Grade 5 Item Specs

1
Grade 5Item Specs
5
NS ME GS PS AS
2
Content Strand 1 Number Sense
NS01 NS02 NS03 NS04 NS05

• NS01 (Number and Number Theory)
• 1.1.1 Understand the concepts of fractions and
  decimals
• 1.1.2 Understand the relative value of
  non-negative fractions or decimals
• 1.1.3 Understand and apply the concept of
  divisibility.
• NS02 (Ratio and Proportion)
• NS03 (Conceptual Understanding of Operations)
• 1.1.5 Understand the meaning of addition and
  subtraction on non-negative decimals and
  fractions
• NS04 (Computation)
• 1.1.6 Apply procedures of addition and
  subtractions with fluency on non-negative
  decimals and like-denominator fractions
• NS05 (Estimation)
• 1.1.8 Understand and apply estimation strategies
  to determine the reasonableness of answers in
  situations involving addition and subtraction on
  non-negative decimals and like-denominator
  fractions

5 NS
NS ME GS PS AS
3
Content Strand 1 Number SenseNS01 (Number and
Number Theory) Demonstrate understanding
of the concepts and symbolic representations of
mixed numbers, proper and improper fractions, and
decimals demonstrate understanding of the
relative values of non-negative fractions or
decimals demonstrate understanding of the
concepts of divisibility including prime and
composite numbers, factors and multiples
demonstrate understanding of and use the
associative property of addition and the
commutative, associative, identity, and zero
properties of multiplication with whole numbers
(1.1.1, 1.1.2, 1.1.3)Item Format(s)
Multiple-Choice and Short-Answer items may be
used to test this learning target.
NS01 NS02 NS03 NS04 NS05
5 NS01
NS ME GS PS AS
4
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include number lines, grids, regular
  polygons, circles and/or
  illustrations of real-life objects.
• Stimulus may include illustrations of thousands
  blocks, hundreds blocks, tens blocks, ones
  blocks, cubes, sticks, number lines, or other
  counting manipulatives.
• Stimulus may include illustrations of unit
  blocks, tenths blocks, hundredths blocks,
  thousandths blocks, and other fractional
  manipulatives.
• Stimulus may include fractions with denominator
  of 2, 3, 4, 5, 6, 8, 10, 12, or 15.
• Numbers up to and including one million may be
  used.
• Numerical values in measurements of length, time,
  or money may include fractions or decimals.

5 NS01
NS ME GS PS AS
5
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used , ?, lt, gt, decimal,
  denominator, digit, equal, equivalent, even,
  factor, fraction, greater than, greatest,
  greatest common factor, hundreds, hundredths, in
  order, least, least common multiple, less than,
  mixed numbers, multiples, number, number line,
  numerator, odd, ones, place value, prime, tens,
  tenths, thousands, thousandths, value, whole
  number
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), divisible, expanded
  form, factor tree, quotient, standard form, word
  form
• Terms that will not be used associative,
  commutative, composite, decompose, identity,
  improper fraction, proper fraction, property,
  relative values, zero property

5 NS01
NS ME GS PS AS
6
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to identify or illustrate
  mixed numbers or improper
  fractions.
• Items may ask students to identify and/or
  illustrate fractional or decimal parts of a
  region, a whole object, a set of objects, or a
  number.
• Items may ask students to explain how the value
  of a fractional part changes in relationship to
  the size of the whole.
• Items may ask students to read or write decimals
  or explain the value of a given digit in a
  decimal to at least the thousandths place.
• Items may ask students to convert between
  improper fractions, mixed numbers, and/or
  decimals in order to compare values.
• Items may ask students to order and compare
  fractions or decimals symbolically, on number
  lines, or with pictures and/or explain why one
  fraction or decimal is greater than, less than,
  or equal to another fraction or decimal.
• Items may ask students to identify the
  appropriate values of points on an incomplete
  number line involving fractional or decimal
  increments.

5 NS01
NS ME GS PS AS
7

NS01 NS02 NS03 NS04 NS05

• Items may ask students to identify equivalent
  decimals and fractions and/or
  explain the relationship.
• Items may ask students to determine whether one
  number is a multiple of another number or
  identify the least common multiple of two
  numbers.
• Items may ask students to identify or list
  factors or factor pairs for a given number or
  determine the greatest common factor of two
  numbers.
• Items may ask students to illustrate prime or
  composite numbers by creating a physical model.
• Items may ask students to identify or determine
  composite or prime numbers between 1 and 100 in a
  given situation and/or explain why a number is a
  composite number or a prime number.
• Items may ask students to identify the use of or
  illustrate the commutative property, associative
  property, identity property, and/or zero property
  of multiplication with whole numbers.
• Items may ask students to identify the use of or
  illustrate the associative property of addition
  with whole numbers.

5 NS01
NS ME GS PS AS
8
Content Strand 1 Number SenseNS02 (Ratio and
Proportion) Not measured at grade 5.
NS01 NS02 NS03 NS04 NS05
5 NS02
NS ME GS PS AS
9
Content Strand 1 Number Sense NS03
(Conceptual Understanding of Operations)
Demonstrates understanding of the meaning of
addition and subtraction of non-negative decimals
and fractions (1.1.5)Item Format(s)
Multiple-Choice and Short-Answer items may be
used to test this learning target.
NS01 NS02 NS03 NS04 NS05
5 NS03
NS ME GS PS AS
10
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include pictures or diagrams
  illustrating non-negative decimals and fractions.
  
• Fractions may include denominators of 2, 4, 8 or
  2, 3, 6, or 2, 5, 10.
• Decimals may include tenths, 0.25, and/or 0.75.

5 NS03
NS ME GS PS AS
11
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used addition, common
  denominator, decimals, difference, equation,
  subtraction, sum
• Terms that may be used with definitions or
  examples
• Terms that will not be used addend, minuend,
  subtrahend

5 NS03
NS ME GS PS AS
12
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to explain the
  relationship between addition and
  subtraction of non-negative decimals or
  fractions.
• Items may ask students to identify an
  illustration of addition or subtraction of
  non-negative decimals and/or fractions.
• Items may ask students to explain or illustrate
  addition or subtraction of non-negative decimals
  or fractions with a symbolic or pictorial
  representation.
• Items may ask students to select and/or use an
  appropriate operation(s) to show understanding of
  addition and subtraction of non-negative decimals
  and/or fractions.
• Items may ask students to translate a given
  picture or illustration into an equivalent
  symbolic representation of addition and/or
  subtraction of non-negative decimals and/or
  fractions.

5 NS03
NS ME GS PS AS
13
Content Strand 1 Number SenseNS04
(Computation) Multiply and divide whole numbers
add and subtract non-negative decimals and
like-denominator fractions (1.1.6)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
NS01 NS02 NS03 NS04 NS05
5 NS04
NS ME GS PS AS
14
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include words, numbers, mathematical
  expressions, illustrations, charts
  graphs, or diagrams.
• Computation items may appear either in a vertical
  or horizontal format.NS04 items will be on a no
  tools day.
• Items assessing computation will use the
  following guidelines
• Operation Session Without Tools
• Addition of non-negative fractions up to 3
  like-denominator fractions with denominators up
  to 12
• Subtraction of non-negative fractions
  like-denominator fractions with denominators up
  to 12
• Addition of non-negative decimals up to two
  numbers with decimals to the thousandths place or
  3 numbers with decimals to the hundredths place
• Subtraction of non-negative decimals numbers with
  decimals to the thousandths place
• Multiplication of whole numbers up to two-digit
  multiplier and two-digit multiplicand
• Division of whole numbers up to two-digit divisor
  and two-digit dividend

5 NS04
NS ME GS PS AS
15
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used addition, difference,
  division, equation, factor, multiple,
  multiplication, operation, product, remainder,
  subtraction, sum
• Terms that may be used with definitions or
  examples quotient
• Terms that will not be used addend, dividend,
  divisor, minuend, multiplicand, subtrahend

5 NS04
NS ME GS PS AS
16
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to multiply a one- or
  two-digit multiplier and a two-digit
  multiplicand using whole numbers.
• Items may ask students to divide a two-digit
  dividend by a one- or two-digit divisor using
  whole numbers.
• Items may ask students to interpret and
  appropriately apply the concept of remainder in a
  given context.
• Items may ask students to add up to 3
  non-negative like-denominator fractions.
• Items may ask students to subtract with
  non-negative like-denominator fractions
• Items may ask students to add two numbers with
  decimals to the thousandths or 3 numbers with
  decimals to the hundredths.
• Items may ask students to subtract numbers with
  decimals to the thousandths.

5 NS04
NS ME GS PS AS
17
Content Strand 1 Number SenseNS05
(Estimation) Identify when an approximation is
appropriate use estimation to determine the
reasonableness of answers in situations involving
multiplication and division of whole numbers or
addition and subtraction of non-negative decimals
or like-denominator fractions (1.1.8) Item
Format(s) Multiple-Choice and Short-Answer
items may be used to test this learning
target.Multiple-choice items will not ask
students to estimate and identify the answer.
NS01 NS02 NS03 NS04 NS05
5 NS05
NS ME GS PS AS
18
Stimulus, Stem, and Prompt Rules
NS01 NS02 NS03 NS04 NS05

• Stimulus may include tables, charts, diagrams,
  and illustrations.
• Items will not require the use of a particular
  estimation strategy.
• Items may present situations involving
  multiplication and division of whole numbers or
  addition and/or subtraction of non-negative
  decimals or like-denominator fractions.
• NS05 items will be on a no tools day.

5 NS05
NS ME GS PS AS
19
Mathematical Vocabulary and Terms
NS01 NS02 NS03 NS04 NS05

• Terms that may be used about how many, close
  to, estimate, number line, round, to the
  nearest
• Terms that may be used with definitions or
  examples quotient
• Terms that will not be used approximate,
  clustering, compatible numbers, front-end
  estimation or names of other estimation
  strategies

5 NS05
NS ME GS PS AS
20
Item Characteristics
NS01 NS02 NS03 NS04 NS05

• Items may ask students to identify or explain
  whether estimation or exact
  calculation is appropriate in situations
  involving multipli- cation and/or
  division of whole numbers OR addition and/or sub-
  traction of non-negative decimals and
  like-denominator fractions.
• Items may ask students to estimate computation
  results in situations involving multiplication
  and division of whole numbers or addition and
  subtraction of non-negative decimals or like
  denominator fractions.
• Items may ask students to use estimation to
  determine whether a computation answer is a
  reasonable result in a situation using
  multiplication and division of whole numbers
  and/or addition and subtraction of non-negative
  decimals or like denominator fractions.
• Items may ask students to explain or describe a
  strategy used for estimation involving
  multiplication and division of whole numbers
  and/or addition and subtraction of non-negative
  decimals or like denominator fractions.
• Note Students may not receive credit in
  estimation items for computing and then rounding.

5 NS05
NS ME GS PS AS
21
Content Strand 2 Measurement
ME01 ME02 ME03 ME04

• ME01 (Attributes and Dimensions)
• 1.2.1 Understand the concept of angle
  measurement
• ME02 (Units and Systems)
• 1.2.2 Understand degrees (30º, 45º, 60º, 90º,
  and 180º) as units of measurement for angles.
• 1.2.3 Understand how measurement units of
  capacity, weight, and length are organized in the
  metric system
• ME03 (Procedures)
• 1.2.4 Understand and apply systematic procedures
  to determine the areas of rectangles and right
  triangles.
• 1.2.5 Understand and apply formulas to measure
  area and perimeter of rectangles and right
  triangles.
• ME04 (Estimated Measurements)
• 1.2.6 Understand and apply strategies to obtain
  reasonable estimates of angles and area
  measurements for rectangles and triangles.

5 ME
NS ME GS PS AS
22
Content Strand 2 MeasurementME01 (Attributes
and Dimensions) Demonstrate understanding of the
concept of angle measurement demonstrate
understanding of the concept of area (1.2.1)
Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
ME01 ME02 ME03 ME04
5 ME01
NS ME GS PS AS
23
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts, calendars, and
  graphs.
• Answer choices will be stated in terms of the
  same system of measurement.Items will not
  require students to convert from U.S. to metric
  or metric to U.S.
• Standard abbreviations may be used however, the
  unit should be spelled out if any confusion is
  possible, e.g., inch rather than in.
• Items assessing understanding of measurement
  attributes and dimensions may use the following
  units
• Attribute US Units
• Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) millimeter (mm), centimeter (cm), meter (m)
• Angle measurement degree (o)

5 ME01
NS ME GS PS AS
24
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used cm, in. or other common
  abbreviations, angle, area, attribute,
  centimeter, degree, foot/feet, inch, length,
  meter, mile, millimeter, perimeter, square unit,
  width, yard
• Terms that may be used with definitions or
  examples acre, compare (tell how they are alike
  and how they are different)
• Terms that will not be used metric system, U.S.
  system
• Students are expected to know how to determine
  the following
• Perimeter of a polygon
• Area of a rectangle

5 ME01
NS ME GS PS AS
25
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to identify or describe
  pictorial representations of
  objects or figures illustrating area
  measurements.
• Items may ask students to draw representations of
  figures to illustrate the understanding of the
  difference between area and perimeter.
• Items may ask students to sort angles into those
  that are greater than or less than 90o.
• Items may ask students to identify angles in
  pictures, diagrams, or illustrations.
• Items may ask students to compare angles in a
  variety of pictures, diagrams, or illustrations.
• Items may ask students to describe or compare
  pictures or objects in terms of angle
  measurements.
• Note Students are expected to determine and
  label units.

5 ME01
NS ME GS PS AS
26
Content Strand 2 MeasurementME02 (Units and
Systems) Demonstrate understanding of the
differences between length units and area
(square) units using the U.S. or metric system
demonstrate understanding of the concept of
degrees in angles as units of measurement -
specifically 30o, 45o, 60o, 90o, and 180o angle
measurements demonstrate understanding of how
time units are organized, how weight units are
organized in the U.S. system, and how capacity,
weight/mass, and length units are organized in
the metric system (1.2.2, 1.2.3)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
ME01 ME02 ME03 ME04
5 ME02
NS ME GS PS AS
27
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, tables,
  charts, calendars, and
  graphs.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Answer choices will be stated in terms of the
  same system of measurement.
• Items assessing understanding of measurement
  units and systems may use the following units
• Attribute US Units
• Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) millimeter (mm), centimeter (cm), meter (m)
• Time second (s), minute (min), hour (hr), day,
  week (wk), month (mo), year (yr)
• Weight/mass ounce (oz), pound (lb), ton gram
  (g), kilogram (kg)
• Capacity (liquid volume) milliliter (mL), liter
  (L)
• Angle measurement degree (o) Mathematical

5 ME02
NS ME GS PS AS
28
Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, in, or other
  common abbreviations, acute angle, angle, area,
  attribute, centimeter, day, degree, foot/feet,
  gram, hour, inch, kilogram, length, liter, mass,
  meter, mile, milliliter, millimeter, minute,
  month, obtuse angle, ounce, perimeter, pound,
  right angle, second, square unit, ton, unit,
  week, yard, year
• Terms that may be used with definitions or
  examples acre, compare (tell how they are alike
  and how they are different)
• Terms that will not be used metric system, U.S.
  system
• Students are expected to know the following
• Attribute US Conversions
• Metric (SI) ConversionsLength1 foot 12 inches,
  1 yard 3 feet1 meter 1,000 millimeters1
  meter 100 centimeters, 1 kilometer 1,000
  meters
• Weight/mass1 pound 16 ounces,1 kilogram 1,000
  grams
• Time1 minute 60 seconds, 1 hour 60 minutes, 1
  day 24 hours, 1 week 7 days, 1 year 52
  weeks, 1 year 12 months, 1 year 365 (365.25)
  days
• Capacity (liquid volume)1 liter 1,000
  milliliters
• Angle measurement1 right angle 90o

5 ME02
NS ME GS PS AS
29
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to draw, describe, and/or
  compare perimeter and area
  and label measurements to show an understanding
  that perimeter is
  measured in linear units and area in square
  units.
• Items may ask students to explain or show how the
  size of a linear unit affects a square unit.
• Items may ask students to sort and classify
  angles as 30o, 45o, 60o, 90o, and/or 180o
  degrees.
• Items may ask students to draw angles with
  measurements that are approximately 30o, 45o,
  60o, 90o, or 180o.
• Items may ask students to explain or show the
  relationship between weight units in the U.S.
  system.
• Items may ask students to explain or show the
  relationship between units in the metric system
  for capacity, weight/mass, or length.
• Items may ask students to convert between time
  units, between weight units in the U.S. system,
  or between capacity, weight/mass, or length units
  in the metric system.
• Items may ask students to explain or show the
  relationship between time units in a given
  situation.
• Note Students are expected to determine and
  label units.

5 ME02
NS ME GS PS AS
30
Content Strand 2 Measurement ME03
(Procedures) Use systematic procedures
to measure, describe, and compare the area of
rectangles, figures composed of rectangles, and
right triangles - identify area as the attribute
to be measured, select and use appropriate units
of measurement for area, select and use tools
that match the unit chosen, count to determine
the number of units use formulas to find the
perimeter and area of rectangles and right
triangles (1.2.4, 1.2.5)Item Format(s)Multiple
-Choice and Short-Answer items may be used to
test this learning target.
ME01 ME02 ME03 ME04
5 ME03
NS ME GS PS AS
31
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include illustrations of tools that
  are familiar to fifth grade
  students, e.g., meter sticks, rulers, and/or
  grids.
• Items will not require students to convert from
  U.S. to metric or metric to U.S.
• Answer choices will be stated in terms of the
  same system of measurement.
• Items assessing knowledge of measurement
  procedures may use the following units
• Attribute US Units
• Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) centimeter (cm), meter (m)

5 ME03
NS ME GS PS AS
32
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, in., or other
  common abbreviations, angle, area, attribute,
  centimeter, foot/feet, inch, length, meter, mile,
  millimeter, perimeter, square units, unit, yard
• Terms that may be used with definitions or
  examples acre, compare (tell how they are alike
  and how they are different)
• Terms that will not be used metric system, U.S.
  system
• Students are expected to know how to determine
  the following
• Perimeter of a polygon
• Area of a rectangle

5 ME03
NS ME GS PS AS
33
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to determine the
  appropriate attribute to
  measure in a given situation.
• Items may ask students to identify, select, or
  describe the appropriate units and/or tools for
  measuring length, perimeter, and/or area in a
  given situation.
• Items may ask students to determine whether the
  appropriate tool or unit has been selected in a
  situation.
• Items may ask students to count or compare the
  attribute to the units on the measurement tool to
  determine the number of units for length,
  perimeter, and/or area.
• Items may ask students to use and/or describe
  procedures for measuring length, perimeter,
  and/or area
• identify the attribute to be measured
• select and use appropriate units of measurement
  for the attribute
• select and use tools that match the unit chosen
• count or compare the attribute to the units on
  the tool to determine the number of units.

5 ME03
NS ME GS PS AS
34

ME01 ME02 ME03 ME04

• Items may ask students to determine whether
  measurement has been done correctly.
• Items may ask students to find the perimeter
  and/or area of a rectangle.
• Items may ask students to determine the length of
  sides of a rectangle based on a given area.
• Items may ask students to use perimeter and/or
  area to compare two or more rectangles.
• Items may ask students to explain a method for
  measuring the area of a right triangle.
• Note Students are expected to determine and
  label units.

5 ME03
NS ME GS PS AS
35
Content Strand 2 MeasurementME04 (Estimated
Measurements) Identify situations in which
estimated measurements are sufficient estimate
measures of angles and areas of rectangles and
right triangles estimate areas of irregular
figures using manipulatives or pictures (1.2.6)
Item Format(s)Multiple-Choice or Short-Answer
items may be used to test this learning
target.Multiple-Choice items will not ask
students to estimate and identify the answer.
ME01 ME02 ME03 ME04
5 ME04
NS ME GS PS AS
36
Stimulus, Stem, and Prompt Rules
ME01 ME02 ME03 ME04

• Stimulus may include pictures, diagrams, graphs,
  tables, or charts. The length of a particular
  unit of measure, e.g., a line segment
  labeled one centimeter, or a pictorial item,
  e.g., a paper clip labeled about 3 cm, may be
  given as a reference point
  for students.
• Estimations may require converting between units
  within a system, but not between the US and
  metric systems.
• Answer choices will be stated in terms of the
  same system of measurement.
• ME04 items are on a no tools day.
• Items assessing for estimated measurements may
  use the following units
• Attribute US Units
• Metric (SI) Units
• Length inch (in.), foot (ft), yard (yd), mile
  (mi) Millimeter (mm), centimeter (cm), meter (m)
• Angle measurement degree (o)

5 ME04
NS ME GS PS AS
37
Mathematical Vocabulary and Terms
ME01 ME02 ME03 ME04

• Terms that may be used , cm, in., other common
  abbreviations, angle, area, attribute,
  centimeter, degree, estimate, foot/feet, inch,
  length, meter, mile, millimeter, perimeter, right
  angle, square units, yard
• Terms that may be used with definitions or
  examples acre
• Terms that will not be used metric system, U.S.
  system
• Students are expected to know how to determine
  the following
• Perimeter of a polygon
• Area of a rectangle

5 ME04
NS ME GS PS AS
38
Item Characteristics
ME01 ME02 ME03 ME04

• Items may ask students to determine whether
  estimation is appropriate in
  a given situation.
• Items may ask students to use estimation to
  determine if a given
  measurement is reasonable for the situation.
• Items may ask students to identify or explain how
  to estimate the measurement of an angle.
• Items may ask students to identify or explain how
  to estimate the area of a rectangle or right
  triangle.
• Items may ask students to estimate the measures
  of angles that are approximately 30?, 45?, 60?,
  90?, or 180?.
• Items may ask students to draw angles with
  measurements that are approximately 30?, 45?,
  60?, 90?, or 180?.
• Items may ask students to estimate perimeter
  and/or area of a rectangle or right triangle.
• Items may ask students to estimate the area of an
  irregular figure using grids.
• Note Students may not receive credit in
  estimation items by computing and then rounding.
• Note Students are expected to determine and
  label units.

5 ME04
NS ME GS PS AS
39
Content Strand 3 Geometric Sense
GS01 GS02

• GS01 (Properties and Relationships)
• 1.3.1 Understand properties of angles and
  polygons
• 1.3.2 Apply understanding of the properties of
  parallel and perpendicular and line symmetry to
  two-dimensional shapes and figures.
• GS02 Locations and Transformations)
• 1.3.3 Apply understanding of the location of
  non-negative rational numbers on a positive
  number line.
• 1.3.4 Apply understanding of translations
  (slides) or reflections (flips) to congruent
  figures.

5 GS
NS ME GS PS AS
40
Content Strand 3 Geometric SenseGS01
(Properties and Relationships) Demonstrate
understanding of the characteristics of angles
and polygons and the concepts of parallel and
perpendicular lines and line of symmetry use
properties of congruence, parallel and
perpendicular lines, and line of symmetry to
describe, draw, and compare 2-dimensional shapes
and figures (1.3.1, 1.3.2)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
GS01 GS02
5 GS01
NS ME GS PS AS
41
Stimulus, Stem, and Prompt Rules
GS01 GS02

• Stimulus may include illustrations of
  2-dimensional figures and real-world objects.
• Size or type of angles may include right, greater
  than right, less than right, 90º, 60º, 45º, 30º.

5 GS01
NS ME GS PS AS
42
Mathematical Vocabulary and Terms
GS01 GS02

• Terms that may be used angle, attribute,
  congruent, figure, hexagon, line, line segment,
  octagon, parallel, pentagon, perpendicular,
  polygon, rectangle, rhombus, right angle, side,
  sort, square, symmetry, triangle
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), parallelogram,
  quadrilateral, vertex/vertices
• Terms that will not be used plane figure

5 GS01
NS ME GS PS AS
43
Item Characteristics
GS01 GS02

• Items may ask students to identify and/or
  describe a 2-dimensional shape
  and/or figure using properties including number
  of sides, number of vertices,
  types of angles, parallel lines, perpendicular
  lines, and/or lines of symmetry.
• Items may ask students to identify properties of
  2-dimensional shapes and/or figures including
  number of sides, number of vertices, types of
  angles, parallel lines, perpendicular lines,
  and/or lines of symmetry.
• Items may ask students to compare and sort
  2-dimensional shapes and/or figures according to
  their properties including number of sides,
  number of vertices, size of angles, parallel
  lines, perpendicular lines, lines of symmetry,
  and/or congruence.
• Items may ask students to draw a simple
  2-dimensional shape and/or figure having given
  characteristics including number of sides, number
  of vertices, types of angles, parallel lines,
  perpendicular lines, lines of symmetry, and/or
  congruence.
• Items may ask students to identify parallel and
  perpendicular lines or lines of symmetry.

5 GS01
NS ME GS PS AS
44

GS01 GS02

• Items may ask students to draw and label angles,
  quadrilaterals, congruent, and symmetric
  2-dimensional shapes
  and figures.
• Items may ask students to identify or draw one or
  more lines of symmetry in a given figure.
• Items may ask students to complete a picture or
  design given the line of symmetry.
• Items may ask students to draw and label a design
  that includes a given set of properties or
  characteristics.
• Note Items will assess knowledge beyond the
  level of simply labeling.

5 GS01
NS ME GS PS AS
45
Content Strand 3 Geometric SenseGS02
Locations and Transformations) Locate or place
points on a coordinate grid in the first
quadrant locate or place whole numbers,
fractions, and decimals on a positive number
line recognize or draw a translation (slide) or
reflection (flip) of a 2-dimensional shape or
figure (1.3.3, 1.3.4)Item Format(s)Multiple-Ch
oice and Short-Answer items may be used to test
this learning target.
GS01 GS02
5 GS02
NS ME GS PS AS
46
Stimulus, Stem, and Prompt Rules
GS01 GS02

• Stimulus may include maps, grids, number lines,
  or Quadrant I from the Cartesian plane.
• Grids will be provided in items that require
  students to plot points.
• Maps or grids may use ordered number pairs or
  letter and number combinations.
• All grids will have the origin and scales
  labeled.

5 GS02
NS ME GS PS AS
47
Mathematical Vocabulary and Terms
GS01 GS02

• Terms that may be used congruent, graph paper,
  graph, grid, hexagon, intersect, line, line
  segment, number line, octagon, ordered
  pair, pentagon, point, polygon, rectangle,
  rhombus, square, triangle,
  x-axis, y-axis
• Terms that may be used with definitions or
  examples translation (slide), reflection
  (flip), vertex/vertices
• Terms that will not be used coordinate
• Terms related to transformations
• Translation (slide) the image of a figure in
  which every point in the figure moves the same
  distance in the same direction.
• Reflection (flip) the mirror image of a figure
  on the opposite side of a line.
• Rotation (turn) the image of a figure moved
  through an angle around a point.

5 GS02
NS ME GS PS AS
48
Item Characteristics
GS01 GS02

• Items may ask students to use coordinates to
  identify or name the
  location of whole numbers, fractions, and
  decimals on a positive number line.
• Items may ask students to place points, with
  positive coordinates, on a number line.
• Items may ask students to use ordered pairs to
  identify or name the location of points in the
  first quadrant of the Cartesian plane.
• Items may ask students to place points, with
  given ordered pairs, on a coordinate grid in the
  first quadrant.
• Items may ask students to identify and/or
  describe whether a figure has been transformed by
  a translation or reflection.
• Items may ask students to identify a picture or
  diagram of a particular translation or
  reflection, with or without a grid.
• Items may ask students to draw a particular
  translation or reflection on a grid.

5 GS02
NS ME GS PS AS
49
Content Strand 4 Probability and Statistics
PS01 PS02 PS03

• PS01 (Probability)
• 1.4.1 Understand the likelihood (chance) of
  events occurring.
• 1.4.2 Understand and apply the Fundamental
  Counting Principle to situations.
• PS02 (Data Collection and Central Tendencies)
• 1.4.3 Understand how different collection
  methods or different questions can affect the
  results.
• 1.4.4 Understand and apply the mean of a set of
  data.
• PS03 (Data Representation and Interpretation)
• 1.4.5 Apply strategies to organize, display, and
  interpret data.

5 PS
NS ME GS PS AS
50
Content Strand 4 Probability and
StatisticsPS01 (Probability) Identify or
describe events that are certain, impossible,
possible, more likely, less likely, or equally
likely demonstrate understanding of the
likelihood of simple events determine possible
outcomes of simple experiments or situations
(1.4.1, 1.4.2)Item Format(s)Multiple-Choice
and Short-Answer items may be used to test this
learning target.
PS01 PS02 PS03
5 PS01
NS ME GS PS AS
51
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include pictures of spinners, number
  cubes, coins, diagrams, tables, charts, or graphs.

5 PS01
NS ME GS PS AS
52
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used chances of, equally
  likely, fair, impossible, least likely, less
  likely, likely, more likely, most likely,
  possible, predict, prediction, probability,
  probably, unlikely
• Terms that may be used with definitions or
  examples certain, experiments, outcomes,
  uncertain
• Terms that will not be used ratio

5 PS01
NS ME GS PS AS
53
Item Characteristics
PS01 PS02 PS03

• Items may ask students to decide whether an event
  is certain, possible, or
  impossible.
• Items may ask students to determine whether an
  event is more likely, equally likely, or less
  likely than another event.
• Items may ask students to explain why some
  outcomes are equally likely or more or less
  likely to happen than others.
• Items may ask the student to determine whether a
  real-life event has zero probability, 50
  probability, or 100 probability of occurring.
• Items may ask students to list and/or count
  possible outcomes of simple experiments or
  activities.
• Items may ask students to explain why a game is
  fair or unfair.
• Items may ask students to create a simple
  spinner, game, or situation that would produce a
  fair outcome or would make it more likely for one
  outcome to happen than another.

5 PS01
NS ME GS PS AS
54
Content Strand 4 Probability and
StatisticsPS02 (Data Collection Central
Tendencies) Identify and/or describe
appropriate questions and samples to obtain the
desired kind of information identify and/or
describe how different collection methods or
different questions affect the data collected
demonstrate understanding of the concept of,
determine, compare, and use median and mode to
describe a set of data demonstrate understanding
of the concept of and determine mean using
objects and pictures (1.4.3, 1.4.4)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
PS01 PS02 PS03
5 PS02
NS ME GS PS AS
55
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include pictures, diagrams, tables,
  charts, bar graphs, line plots, pictographs, and
  circle graphs.
• Stimulus may include situations involving survey
  questions, samples, and collection methods.

5 PS02
NS ME GS PS AS
56
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used data, sample, survey
• Terms that may be used with definitions or
  examples compare (tell how they are alike and
  how they are different), mean (average), median
  (middle number), mode (most common or most common
  number), questionnaire
• Terms that will not be used population,
  variable

5 PS02
NS ME GS PS AS
57
Item Characteristics
PS01 PS02 PS03

• Items may ask students to identify or write
  questions needed in order to
  obtain certain data.
• Items may ask students to identify or describe
  appropriate populations to obtain the needed
  information.
• Items may ask students to identify or describe
  how different samples or different questions
  could affect the data collected.
• Items may ask students to determine the mean
  using objects and pictures.
• Items may ask students to determine and/or use
  the median and/or mode of a set of data.
• Items may ask students to compare the mean,
  median, and/or mode using words or pictures.
• Items may ask students to explain the
  significance of the mean in describing a given
  set of data.
• Items may ask students to demonstrate pictorially
  an understanding of the mean for a given set of
  data.
• Items may ask students to explain whether the
  mean, median, or mode is the most appropriate
  measure to describe a given set of data.

5 PS02
NS ME GS PS AS
58
Content Strand 4 Probability and
StatisticsPS03 (Data Representation and
Interpretation) Read data from text, line plots,
pictographs, and circle graphs and determine when
using each of these is appropriate (1.4.5)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
PS01 PS02 PS03
5 PS03
NS ME GS PS AS
59
Stimulus, Stem, and Prompt Rules
PS01 PS02 PS03

• Stimulus may include text, pictorial
  representations, icons, line plots, pictographs,
  and circle graphs.

5 PS03
NS ME GS PS AS
60
Mathematical Vocabulary and Terms
PS01 PS02 PS03

• Terms that may be used axis, circle graph,
  graph, graph paper, grid, line plot, pattern,
  pictograph, scale,x-axis, y-axis
• Terms that may be used with definitions or
  examples
• Terms that will not be used trend

5 PS03
NS ME GS PS AS
61
Item Characteristics
PS01 PS02 PS03

• Items may ask students to read data from text,
  line plots, pictographs, and
  circle graphs.
• Items may ask students to describe the
  completeness and accuracy of the data in a line
  plot, pictograph, or circle graph.
• Items may ask students to identify and/or explain
  whether a line plot, pictograph, or circle graph
  is more appropriate for a given set of data, a
  particular situation or purpose, or answers a
  question most effectively.
• Items may ask students to identify or describe
  trends or patterns in data represented in a line
  plot, pictograph, or circle graph.
• Items may ask students to read and summarize data
  presented in text, a line plot, pictograph, or
  circle graph.

5 PS03
NS ME GS PS AS
62
Content Strand 5 Algebraic Sense
AS01 AS02 AS03

• AS01 (Patterns and Functions)
• 1.5.1 Understand patterns of objects including
  relationships between two sets of numbers based
  on a single arithmetic operation.
• 1.5.2 Apply understanding of a pattern to
  develop a rule describing the pattern including
  combinations of two arithmetic operations.
• AS02 (Symbols and Notations)
• 1.5.3 Apply understanding of the concept of
  mathematical inequality.
• 1.5.4 Understand how to represent situations
  involving one operation or two alternating
  arithmetic operations.
• AS03 (Evaluating and Solving)
• 1.5.5 Understand and apply a variety of
  strategies to evaluate expressions with division.
• 1.5.6 Understand and apply strategies to solve
  equations that include division.

5 AS
NS ME GS PS AS
63
Content Strand 5 Algebraic SenseAS01
(Patterns and Functions) Extend or
create patterns of numbers, shapes, and/or
objects that use one arithmetic operation
addition, subtraction, multiplication, or
division to move from one term to the next
describe a rule for a pattern with a single
arithmetic operation in the rule identify a rule
for a pattern with combinations of two arithmetic
operations in the rule (1.5.1, 1.5.2)Item
Format(s)Multiple-Choice and Short-Answer items
may be used to test this learning target.
AS01 AS02 AS03
5 AS01
NS ME GS PS AS
64
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include lists, tables, charts,
  diagrams, and pictorial
  representations of objects, shapes, or figures.
• Number patterns may include addition,
  subtraction, multiplication, or division with
  whole numbers or addition or subtraction of
  like-denominator fractions. Number patterns may
  use one operation to move from one term in a
  pattern to the next.A given pattern must have a
  minimum of four elements or terms.

5 AS01
NS ME GS PS AS
65
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used number pattern, pattern,
  predict, rule
• Terms that may be used with definitions or
  examples function
• Terms that will not be used

5 AS01
NS ME GS PS AS
66
Item Characteristics
AS01 AS02 AS03

• Items may ask students to identify, describe, or
  create a pattern of numbers, shapes,
  or objects with a single arithmetic operation
  between terms.
• Items may ask students to extend a pattern by
  identifying or supplying missing elements in the
  beginning, middle, and/or end or extend a pattern
  and describe the pattern or write a rule.
• Items may ask students to identify, describe, or
  write a rule for a pattern based on a single
  arithmetic operation in the rule.
• Items may ask students to identify a rule for a
  pattern with combinations of two operations in
  the rule.
• Items may ask students to explain why a given
  rule with a single operation between terms fits a
  given pattern.
• Items may ask students to create a pattern based
  on a given rule with a single operation between
  terms.

5 AS01
NS ME GS PS AS
67
Content Strand 5 Algebraic SenseAS02 (Symbols
and Notations) Demonstrate understanding of
inequality and express relationships between
quantities using , ?, lt, or gt in equations and
inequalities use variables to write expressions
and equations that represent situations involving
multiplication and division of whole numbers or
addition and subtraction of like-denominator
fractions (1.5.3, 1.5.4)Item Format(s)Multiple
-Choice and Short-Answer items may be used to
test this learning target.
AS01 AS02 AS03
5 AS02
NS ME GS PS AS
68
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include lists, tables, charts,
  diagrams, and pictorial representations of
  objects, shapes, or figures.
• Students may be expected to use a variable in
  mathematical expressions, e.g., n Stimulus
  may use multiplication and division of whole
  numbers or addition and subtraction of
  like-denominator fractions.
• The letters a, b, c, and x will not be used as
  variables.

5 AS02
NS ME GS PS AS
69
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used , ?, lt, gt, equation,
  expression, pattern
• Terms that may be used with definitions or
  examples
• Terms that will not be used variable

5 AS02
NS ME GS PS AS
70
Item Characteristics
AS01 AS02 AS03

• Items may ask students to identify or write an
  expression, using a variable(s), to represent a
  given situation
• Items may ask students to identify or write a
  simple equation with a
  variable to represent a given situation.
• Items may ask students to identify or write a
  simple inequality with a variable to represent a
  given situation, using ?, lt, or gt.
• Items may ask students to explain the meaning of
  a variable in a formula, expression, equation or
  inequality.
• Items may ask students to identify or describe a
  situation that corresponds to a given expression
  or equation.
• Items may ask students to identify or describe a
  situation that corresponds to a given
  inequality.
• Items may ask students to express relationships
  between quantities using , ?, lt, or gt.

5 AS02
NS ME GS PS AS
71
Content Strand 5 Algebraic SenseAS03
(Evaluating and Solving) Evaluate simple
expressions with addition, subtraction,
multiplication, or division using manipulatives,
pictures, and/or symbols solve simple equations
with multiplication or division using
manipulatives, pictures, and/or symbols (1.5.5,
1.5.6)Item Format(s)Multiple-Choice and
Short-Answer items may be used to test this
learning target.
AS01 AS02 AS03
5 AS03
NS ME GS PS AS
72
Stimulus, Stem, and Prompt Rules
AS01 AS02 AS03

• Stimulus may include lists, tables, charts,
  diagrams, and pictorial representations
  of objects, shapes, or figures.
• Stimulus may include expressions that involve
  addition or subtraction of whole numbers or
  like-denominator fractions, or multiplication or
  division of whole numbers.
• Stimulus may include equations that involve
  multiplication or division of whole numbers.
• Stimulus may include the use of variables or
  symbols to represent unknown quantities in
  expressions or equations.
• The letters a, b, c, and x will not be used as
  variables.

5 AS03
NS ME GS PS AS
73
Mathematical Vocabulary and Terms
AS01 AS02 AS03

• Terms that may be used , equal, equation,
  expression, solve
• Terms that may be used with definitions or
  examples
• Terms that will not be used evaluate, variable

5 AS03
NS ME GS PS AS
74
Item Characteristics
AS01 AS02 AS03

• Items may ask students to write an expression for
  a given situation and find the value of the
  expression given the values for the variables.
• Items may ask students to find the value of a
  simple expression or formula involving addition,
  subtraction, multiplication, or division, given
  the values of the variables.
• Items may ask students to solve a simple equation
  involving multiplication or division in a given
  situation.
• Items may ask students to write and solve an
  equation in a given situation.
• Items may ask students to explain or show the
  meaning of a solution to an equation.

5 AS03
NS ME GS PS AS