ASSESSMENT EVIDENCE

END-OF-UNIT ASSESSMENTS

BENCHMARK ASSESSMENTS

PERFORMANCE TASKS

STANDARDS FOR MATHEMATICAL PRACTICE

ASSESSMENT LIMITS

KEY:

ACPS will assess student learning through the following evidence

Formative Assessment - All lessons provide suggestions for formative assessment. ACPS believes that formative assessment should be created, utilized, and analyzed at the classroom level.
Mid-Unit Assessments - Teachers are encouraged to provide mid-unit assessments as needed. These may be formative in nature or used as a grade which can be adjusted once the student shows improvement based on new learning. Analysis is at the classroom level.
Performance Tasks - All students are given tasks which resemble state expectations for student mastery of one or more MDCCRS, including standards which address modeling and reasoning skills. These tasks are a combination of locally developed and public released assessment items.
End-of-Unit Assessments - These are common assessments developed from the Big Ideas Math assessment resources. Analysis is at the classroom and school level.
Benchmark Assessments - ACPS provides three common benchmark assessments designed to resemble the format and functionality of the state assessment. All grade level students take these assessments through the Edcite platform. Analysis is at the classroom, school, and district level. Benchmark assessment data is used to identify areas of weakness which may be readdressed prior to state assessments
Universal Screener - Since 2014, ACPS has used the HMH Mathematics Inventory as a universal screener for all students taking grade level mathematics. Students are assessed within the first month of the school year and 1 or 2 times during the school year.

Reference: NCSM Essential Actions: Framework for Leadership in Mathematics Education; 2020; p. 86

END-OF-UNIT ASSESSMENTS

End-of-Unit Assessments are restricted to ACPS faculty

BENCHMARK ASSESSMENTS

Access to edcite is restricted to ACPS students and faculty

Edcite

Engrade Blueprints - Benchmark Questions Aligned by Standard

PERFORMANCE TASKS

Public Release Items

7.NS.A.1A

7.NS.A.1b 2015 EOY #1 2016 #9 2017 #9 2018 #7

7.NS.A.1c 2015 PBA #5 2015 EOY #2 2016 #1 2017 #1 2018 #1,2 2019 #1

7.NS.A.1d 2015 EOY #9 2016 #15

7.NS.A.2a 2015 EOY #10

7.NS.A.2b 2015 PBA #6 2016 #5,12 2017 #b 2018 #9

7.NS.A.2c 2015 EOY #11 2017 #12

7.NS.A.3 2015 EOY #3,12 2016 #2,8 2017 #8 2018 #2,6 2019 #3

7.EE.A.1 2015 PBA #4 2015 EOY #4,13 2016 #4,13 2017 #4,15 2018 #4

7.EE.A.2 2015 EOY #5 2016 #6 2017 #6 2018 #2

7.EE.B.3 2015 PBA #9 2015 EOY #22,23 2016 #23,38 2017 #18

7.EE.B.4a 2015 PBA #10 2015 EOY #14,15 2016 #10, 13 2017 #10 2018 #8,16 2019 #4

7.EE.B.4b 2015 EOY #16 2017 #13 2018 #10

7.GB.4 2016 #3 2018 #14 2019 #9

7.GB.5 2015 EOY #25 2017 #23

7.GB.6 2015 EOY #24 2018 #20

STANDARDS FOR MATHEMATICAL PRACTICE

http://www.corestandards.org/Math/Practice/

ASSESSMENT LIMITS

Subclaim

Task Type

Evidence Statement Key

Assessment Evidence

Mathematical Practices

Calc

A

I

7.NS.1a

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

5

N

A

I

7.NS.1b-1

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative.i) Tasks do not have a context. ii) Tasks are not limited to integers. iii) Tasks involve a number line. iv) Tasks do not require students to show in general that a number and its opposite have a sum of 0; for this aspect of 7.NS.1b-1, see 7.C.1.1 and 7.C.2.

5, 7

N

A

I

7.NS.1b-2

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. b. Interpret sums of rational numbers by describing real-world contexts.i) Tasks require students to produce or recognize real-world contexts that correspond to given sums of rational numbers.ii) Tasks are not limited to integers. iii) Tasks do not require students to show in general that a number and its opposite have a sum of 0; for this aspect of 7.NS.1b-1, see 7.C.1.1 and 7.C.2

2,3,5

N

A

1

7.NS.1c-1

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Apply this principle in real-world contexts.i) Tasks may or may not have a context. ii) Tasks are not limited to integers. iii) Contextual tasks might, for example, require students to create or identify a situation described by a specific equation of the general form p – q = p + (–q) such as 3 – 5 = 3 + (–5). iv) Non-contextual tasks are not computation tasks but rather require students to demonstrate conceptual understanding, for example, by identifying a difference that is equivalent to a given difference. For example, given the difference -1/3 - (1/5 + 5/8), the student might be asked to recognize the equivalent expression –1/3 –(1/5 + 5/8).

2,7,5

N

A

1

7.NS.1c-2

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.c-2. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (- q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.i) Tasks focus on the conceptual understanding of the standard.

2,7,5

N

A

1

7.NS.1d

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. d. Apply properties of operations as strategies to add and subtract rational numbersi) Tasks do not have a context. ii) Tasks are not limited to integers. iii) Tasks may involve sums and differences of 2 or 3 rational numbers. iv) Tasks require students to demonstrate conceptual understanding, for example, by producing or recognizing an expression equivalent to a given sum or difference. For example, given the sum -8.1 + 7.4, the student might be asked to recognize or produce the equivalent expression –(8.1 – 7.4).

5,7

N

A

1

7.NS.2a-1

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.a-1. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. i) Tasks do not have a context.ii) Tasks require students to demonstrate conceptual understanding.

5,7

N

A

1

7.NS.2a-2

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.a-2. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

5,7

N

Rea

I, II

7.R.2a

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers: represent addition and subtraction on a horizontal or vertical number line diagram. Apply and extend previous understanding of multiplication and division and of fractions to multiply and divide rational numbers. (7.NS.A.1; 7.NS.A.2)i) Evidence Statements: base explanations and reasoning on the properties of operations.ii) Clarification: tasks should not require students to identify or name properties.

1,2,3,5,6,7

Y

Rea

I, II

7.R.2b

Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers: represent addition and subtraction on a horizontal or vertical number line diagram. Apply and extend previous understanding of multiplication and division and of fractions to multiply and divide rational numbers. (7.NS.A.1; 7.NS.A.2)i) Evidence Statements: base explanations and reasoning on the relationship between addition and subtraction or the relationship between multiplication and division.

1,2,3,5,6,7

Y

Rea

I, II

7.R.2c

Apply and extend previous understandings of operations with fractions. 7.NSi) Evidence Statements: base explanations and reasoning on a number line diagram.ii) Clarifications: diagram may be provided in the prompt or constructed by the student.

1,2,3,5,6,7

Y

Rea

I, II

7.R.2d

Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. (7.NS.A.2d)i) Evidence Statements: present solutions to multi-step problems in the form of valid chains of reasoning, adhering to precision and identify or describe errors in solutions to multi-step problems and present corrected solutions.ii) Clarifications: tasks focus on demonstrating understanding that a number is rational and tasks do not directly assess the ability to divide two whole numbers.

1,2,3,5,6,7

Y

Rea

I, II

7.R.2e

Solve real-world and mathematical problems involving the four operations with rational numbers. (7.NS.A.3)i) Evidence Statements: present solutions to multi-step problems in the form of valid chains of reasoning, adhering to precision and identify or describe errors in solutions to multi-step problems and present corrected solutions.ii) Clarifications: tasks involve any or all of the four operations with rational numbers and tasks should be multi-step.

1,2,3,5,6,7

Y

A

I

7.EE.A.1

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.i) Tasks are not limited to integer coefficients.ii) Tasks may involve issues of strategy, e.g., by providing a factored expression such as y(3+x+k) and a fully expanded expression 3y + xy + ky, and requiring students to produce or identify a new expression equivalent to both (such as y(3+x) + yk).

7

N

A

I

7.EE.2

Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that "increase by 5%" is the same as "multiply by 1.05."

7

N

A

I

7.EE.3

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

5

Y

A

I

7.EE.4a-1

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x +q) = r where p, q, and r are specific rational numbers.i) Comparison of an algebraic solution to an arithmetic solution is not assessed here; for this aspect of standard 7.EE.4a, see 7.C.5 Connected to Evidence Statement 7.C.5Given an equation or system of equations, present the solution steps as a logical argument that concludes with the set of solutions (if any). Content Scope: Knowledge and skills articulated in 7.EE.4a

1,2,6,7

N

A

I

7.EE.4a-2

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.a. Fluently solve equations of the form px + q = r andp(x + q) = r where p, q, and r are specific rational numbers.i) Each task requires students to solve two equations (one of each of the given two forms). Only the answer is required.ii) Fluency is assessed implicitly by requiring the student to solve two equations. Tasks are not timed.iii) Comparison of an algebraic solution to an arithmetic solution is not assessed here; this aspect of standard 7.EE.4a, see 7.C.5.

6,7

N

A

I

7.EE.4b

Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutionsi) Tasks may involve <, >, ≤ or ≥.

1,2,5,6,7

N

A

I

7.G.6

Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. i) Tasks may or may not have context

1,5

Y

B

I

7.G.4-1

Know the formulas for the area and circumference of a circle and use them to solve problems. i) Tasks may or may not have contextsii) Tasks may require answers to be written in terms of π.

4,5

Y

B

I

7.G.4-12

i) Tasks require students to identify or produce a logical conclusion about the relationship between the circumference and the area of a circle.

2,5

Y

B

I

7.G.5

Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. i.) Tasks may or may not have context.ii) Tasks involving writing or solving an equation should not go beyond the equation types described in 7.EE.4a. [px +q = r and p(x + q) = r where p, q, and r are specific rational numbers.]

5,6

Y

Rea

I, II

7.R.3a

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. (7.EE.A.1) i) Evidence Statements: base explanations and reasoning on the properties op operations.ii) Clarification: tasks should not require students to identify or name properties.

3, 6, 7

Y

Rea

I, II

7.R.3b

Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. (7.EE.B.4a)i) Evidence Statements: given an equation, present the solution steps as a logical argument that concludes with a set of solutions, if any.

1,3,6,7,8

Y

Rea

I, II

7.R.3c

Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (7.EE.B.3)i) Evidence Statements: present solutions to multi-step problems in the form of valid chains of reasoning, adhering to precision and identify or describe errors in solutions to multi-step problems and present corrected solutions.

1,2,3,6,7

Y

Mod

I, III

7.M.1

Choose and produce appropriate mathematics to model quantities and mathematical relationships in order to analyze situations, make predictions, solve multi-step problems, and draw conclusions.i) Tasks require students to implement the modeling cycle fully and completely in order to solve multi-step contextual word problems.ii) Tasks require application of knowledge and skills articulated in any/all of the Content Domains.

1,2,4,5,7

Y

Mod

I, III

7.M.1a

Choose and produce appropriate mathematics to model quantities and mathematical relationships in order to analyze situations, make predictions, solve multi-step problems, and draw conclusions. a. Given a real world situation, identify the problem that needs to be solved, make necessary assumptions, and identify important information.i) Tasks may require students to identify and describe the problem that needs to be solved in their own words or to create a question that could be asked based on the problem situation.ii) Tasks may require students to justify the problem that needs to be solved by identifying information from in the problem.iii) Tasks may include charts and/or graphs that could be analyzed for information about the problem.iv) Tasks may prompt students to identify the information that is needed to solve the problem. v) Tasks may have information that is essential to solving the problem, but is not given, and prompt students to make assumptions.vi) Tasks do not require a solution.

1,2,4,5,7

Y

Mod

I, III

7.M.1b

Choose and produce appropriate mathematics to model quantities and mathematical relationships in order to analyze situations, make predictions, solve multi-step problems, and draw conclusions. b. Given a real world situation, formulate a mathematical representation of the problem.i) Tasks allow students to represent the given problem using mathematical models, e.g. words, equations, functions, geometric figures, statistical models, ect.ii) Responses should be mathematically correct and precise.iii) Tasks do not require a solution.

1,2,4,5,7

Y

Mod

I, III

7.M.1c

Choose and produce appropriate mathematics to model quantities and mathematical relationships in order to analyze situations, make predictions, solve multi-step problems, and draw conclusions. c. Given a real world situation, use mathematical models to compute and draw conclusions.i) Tasks may prompt the students to identify the mathematics or mathematical model needed to solve the problem.ii) Tasks require the students to use a model to compute a solution and draw conclusions.iii) Responses should be mathematically correct and precise.

1,2,4,5,7

Y

Mod

I, III

7.M.1d

Choose and produce appropriate mathematics to model quantities and mathematical relationships in order to analyze situations, make predictions, solve multi-step problems, and draw conclusions. d. Given a real world situation, interpret what a solution means within the context of the situation.i) Tasks involve students interpreting and concluding what a particular solution means within the context of a problem.ii) Task may require the students to provide the final solution to the problem.

1,2,4,5,7

Y

Mod

I, III

7.M.1e

Choose and produce appropriate mathematics to model quantities and mathematical relationships in order to analyze situations, make predictions, solve multi-step problems, and draw conclusions. e. Given a real world situation, evaluate and/or validate a partial or complete solution.i) Tasks require students to analyze a given solution path (partial or complete) to determine if it is a mathematically correct solution path for the given real world situation, and to consider whether the solution reasonably answers the question.ii) Tasks may ask students to improve or refine a solution path at any point in the modeling cycle.iii) Task may require the students to provide the final solution to the problem.

1,2,4,5,7

Y

KEY:

SUBCLAIMS

A: Major Content with Connections to Practices

B: Additional & Supporting Content with Connections to Practices

Rea: Highlighted Practices MP.3, 6 with Connections to Content (expressed mathematical reasoning)

Mod: Highlighted Practice MP.4 with Connections to Content (modeling/application)

TASK TYPE

I. Tasks assessing concepts, skills and procedures

Balance of conceptual understanding, fluency, and application
Can involve any or all mathematical practice standards
Machine scoreable including innovative, computer-based formats
Will appear on the End of Year and Performance Based Assessment components
Subclaims A and B

II. Tasks assessing expressing mathematical reasoning

Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6).
Can involve other mathematical practice standards
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment components
Subclaim Rea

III. Tasks assessing modeling / applications

Each task calls for modeling/application in a real-world content or scenario (MP.4).
Can involve other mathematical practice standards
May include a mix of machine scored and hand scored responses
Included on the Performance Based Assessment components
Subclaim Mod

STANDARDS FOR MATHEMATICAL PRACTICES

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

CALCULATOR

Y = Yes; Assessed on Calculator Section

X = Calculator is Specific to Item

N = No; Assessed on Non-Calculator Sections

Z = Calculator Neutral (Could Be on Calculator or Non-Calculator Sections)