E QUESTIONS IQ: INVES TI GATING 2013-2015 Released Testkoachkorner.weebly.com/uploads/5/9/1/6/59167249/... · two-digit divisor using strategies and the standard algorithm.3(C) (Old)

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2013-2015

Released TestAligned to the Standards CONTENT BUILDER FOR THE PLC

MathGrade 5

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2015 lead4ward

Users Guide - IQ [Investigating the Questions] Released Tests

IQ Analysis Investigating the Question SE #

RC: #

SE # Student Expectation Units:

SE # Student Expectation Analysis of Assessed Standards [Year] [Question #] * Correct answer

Dual/Multiple Coding

Content

Process

Stimulus

Thinking

Related SEs

Data Analysis Item State Local Error Analysis

Guessing Careless Error Stopped too Early Mixed Up Concepts

A B C F

Implications for Instruction/Notes

Student Expectation Description

TO DO: Discuss which part(s) of the student expectation has been tested

Student Expectation and Reporting Category

TO DO: Discuss how many times this standard has been assessed

Error Analysis | Type of Errors

The pattern of incorrect responses (highly chosen or distributed) indicates students may have made one or more of these error types:

• Guessing: Generally represented by equal distribution of incorrect answers. Students may not know how to start or may not know what the question is about.

• Careless Errors: Students cannot complete content specific procedures accurately. Make low-level, careless mistakes.

• Stopped Too Early: Students cannot transfer learning between contexts (item doesn’t look like samples used in class), or they stop too early in problem solving.

• Mixed Up Concepts: Students misunderstand the underlying concepts. They may mix up concepts often related to academic vocabulary.

Units in which SE is included

TO DO: Review prior to instruction

Dual/Multiple Coding

TO DO: Review content and process standards assessed in each item

Stimulus and Thinking

TO DO: Note stimulus (visual representation), level of thinking, and other SEs related to the item

Item Data and Error Analyses

TO DO: Add local data (state included), determine most common error patterns (see below)

Implications

TO DO: Note patterns/considerations for instruction

State Data Analysis For the 2015 Sample Questions, no state data is available.

2015 lead4ward Source: Texas Education Agency STAAR™ Released Test Questions

IQ Analysis | Investigating the Question SE 5.2(A) RC: 1

5.2(A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals

Units:

No test questions 2013 – 2015


IQ Analysis | Investigating the Question SE 5.2(B) RC: 1

5.2(B) Units:

5.2(B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or = Analysis of Assessed Standards

2015 – Sample Q1

* Correct answer (B)

Multi Coding Content Readiness

Process 5.1(A), 5.1(B), 5.1(E) , 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis

Item State Local Error Analysis


A

NA

B* C D


5.2(B) (New) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or = Analysis of Assessed Standards 5.1(B) (Old) use place value to read, write, compare, and order decimals through the thousandths place 2013 – Q11

* Correct answer (D)

Dual Coding Content Readiness

Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



A 11 B 12 C 11 D* 65



IQ Analysis | Investigating the Question SE 5.2(C) RC: 1

5.2(C) round decimals to tenths or hundredths Units: No test questions 2013 – 2015


5.3(A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division

Units:

5.3(A) (New) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Analysis of Assessed Standards 5.4(A) (Old) use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems 2014 – Q20

* Correct answer (J)

Dual Coding Content Supporting

Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



F 6 G 10 H 9 J* 75



5.3(A) (New) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Analysis of Assessed Standards 8.2(C) (Old) evaluate a solution for reasonableness 2014 – Q33

* Correct answer (A)


Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A* 57 B 8 C 7 D 26


5.3(A) (New) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Analysis of Assessed Standards 6.2(D) (Old) estimate and round to approximate reasonable results and to solve problems where exact answers are not required 2013 – Q23

* Correct answer (C)


Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A 11 B 14 C* 56 D 19



5.3(A) (New) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division Analysis of Assessed Standards 5.4(A) (Old) use strategies, including rounding and compatible numbers to estimate solutions to addition, subtraction, multiplication, and division problems 2013 – Q45



Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A* 68 B 7 C 15 D 9



5.3(B) Units:

5.3(B) (New) multiply with fluency a three-digit number by a two-digit number using the standard algorithm Analysis of Assessed Standards 5.3(B) (Old) use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology) 2014 – Q26



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F 10 G 11 H 3 J* 75






Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A 17 B 14 C* 58 D 9





Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A 11 B 14 C* 64 D 10




5.3(C) Units:

5.3(C) (New) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

Analysis of Assessed Standards 5.3(C) (Old) use division to solve problems involving whole numbers (no more than two‐digit divisors and three‐digit dividends without technology), including interpreting the remainder within a given context 2014 – Q12

* Correct answer (39)


Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



39

56 44 0 0




* Correct answer (F)


Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 79 G 5 H 6 J 8







Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A* 69 B 6 C 19 D 6




* Correct answer (H)


Process 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



F 13 G 23 H* 55 J 8



IQ Analysis | Investigating the Question SE 5.3(D) RC: 2

5.3(D) Units:

5.3(D) represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models Analysis of Assessed Standards

2015 – Sample Q4


Multi Coding Content Supporting

Process 5.1(B), 5.1(D), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C* D



IQ Analysis | Investigating the Question SE 5.3(E) RC: 2

5.3(E) Units:

5.3(E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers

Analysis of Assessed Standards

2015 – Sample Q5



Process 5.1(A), 5.1(B), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C* D


5.3(E) (New) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers Analysis of Assessed Standards 7.2(B) (Old) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals 2014 – Q2



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 84 G 6 H 6 J 3



IQ Analysis | Investigating the Question SE 5.3(F) RC: 2

5.3(F) Units:

5.3(F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using objects and pictorial models, including area models


2015 – Sample Q6



Process 5.1(B), 5.1(D), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B* C D



IQ Analysis | Investigating the Question SE 5.3(G) RC: 2

5.3(G) Units:

5.3(G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm


2015 – Sample Q7



Process 5.1(A), 5.1(B), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A*

NA

B C D



IQ Analysis | Investigating the Question SE 5.3(H) RC: 2

5.3(H) Units:

5.3(H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects, pictorial models, and properties of operations


2015 – Sample Q8



Process 5.1(A), 5.1(B), 5.1(E), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B* C D



5.3(H) (New) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects, pictorial models, and properties of operations Analysis of Assessed Standards 6.2(A) (Old) model addition and subtraction situations involving fractions with objects, pictures, words, and numbers 2013 – Q15



Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



A 10 B* 64 C 23 D 3



IQ Analysis | Investigating the Question SE 5.3(I) RC: 2

5.3(I) Units:

5.3(I) represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models Analysis of Assessed Standards

2015 – Sample Q9



Process 5.1(A), 5.1(B), 5.1(E), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C* D


IQ Analysis | Investigating the Question SE 5.3(J) RC: 2

5.3(J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models

Units:



IQ Analysis | Investigating the Question SE 5.3(K) RC: 2

5.3(K) Units:

5.3(K) add and subtract positive rational numbers fluently Analysis of Assessed Standards 2015 – Sample Q10



Process 5.1(A), 5.1(B), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A*

NA

B C D



5.3(K) (New) add and subtract positive rational numbers fluently Analysis of Assessed Standards 5.5(A) (Old) describe the relationship between sets of data in graphic organizers such as

lists, tables, charts, and diagrams 2014 – Q5



Process 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A 7 B* 78 C 6 D 10


5.3(K) (New) add and subtract positive rational numbers fluently Analysis of Assessed Standards 5.11(A) (Old) solve problems involving changes in temperature 2014 – Q13



Process

Stimulus

Thinking

Related SEs

Data Analysis



A 7 B 8 C* 80 D 5



5.3(K) (New) add and subtract positive rational numbers fluently Analysis of Assessed Standards 5.3(A) (Old) use addition and subtraction to solve problems involving whole numbers and

decimals 2014 – Q22

* Correct answer (G)


Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



F 6 G* 72 H 3 J 19


5.3(K) (New) add and subtract positive rational numbers fluently Analysis of Assessed Standards 6.2(B) (Old) use addition and subtraction to solve problems involving fractions and decimals 2014 – Q27



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



A 16 B 14 C 18 D* 51




* Correct answer (8.67)


Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



8.67

65 35 0 0


5.3(K) (New) add and subtract positive rational numbers fluently

Analysis of Assessed Standards 5.3(A) (Old) use addition and subtraction to solve problems involving whole numbers and decimals 2014 – Q45



Process

Stimulus

Thinking

Related SEs

Data Analysis



A 6 B 7 C* 83 D 3







Process 4.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 85 G 4 H 3 J 7





Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



F 3 G* 72 H 21 J 3






Process 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A* 54 B 22 C 15 D 8





Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A* 61 B 5 C 22 D 11







Process 4.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A 12 B* 71 C 6 D 11


IQ Analysis | Investigating the Question SE 5.3(L) RC: 2

5.3(L) Units:

5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers Analysis of Assessed Standards 2015 – Sample Q11



Process 5.1(A), 5.1(B), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C D*




5.4(A) Units:

5.4(A) (New) identify prime and composite numbers Analysis of Assessed Standards 5.5(B) (Old) identify prime and composite numbers using concrete objects, pictorial models,

and patterns in factor pairs 2014 – Q16



Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



F 10 G* 75 H 7 J 8


5.4(A) (New) identify prime and composite numbers

Analysis of Assessed Standards 5.5(B) (Old) identify prime and composite numbers using concrete objects, pictorial models, and patterns in factor pairs 2013 – Q42



Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



F* 59 G 7 H 3 J 30




5.4(B) Units:

5.4(B) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity Analysis of Assessed Standards

2015 – Sample Q12



Process 5.1(A), 5.1(B), 5.1(D), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B* C D


5.4(B) (New) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity Analysis of Assessed Standards 7.2(F) (Old) select and use appropriate operations to solve problems and justify the selections 2014 – Q7



Process 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A* 76 B 7 C 7 D 10



5.4(B) (New) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity Analysis of Assessed Standards 5.6(A) (Old) select from and use diagrams and equations such as y = 5 + 3 to represent meaningful problem situations 2014 – Q40



Process 5.1(E)

Stimulus

Thinking

Related SEs

Data Analysis



F 9 G* 72 H 12 J 7


5.4(B) (New) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity Analysis of Assessed Standards 7.5(B) (Old) formulate problem situations when given a simple equation and formulate an equation when given a problem situation 2014 – Q47



Process

Stimulus

Thinking

Related SEs

Data Analysis



A* 58 B 15 C 19 D 8



5.4(B) (New) represent and solve multi-step problems involving the four operations with whole numbers using equations with a letter standing for the unknown quantity Analysis of Assessed Standards

6.5(A) (Old) formulate equations from problem situations described by linear relationships 2013 – Q50



Process 6.1(D)

Stimulus

Thinking

Related SEs

Data Analysis



F* 70 G 8 H 15 J 6




5.4(C) Units:

5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph Analysis of Assessed Standards

2015 – Sample Q13



Process 5.1(B), 5.1(D), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C* D



IQ Analysis | Investigating the Question SE 5.4(D) RC: 2

5.4(D) Units:

5.4(D) (New) recognize the difference between additive and multiplicative numerical patterns given in a table or graph Analysis of Assessed Standards 5.5(A) (Old) describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams 2014 – Q43



Process 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A 9 B* 82 C 5 D 3



5.4(D) (New) recognize the difference between additive and multiplicative numerical patterns given in a table or graph Analysis of Assessed Standards 5.5(A) (Old) describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams 2014 – Q14



Process 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



F 4 G 4 H 28 J* 65



5.4(E) Units:

5.4(E) describe the meaning of parentheses and brackets in a numeric expression Analysis of Assessed Standards 2015 – Sample Q2



Process 5.1(B), 5.1(C), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A*

NA

B C D




5.4(F) Units:

5.4(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping Analysis of Assessed Standards

2015 – Sample Q3



Process 5.1(B), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A*

NA

B C D


5.4(F) (New) simplify numerical expressions that do not involve exponents, including up to two levels of grouping Analysis of Assessed Standards 6.2(E) (Old) use order of operations to simplify whole number expressions (without exponents) in problem solving situations 2014 – Q24



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 63 G 9 H 17 J 11



5.4(F) (New) simplify numerical expressions that do not involve exponents, including up to two levels of grouping Analysis of Assessed Standards 6.2(E) (Old) use order of operations to simplify whole number expressions (without exponents) in problem solving situations 2014 – Q46



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 68 G 12 H 10 J 10



IQ Analysis | Investigating the Question SE 5.4(G) RC: 3

5.4(G) Units:

5.4(G) (New) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V=l x w x h, V= s x s x s, and V=Bh) Analysis of Assessed Standards 7.9(B) (Old) connect models for volume of prisms (triangular and rectangular) and cylinders to formulas of prisms (triangular and rectangular) and cylinders 2014 – Q3


Dual Coding Content

Process 5.1(D)

Stimulus

Thinking

Related SEs

Data Analysis



A 14 B 4 C* 72 D 10



IQ Analysis | Investigating the Question SE 5.4(H) RC: 3

5.4(H) Units:

5.4(H) represent and solve problems related to perimeter and/or area and related to volume Analysis of Assessed Standards

2015 – Sample Q14



Process 5.1(B), 5.1(C), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



195 NA


5.4(H) (New) represent and solve problems related to perimeter and/or area and related to volume Analysis of Assessed Standards 5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter, area, and volume 2014 – Q33



Process 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A 12 B* 62 C 12 D 13



5.4(H) (New) represent and solve problems related to perimeter and/or area and related to volume Analysis of Assessed Standards 7.4(A) (Old) generate formulas involving unit conversions within the same system (customary and metric), perimeter, area, circumference, volume, and scaling 2014 – Q35



Process

Stimulus

Thinking

Related SEs

Data Analysis



A* 46 B 12 C 33 D 8





Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F 5 G 11 H 14 J* 70






Process

Stimulus

Thinking

Related SEs

Data Analysis



A 5 B 12 C* 75 D 8



* Correct answer (H)


Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



F 6 G 4 H* 73 J 16




5.5(A) Units:

5.5(A) classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes and properties Analysis of Assessed Standards

2015 – Sample Q15



Process 5.1(A), 5.1(B), 5.1(E), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C D*



5.6(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible

Units:



5.6(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base

Units:




5.7(A) Units:

5.7(A) (New) solve problems by calculating conversions within a measurement system, customary or metric Analysis of Assessed Standards 5.10(A) (Old) perform simple conversions within the same measurement system (SI (metric) or customary) 2014 – Q7



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



A* 55 B 26 C 13 D 5


5.7(A) (New) solve problems by calculating conversions within a measurement system, customary or metric Analysis of Assessed Standards 6.8(D) (Old) convert measures within the same measurement system (customary and metric) based on relationships between units 2014 – Q9



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



A* 70 B 12 C 3 D 14



5.7(A) (New) solve problems by calculating conversions within a measurement system, customary or metric

Analysis of Assessed Standards 4.11(B) (Old) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system 2014 – Q13



Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



715

59 41 0 0





Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



800

72 27 0 0






Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 48 G 33 H 7 J 12


5.7(A) (New) solve problems by calculating conversions within a measurement system, customary or metric

Analysis of Assessed Standards 4.11(B) (Old) perform simple conversions between different units of length, between different units of capacity, and between different units of weight within the customary measurement system 2013 – Q19



Process 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A 11 B 7 C* 74 D 7



5.7(A) (New) solve problems by calculating conversions within a measurement system, customary or metric Analysis of Assessed Standards 5.10(C) (Old) select and use appropriate units and formulas to measure length, perimeter, area, and volume 2013 – Q21



Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



A 6 B* 60 C 17 D 17






Process 5.1(E)

Stimulus

Thinking

Related SEs

Data Analysis



A* 50 B 32 C 9 D 10





Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



F 26 G 21 H 6 J* 47






Process 5.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



160

58 41 0 0



5.8(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin

Units:




5.8(B) Units:

5.8(B) (New) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane Analysis of Assessed Standards 5.9(A) (Old) locate and name points on a coordinate grid using ordered pairs of whole numbers 2013 – Q26



Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



F 19 G* 64 H 2 J 15



5.8(B) (New) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane Analysis of Assessed Standards 5.9(A) (Old) locate and name points on a coordinate grid using ordered pairs of whole numbers 2013 – Q5



Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



A 9 B 12 C* 76 D 3




5.8(C) Units:

5.8(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table


2015 – Sample Q16



Process 5.1(B), 5.1(E), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C* D



5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table Analysis of Assessed Standards

5.13(A) (Old) use tables of related number pairs to make line graphs 2014 – Q27



Process 5.1(D)

Stimulus

Thinking

Related SEs

Data Analysis



A* 61 B 18 C 10 D 11



5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table Analysis of Assessed Standards 6.4(B) (Old) use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc. 2014 – Q47



Process 5.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



A 18 B 15 C 10 D* 55



5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table Analysis of Assessed Standards 6.7(A) (Old) locate and name points on a coordinate plane using ordered pairs of non‐negative rational numbers 2013 – Q10



Process 6.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



F 9 G* 66 H 12 J 13



5.8(C) (New) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table Analysis of Assessed Standards 6.7(A) (Old) locate and name points on a coordinate plane using ordered pairs of non‐negative rational numbers 2013 – Q29



Process 6.1(C)

Stimulus

Thinking

Related SEs

Data Analysis



A 16 B 28 C* 44 D 11




5.9(A) Units:

5.9(A) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots


2015 – Sample Q17



Process 5.1(A), 5.1(B), 5.1(D), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C D*



5.9(A) (New) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots Analysis of Assessed Standards

4.13(B) (Old) interpret bar graphs 2014 – Q25



Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



A* 59 B 13 C 22 D 5



5.9(A) (New) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots Analysis of Assessed Standards 6.10(A) (Old) select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot 2014 – Q38



Process 4.1(D)

Stimulus

Thinking

Related SEs

Data Analysis



F 4 G* 66 H 20 J 9



5.9(A) (New) represent categorical data with bar graphs or frequency tables and numerical data, including data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots Analysis of Assessed Standards

4.13(B) (Old) interpret bar graphs 2014 – Q42



Process 5.1(B)

Stimulus

Thinking

Related SEs

Data Analysis



F 17 G* 76 H 4 J 3




5.9(B) Units:

5.9(B) represent discrete paired data on a scatterplot Analysis of Assessed Standards 2015 – Sample Q18



Process 5.1(A), 5.1(B), 5.1(D), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A*

NA

B C D




5.9(C) Units:

5.9(C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot Analysis of Assessed Standards

2015 – Sample Q19



Process 5.1(A), 5.1(B), 5.1(E) , 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C D*



5.9(C) (New) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot Analysis of Assessed Standards 6.10(D) (Old) solve problems by collecting, organizing, displaying, and interpreting data 2014 – Q7



Process 5.1(D)

Stimulus

Thinking

Related SEs

Data Analysis



A 20 B 12 C 13 D* 56



5.9(C) (New) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot Analysis of Assessed Standards 4.13(B) (Old) interpret bar graphs 2014 – Q9



Process 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A* 73 B 12 C 7 D 8






Process 5.1(D)

Stimulus

Thinking

Related SEs

Data Analysis



40

51 49 0 0





Process

Stimulus

Thinking

Related SEs

Data Analysis



A 5 B 10 C* 73 D 11



5.9(C) (New) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot Analysis of Assessed Standards 7.11(B) (Old) make inferences and convincing arguments based on an analysis of given or collected data 2013 – Q6



Process 7.1(A)

Stimulus

Thinking

Related SEs

Data Analysis



F* 63 G 5 H 11 J 20



5.9(C) (New) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot, or scatterplot Analysis of Assessed Standards 7.11(B) (Old) make inferences and convincing arguments based on an analysis of given or collected data 2013 – Q27



Process 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A* 40 B 16 C 24 D 19






Process 6.1(E)

Stimulus

Thinking

Related SEs

Data Analysis



A 10 B* 62 C 11 D 17




5.10(A) Units:

5.10(A) define income tax, payroll tax, sales tax, and property tax Analysis of Assessed Standards 2015 – Sample Q20



Process 5.1(A), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C D*



5.10(B) Units:

5.10(B) explain the difference between gross income and net income Analysis of Assessed Standards 2015 – Sample Q21



Process 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C D*




5.10(E) Units:

5.10(E) describe actions that might be taken to balance a budget when expenses exceed income Analysis of Assessed Standards

2015 – Sample Q22



Process 5.1(A), 5.1(B), 5.1(G)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B C* D




5.10(F) Units:

5.10(F) balance a simple budget Analysis of Assessed Standards 2015 – Sample Q23



Process 5.1(A), 5.1(B), 5.1(E), 5.1(F)

Stimulus

Thinking

Related SEs

Data Analysis



A

NA

B* C D


IQ Analysis | Investigating the Question SE RC:

Units:

Analysis of Assessed Standards * Correct answer

Dual Coding Content

Process

PLC for PLC Analysis

Stimulus

Thinking

Related SEs

Data Analysis

SE Level Data State Local

Item State Local Error Type

Procedural Application Conceptual Guessing

A/F B/G C/H D/J

Instructional Analysis

Evidence of Transfer

Similar to examples (taught) Requires application (learned)

Depth of Knowledge

Level 1 Level 2

Level 3 Level 4

Concept

Analysis of Assessed Standards * Correct answer

Dual Coding Content

Process

PLC for PLC Analysis

Stimulus

Thinking

Related SEs

Data Analysis

SE Level Data State Local

Item State Local Error Type

Procedural Application Conceptual Guessing

A/F B/G C/H D/J

Instructional Analysis

Evidence of Transfer

Similar to examples (taught) Requires application (learned)

Depth of Knowledge

Level 1 Level 2

Level 3 Level 4

Concept


So What?

Now What?

2014 lead4ward

Documents

E QUESTIONS IQ: INVES TI GATING 2013-2015 Released Testkoachkorner.weebly.com/uploads/5/9/1/6/59167249/... · two-digit divisor using strategies and the standard algorithm.3(C) (Old)