mathematics grade-level-considerations-for-grades-6-8
TRANSCRIPT
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Mathematics Grade Level Considerations for Grades 6-8
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Considerations for Grades 6–8
• Vocabulary
• Style Guide
• Representation of numbers
• Contexts
• Item Difficulty
• Assessment Targets
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Vocabulary
• Items must be written so students can easily understand the item or task.
• Use vocabulary at or below grade-level.
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Style
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Overview of Mathematics Style Conventions Specific to Middle School Grades
• Use graphics or tables to present information in order to reduce the amount of reading
• Use the product dot rather than the multiplication symbol except in scientific notation
2 12
a 2a
1.2 × 104 = 12,000
• In grade 8, use the terms translate, reflect, and rotate
Translate
Reflect
Rotate
2x + 4 = 16• Use variables to indicate missing values in equations
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Words vs. Numerals
• Use numerals for numbers that are used to solve a problem
• Use numerals for numbers that appear in equations
Sarah sold 9 adult tickets for a total of $45.
What was the price of each adult ticket?
19 + x = 35
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Words vs. Numerals
• Use words for a number that is the first word in a sentence
• Use words for numbers zero through nine
• Use numerals for:
– Numbers 10 and above
– Numbers that precede abbreviated units of measure (e.g., 10 cm, 8 sq. ft.)
– Numbers that precede or follow symbols such as the percent sign or dollar sign (e.g., 5%, $9.32)
– Dates and years (e.g., July 4)
– Time of day that appears before A.M. and P.M. (e.g., 3 A.M., 12:30 P.M.)
– Ordered pairs and coordinates (e.g., (3,4))
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Commas in Numbers
• Use commas in numbers:– With five or more digits (e.g., 90,000)
– With four digits if the number appears with numbers of five or more digits (e.g., 1,000 + 5,000 + 10,000)
– Written as words (e.g., seventy-three thousand, one hundred)
• Do not use commas in:– Numbers with four digits if all numbers with which it appears
contain four or less digits (e.g., 50 + 200 + 1000)
– Compound measures (e.g., 5 feet 9 inches tall)
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Contexts
• Appropriate contexts
– Popular sports
– Bicycle riding
– Making nominal purchases
– Making and reading maps and floor plans
– School related activities
• Inappropriate contexts
– Expensive or regional sports
– Purchases that are unusual for students
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Item Difficulty
• Items should include a range of difficulty
• Anticipated difficulty for sample items
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Claim 1
• Selected Response
• Constructed Response
• Technology-Enhanced
• Extended Response and Performance Tasks
Concepts and Procedures: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
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Assessment Targets Measured in Grades 6–8
• Ratios and Proportional Relationships
• The Number System
• Expressions and Equations
• Geometry
• Statistics and Probability
• Functions
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Ratios and Proportional Relationships
• Grade 6: Ratios introduced
• Grade 7: Extended to proportional relationships
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The Number System
• Grades 6 & 7: Rational numbers
• Grade 8: Irrational numbers
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Expressions and Equations
• Grade 6: Introduce algebraic expressions
• Grade 7: Create expressions and equations and use to solve problems
• Grade 8: Analyze and solve more complex problems
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Geometry
• Grade 6: Area, surface area, and volume
• Grade 7: Drawing and constructing figures
• Grade 8: Congruence, similarity, and the Pythagorean Theorem
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Statistics and Probability
• Grade 6: Statistic and probability introduced
• Grade 7: Sampling, inferences, and probability
• Grade 8: Associations in bivariate data
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Functions
• Grade 8: Defining, evaluating, comparing, and modeling functions
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Claim 2 – Problem Solving
• Selected Response, Constructed Response, Extended Response, and Technology-Enhanced items that focus on problem solving
• Items and tasks require students to construct their own pathway to the solution
• Relevant verbs include: – understand, solve, apply, describe, illustrate,
interpret, and analyze
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Claim 3 – Communicating Reasoning
• Constructed Response, Extended Response, and Technology-Enhanced items and tasks that focus on mathematical reasoning
• Relevant verbs include:– understand, explain, justify, prove, derive, assess,
illustrate, and analyze
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Claim 4 – Modeling and Data Analysis
• Performance Tasks and collections ofExtended Response items
• Real world problems
• Draw upon knowledge and skills articulatedin the progression of standards up to the gradebeing assessed
• Relevant verbs include: – model, construct, compare, investigate, build, interpret,
estimate, analyze, summarize, represent, solve, evaluate, extend, and apply
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Claims 2, 3, and 4
• Assessment Targets for Claims 2, 3, and 4 are not divided into a grade-by-grade description
• A general set of assessment targets applicable across grade levels
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Middle School MathematicsGrade Level Considerations
• Vocabulary, style, context, and item difficulty
• Claims from the Smarter Balanced Mathematics Content Specifications