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It also outlines the grade 5 sub-claims structure covering major content, additional & supporting content, expressing mathematical reasoning, and modeling & application, plus guidance for listing evidence statements by Type I, Type II, and Type III alignment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/grade-5-mathematics-evidence-statement-tables/537116/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/grade-5-mathematics-evidence-statement-tables/537116.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of evidence statements in Grade 5 Mathematics assessments?","Question",{"text":63,"@type":64},"Evidence statements describe the knowledge and skills that an assessment item or task elicits from students. They are derived directly from the Common Core State Standards for Mathematics and highlight the standards’ focused coherent nature.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How can an evidence statement be created from the standards?",{"text":68,"@type":64},"An evidence statement may use exact standard language, focus on specific parts of a standard, or combine multiple standards through an integrative (Int) approach. It can also emphasize reasoning (C) or mathematical modeling (D).",{"name":70,"@type":61,"acceptedAnswer":71},"What do Type I, Type II, and Type III evidence statement alignments mean?",{"text":72,"@type":64},"The listing organizes evidence statements by alignment to Type I (sub-claims A and B), Type II (reasoning/sub-claim C), and Type III (modeling/sub-claim D) items. 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These are derived directly from the Common Core State Standards for Mathematics (the standards), and they highlight the advances of the standards, especially around their focused coherent nature. The evidence statement keys for grades 3 through 8 will begin with the grade number. High school evidence statement keys will begin with “HS” or with the label for a conceptual category.  \nAn Evidence Statement might:  \n1. Use exact standard language – For example:  \n• 8. EE.1-Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27. This example uses the exact language as standard 8. EE.1  \n2. Be derived by focusing on specific parts of a standard – For example: 8. F.5-1 and 8. F.5-2 were derived from splitting standard 8. F. 5:  \n• 8. F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear) .  \n• 8. F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.  \nTogether these two evidence statements are standard 8.F.5:  \nDescribe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or 2 decreasing, linear or nonlinear) . Sketch a graph that exhibits the qualitative features of a function that has been described verbally.  \n3. Be integrative (Int)– Integrative evidence statements allow for the testing of more than one of the standards on a single item/task without going beyond the standards to create new requirements. An integrative evidence statement might be integrated across all content within a grade/course, all standards in a high school conceptual category, all standards in a domain, or all standards in a cluster. For example:  \n• Grade/Course – 4. Int.21 (Integrated across Grade 4)  \n• Conceptual Category – F. Int.11 (Integrated across the Functions Conceptual Category)  \n• Domain – 4. NBT. Int.11 (Integrated across the Number and Operations in Base Ten Domain)  \n• Cluster – 3. NF.A. Int.11 (Integrated across the Number and Operations – Fractions Domain, Cluster A )  \n4. Focus on mathematical reasoning– A reasoning evidence statement (keyed with C) will state the type of reasoning that an item/task will require and the content scope from the standard that the item/task will require the student to reason about. For example:  \n• 3.C.21 --Base explanations/reasoning on the relationship between addition and subtraction or the relationship between multiplication and division.  \no Content Scope: Knowledge and skills are articulated in 3.OA.6  \n• 7.C.6.11 – Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.  \no Content Scope: Knowledge and skills are articulated in 7.RP.2  \nNote: When the focus of the evidence statement is on reasoning, the evidence statement may also require the student to reason about securely held knowledge from a previous grade.  \n5. Focus on mathematical modeling – A modeling evidence statement (keyed with D) will state the type of modeling that an item/task will require and the content scope from the standard that the item/task will require the student to model about. For example:  \n• 4. D.21 – Solve multi-step contextual problems with degree of difficulty appropriate to Grade 4 requiring application of knowledge and skills articulated in 3.OA.A, 3.OA.8,3 . NBT, and/or 3. MD.  \nNote: The example 4. D.2 is of an evidence statement in which an item/task aligned to the evidence statement will require the student to model on grade level, using securely held knowledge from a previous grade.  \n• HS. D.51 -Given an equation or system of equations, reason about the number or","cbCaieTeMqlIqFZP","https://ap.wps.com/l/cbCaieTeMqlIqFZP","pdf",1320299,25,"English","# Evidence Statement Tables\n## Grade 5 Mathematics Overview\n## Evidence Statement Construction Methods\n### Exact Standard Language\n### Derived From Specific Parts\n### Integrative (Int)\n### Reasoning Focus (C)\n### Modeling Focus (D)\n## Grade 5 Sub-Claims Structure\n### Sub-Claim A - Major Content\n### Sub-Claim B - Additional & Supporting Content\n### Sub-Claim C - Expressing Mathematical Reasoning\n### Sub-Claim D - Modeling & Application\n## Evidence Statements Listing by Type","[{\"question\":\"What is the purpose of evidence statements in Grade 5 Mathematics assessments?\",\"answer\":\"Evidence statements describe the knowledge and skills that an assessment item or task elicits from students. They are derived directly from the Common Core State Standards for Mathematics and highlight the standards’ focused coherent nature.\"},{\"question\":\"How can an evidence statement be created from the standards?\",\"answer\":\"An evidence statement may use exact standard language, focus on specific parts of a standard, or combine multiple standards through an integrative (Int) approach. It can also emphasize reasoning (C) or mathematical modeling (D).\"},{\"question\":\"What do Type I, Type II, and Type III evidence statement alignments mean?\",\"answer\":\"The listing organizes evidence statements by alignment to Type I (sub-claims A and B), Type II (reasoning/sub-claim C), and Type III (modeling/sub-claim D) items. This helps classify items according to which sub-claims they assess.\"}]","Grade 5 Mathematics Evidence Statement Tables | PDF",1791603997,63]