ 18% 26%

Correct Answers for Multiple-Choice Items

Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions can be found on the Nevada Department of Education web site.

Item Level DataPercentage of Students Selecting

a Given Response

✓ = Correct AnswerP-value is the proportion of students who got the item correct

* This is an item that was developed for these Instructional Materials, and it mirrors content assessed from an item field tested in the 2011-2012 test administration. The p-value and percentages reported here are based on the p-value and percentages of the item from the 2011-2012 field test.


Nevada 5 2011-12Mathematics

Version 1 #47 I-Ref #: WE: Y12_MA2892 Rpt Cat(s): NO NV MATCHDate: 1/24/12 CCCS: 5.OA.3

Score Description3 Student scores 3 points.2 Student scores 2–2.5 points.1 Student scores 0.5–1.5 points.0 Student’s response provides insufficient evidence of appropriate skills or

knowledge to successfully accomplish the task.Blank No student response.

Score Points

Part A: score 1.5 points correct answer (correctly completes 10 table entries)ORscore 1.0 point correctly completes 8 or 9 of 10 table entries

ORcorrectly completes one column with at least two correct entries in other column

ORscore 0.5 point correctly completes 5, 6, or 7 of 10 table entries

ORsome correct procedure

Part B: score 1.5 points correct expression with correct and complete explanationORscore 1.0 point correct expression with partially correct or incomplete

explanationORscore 0.5 point correct expression with no explanation

ORcorrect explanation onlyORsome correct procedureORvague explanation only


Nevada 5 2011-12Mathematics

Version 1 #47 I-Ref #: WE: Y12_MA2892 Rpt Cat(s): NO NV MATCHDate: 1/24/12 CCCS: 5.OA.3

Correct Answers

Part A:

Part B: 75 5 10÷ ×

Sample Explanation:Since there are 5 red markers in each box, the result of dividing 75 by 5 is the number of boxes of red markers. Since the number of boxes of black markers is equal to the number of boxes of red markers, and since there are 10 black markers in each box, then 75 5 10÷ × will be the number of black markers in the shipment.


Student

Response

Examples by

Score Point

Nevada



Contract: 1378 1 Booklet: 1550000841 Page: 1 of 1 Score: 3 RespCode: MA01047Annotation: a-1.5 b-1.5 = 3.0 points

Anchor Page 1

Score Point: 3 The response to Part A includes correct and complete table entries (1.5). The response to Part B includes a correct expression and complete explanation (1.5). No deduction was made for the calculation since the explanation is complete.


Contract: 1378 1 Booklet: 1550002680 Page: 1 of 1 Score: 3 RespCode: MA01047Annotation: a-1.5 b-1.5 = 3.0 points

Anchor Page 2

Score Point: 3 The response to Part A includes correct and complete table entries (1.5). The response to Part B includes a correct expression and complete explanation (1.5).


Contract: 1378 1 Booklet: 1550000118 Page: 1 of 1 Score: 2 RespCode: MA01047Annotation: a-1.5 b-.5 = 2.0 points; Part A is correct. Part B has a correct explanation with no answer.

Anchor Page 3

Score Point: 2 The response to Part A includes correct and complete table entries (1.5). The response to Part B includes a partially correct explanation with no expression (0.5).


Contract: 1378 1 Booklet: 1550001632 Page: 1 of 1 Score: 2 RespCode: MA01047Annotation: a-1.5 b-.5 = 2.0 points; Part A is correct. Part B has a correct answer with no explanation.

Anchor Page 4

Score Point: 2 The response to Part A includes correct and complete table entries (1.5). The response to Part B includes a correct expression with no explanation (0.5).


Contract: 1378 1 Booklet: 1550001122 Page: 1 of 1 Score: 1 RespCode: MA01047Annotation: a-0 b-1.5 = 1.5 points; Part A is incorrect. Part B has the correct answer and explanation.

Anchor Page 5

Score Point: 1 The response to Part A includes no correct table entries (0). The response to Part B includes a correct expression with incomplete explanation (1.0).


Contract: 1378 1 Booklet: 1550001342 Page: 1 of 1 Score: 1 RespCode: MA01047Annotation: a-1.0 b-.5 = 1.5 points; Part A has 9 correct out of 10 (# of red markers for 5 boxes is incorrect). Part B hasthe correct answer with no explanation.

Anchor Page 6Score Point: 1

The response to Part A includes 9 out of 10 correct table entries (1.0). The response to Part B includes a correct expression with no explanation (0.5).


Nevada


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Grade 5MATHEMATICS

Appendix II

AdministrativeSupportMaterials


Mathematics

Answer Document

Name:

A DCB

A DCB

A DCB

A DCB

A DCB

A DCB

A DCB

A DCB

A DCB

A DCB

1.2.3.4.5.6.7.8.9.

10.11. Written Response

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DO NOT WRITE IN THIS SPACE

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STOP

Go to question number 17.

WRITTEN RESPONSEMATHEMATICSQuestion 16


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CRT • Instructional Materials

GRADE

5Nevada


James W. GuthrieSuperintendent of Public Instruction

Office of Assessment, Program Accountability, and Curriculum 775-687-9188

Instructional Materials - RPDP 5 CRT 2013.pdf1. the student checklist (included in the student test...

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