Mathematics Grade Level Considerations for Grades 3–5. Considerations for Grades 3–5. Vocabulary Style Guide Representation of numbers Contexts Item Difficulty Assessment Targets. Vocabulary. Items must be written so students can easily understand the item or task.
John had 9 red balloons and 14 white balloons.
How many balloons does he have in all?
19 + ____ = 35
10, 16, 22, 28, ?
Words vs. Numerals
Patty has 10 pennies and 3 nickels. How much money does Patty have?
The table below shows the number of cans two students collected.
How many more cans did Sara collect than Lorenzo? Show your work or explain how you know.
6 + ☐ = 11
3, 5, 7, 9, ?
5 × 7 = ?
3+6 = ?
Look at this equation:
Concepts and Procedures: Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
Extended Response and Performance Tasks
Operations and Algebraic Thinking
Number and Operations – Base 10
Number and Operations – Fractions
Measurement and Data
Grade 3: Understanding meaning of multiplication and division
Grade 4: Applying understanding
Grade 5: Writing and interpreting numerical expressions
Grade 3: Using place value and properties of operations to add and subtract whole numbers
Grade 4: Multiplying and dividing whole numbers
Grade 5: Solving problems with decimals using the four operations
Grade 3: Understanding of fractions as numbers
Grade 4: Understand fraction equivalenceand operations with fractions
Grade 5: Solving problems involving the four operations
Grade 3: Measuring time, liquid volumes, and masses of objects and solving simple one-step word problems
Grade 4: Solving problems involving measurement, representing and interpreting data, and understanding angles
Grade 5: Understanding volume and solving problems that involve estimating and measuring volume
Grade 3: Understanding that shapes in different categories may share attributes and recognizing quadrilaterals
Grade 4: Classifying shapes based on properties
Grade 5: Graphing points on the coordinate plane and understanding that attributes belonging to a category of two-dimensional shapes also belong to all subcategories of that category
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
Vocabulary, style, context, and item difficulty
Claims from the Smarter Balanced Mathematics Content Specifications