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For combined Claims 2 and 4, each student receives at least 2 CAT items at DOK 3 or higher. 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Concepts and Procedures | Priority Cluster | E. Use equivalent fractions as a strategy to add and subtract fractions. | 1, 2 | 6 | 0 | 15 |\n|  |  | I. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition. | 1, 2 |  |  |  |\n|  |  | F. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. | 1, 2 | 5 |  |  |\n|  |  | D. Perform operations with multi-digit whole numbers and with decimals to hundredths. | 1, 2 | 4 |  |  |\n|  |  | C. Understand the place value system. | 1, 2 |  |  |  |\n|  | Supporting Cluster | J. Graph points on the coordinate plane to solve real-world and mathematical problems. | 1 | 3 | 0 | 5 |\n|  |  | K. Classify two-dimensional figures into categories based on their properties. | 2 |  |  |  |\n|  |  | A. Write and interpret numerical expressions. | 1 | 2 |  |  |\n|  |  | B. Analyze patterns and relationships. | 2 |  |  |  |\n|  |  | G. Convert like measurement units within a given measurement system. | 1 |  |  |  |\n|  |  | H. Represent and interpret data. | 1, 2 |  |  |  |\n| 2. Problem Solving\u003Cbr>4. Modeling and Data Analysis | Problem Solving (drawn across content domains) | A. Apply mathematics to solve well-posed problems arising in everyday life, society, and the workplace. | 2, 3 | 1 | 1–2 | 3–4 |\n|  |  | B. Select and use appropriate tools strategically.\u003Cbr>C. Interpret results in the context of a situation.\u003Cbr>D. Identify important quantities in a practical situation and map their relationships (e.g. , using diagrams, two-way tables, graphs, flow charts, or formulas). | 1, 2, 3 | 1 |  |  |\n\nPage 8  \n--DOK: Depth of Knowledge, consistent with the Smarter Balanced Content Specifications.  \n--The CAT algorithm will be configured to ensure the following:  \nFor Claim 1, each student will receive at least 7 CAT items at DOK 2 or higher .  \nFor combined Claims 2 and 4, each student will receive at least 2 CAT items at DOK 3 or higher .  \nFor Claim 3, each student will receive at least 2 CAT items at DOK 3 or higher .  \nMathematics Summative Assessment Blueprint As of 4/21/14  \n\n| Target Sampling Mathematics Grade 5 |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| Claim | Content Category | Assessment Targets | DOK | Items |  | Total Items |\n|  |  |  |  | CAT | PT |  |\n| 2. Problem Solving\u003Cbr>4. Modeling and Data Analysis | Modeling and\u003Cbr>Data Analysis\u003Cbr>(drawn across content domains) | A. Apply mathematics to solve problems arising in everyday life, society, and the workplace.\u003Cbr>D. Interpret results in the context of a situation. | 2, 3 | 1 | 2–3 | 5–6 |\n|  |  | B. Construct, autonomously, chains of reasoning to justify mathematical models used, interpretations made, and solutions proposed for a complex problem.\u003Cbr>E. Analyze the adequacy of and make improvements to an existing model or develop a mathematical model of a real phenomenon. | 2, 3, 4 | 1 |  |  |\n|  |  | C. State logical assumptions being used.\u003Cbr>F. Identify important quantities in a practical situation and map their relationships (e.g. , using diagrams, two-way tables, graphs, flow charts, or formulas). | 1, 2 | 1 |  |  |\n|  |  | G. Identify, analyze, and synthesize relevant external resources to pose or solve problems . | 3, 4 | 0 |  |  |\n| 3. Communicating Reasoning | Communicating Reasoning (drawn across content domains) | A. Test propositions or conjectures with specific examples.\u003Cbr>D. Use the technique of breaking an argument into cases. | 2, 3 | 2 | 2 | 8 |\n|  |  | B. Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.\u003Cbr>E. Distinguish correct logic or reasoning from that which is flawed, and—if there ","cbCaijA8WMCuOE8k","https://ap.wps.com/l/cbCaijA8WMCuOE8k","pdf",133181,"English","# Target Sampling Mathematics Grade 5\n## Claim 1: Concepts and Procedures\n## Claim 2 and 4: Problem Solving - Modeling and Data Analysis\n## Claim 3: Communicating Reasoning\n## CAT Configuration and DOK Notes","[{\"question\":\"What is included in Claim 1 for the Grade 5 Mathematics assessment?\",\"answer\":\"Claim 1 covers Concepts and Procedures, including strategies for adding and subtracting fractions, geometric measurement and volume, multiplication/division with fractions, place value, and writing/interpreting numerical expressions, patterns, and data representation.\"},{\"question\":\"How does the blueprint define Problem Solving and Modeling (Claims 2 and 4)?\",\"answer\":\"It specifies targets for applying mathematics to real-world problems, selecting tools strategically, interpreting results, identifying key quantities and mapping relationships, constructing reasoning to justify models, and improving or developing models for real phenomena.\"},{\"question\":\"What CAT item distribution rules are given in the blueprint?\",\"answer\":\"For Claim 1, each student receives at least 7 CAT items at DOK 2 or higher. For combined Claims 2 and 4, each student receives at least 2 CAT items at DOK 3 or higher. For Claim 3, each student receives at least 2 CAT items at DOK 3 or higher.\"}]","Mathematics Summative Assessment Blueprint - As of 4/21/14 | PDF",1791070534]