[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-504464-105":59,"doc-detail-504464-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","sbac-claims-and-targets-grade-6-mathematics-standards-alignment","SBAC Claims and Targets Grade 6 Mathematics - Standards Alignment","","SBAC-developed claims and targets define how student achievement is described for Grade 6 mathematics. The document organizes broad claims into assessment targets that clarify the knowledge and skills spanning clusters of standards. It specifies Depth of Knowledge levels (1-Recall through 4-Extended Thinking) and lists item types used to assess each target, including multiple choice, equations/numeric, tables, drag-and-drop, hot spot, and graphing. It also distinguishes major versus additional and supporting work for the grade through shading.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sbac-claims-and-targets-grade-6-mathematics-standards-alignment/504464/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sbac-claims-and-targets-grade-6-mathematics-standards-alignment/504464.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the relationship between a claim, a target, and standards in SBAC’s structure?","Question",{"text":113,"@type":114},"A claim is a broad outcome statement. Each claim contains assessment targets that further clarify the knowledge and skills. Targets are supported by specific standards that make up the skills assessed.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the document define Depth of Knowledge levels?",{"text":118,"@type":114},"It assigns four levels: 1-Recall, 2-Skill/Concept, 3-Strategic Thinking, and 4-Extended Thinking. Each target indicates which DOK level(s) may apply.",{"name":120,"@type":111,"acceptedAnswer":121},"What item types can be used to assess Grade 6 targets?",{"text":122,"@type":114},"The document lists item types such as MC (single correct), MS (multiple correct), EQ (equation/numeric), MA (matching tables), TI (fill-in tables), DD (drag and drop), HS (hot spot), and graphing formats like G and GI, plus short text (ST).","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},504464,1791118573,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},4398046744996,"The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together can be used to make statements about student achievement. The claim is a broad statement that will outline the outcomes achieved with mastery of the standards within it. Within each claim are a variety of assessment targets that further clarify the knowledge and specific skills that cross over a cluster of standards.  \nThe following tables layout the claims and targets for claims 1-4. Each target may feature a standard or a variety of standards that make up the skill(s) of the target. Each target also features a Depth of Knowledge level (s) and item type (s) in which the target may be assessed.  \nItem Types:  \n􀁸 MC – Multiple Choice, Single Correct Response  \n􀁸 MS – Multiple Choice, Multiple Correct Response  \n􀁸 EQ – Equation/Numeric  \n􀁸 MA – Matching Tables  \n􀁸 TI – Fill-in tables  \n􀁸 DD – Drag and Drop  \n􀁸 HS – Hot Spot  \n􀁸 G – Graphing  \n􀁸 GI – Graphing Interaction  \n􀁸 ST – Short Text  \nDepth of Knowledge:  \n􀁸 1-Recall  \n􀁸 2-Skill/Concept  \n􀁸 3-Strategic Thinking  \n􀁸 4-Extended Thinking  \nWork:  \nNot all content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others based on the depth of ideas, the time they take to master, and/or their importance to future mathematics or the demands of college and career readiness. The following tables identify the additional and supporting work for the grade by shading. If no shading is included, all standards listed are part of the major work for that level.  \n| Claim | Target | DOK | Standards | Item Types |\n| --- | --- | --- | --- | --- |\n| 1: Concepts and Procedures: Students can explain and apply mathematical conceptsand carry out mathematical procedures with precision and fluency. | A: Understand ratio concepts and use ratio reasoning to solve problems. | 1, 2 | 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example,“The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.”“For every vote candidate A received, candidate C received nearly three votes.” | MS, EQ, TI,\u003Cbr>G, MA |\n|  |  |  | 6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example,“This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.”“We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” |  |\n|  |  |  | 6.RP.3: Use ratio and rate reasoning to solve real‐world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. |  |\n|  | B: Apply and extend previous understandings of multiplication and division to divide fractions by fractions. | 1, 2 | 6.NS.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3 . (In general, (a/b) ÷(c/d) = ad/bc. ) How much chocolate will each person\u003Cbr>get if 3 people share 1/2 lb of chocolate equally? How many 3/4‐ cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? | MC, DD, EQ |\n\n* Denotes that target is measured in Performance Tasks only; Shaded standards denote additional and supporting clusters; 1 Denotes that item type is only applicable to target B; Tables were created using the released item specification tables provided by SBAC published on 2/04/2014 .   \nPrepared for the Riverside County Off","cbCaicPfAmlpxy9H","https://ap.wps.com/l/cbCaicPfAmlpxy9H","pdf",747139,18,"English","# Claims and Targets Hierarchy\n## Claims, Targets, and Standards\n## Depth of Knowledge\n## Item Types\n## Major vs. Additional and Supporting Work\n## Grade 6 Claim 1 Targets (A-D)","[{\"question\":\"What is the relationship between a claim, a target, and standards in SBAC’s structure?\",\"answer\":\"A claim is a broad outcome statement. Each claim contains assessment targets that further clarify the knowledge and skills. Targets are supported by specific standards that make up the skills assessed.\"},{\"question\":\"How does the document define Depth of Knowledge levels?\",\"answer\":\"It assigns four levels: 1-Recall, 2-Skill/Concept, 3-Strategic Thinking, and 4-Extended Thinking. Each target indicates which DOK level(s) may apply.\"},{\"question\":\"What item types can be used to assess Grade 6 targets?\",\"answer\":\"The document lists item types such as MC (single correct), MS (multiple correct), EQ (equation/numeric), MA (matching tables), TI (fill-in tables), DD (drag and drop), HS (hot spot), and graphing formats like G and GI, plus short text (ST).\"}]","SBAC Claims and Targets Grade 6 Mathematics - Standards Alignment | PDF",1791067675,45]