Math Released Item 2017 Grade 5 Whole Number and Fraction Part 0542-M02399
Anchor Set A1 A10 With Annotations
Prompt
0542-M02399 - Rubric Part A Score Description Student response includes the following 2 elements. Reasoning component = 1 point o The student provides a valid explanation of Stan s error. 2 Computation component = 1 point o The student provides the correct sum, 7 2 or equivalent, with valid work or explanation. Sample Student Response: Stan did not add the fractions correctly. You have to add the numerators, not just use the greater one. 4 3 + 2 7 = 6 + 7 + 3 = 6 + 10 = 6 + 1 2 = 7 2 Or equivalent work. 1 Student response includes 1 of the above elements. 0 Student response is incorrect or irrelevant.
0542-M02399 Rubric Part B Score Description Student response includes the following 2 elements. Reasoning component = 1 point o The student provides a valid explanation of Lila s error. 2 Computation component = 1 point o The student provides the correct difference, 1 4 or equivalent, with valid work or explanation. Sample Student Response: Lila subtracted the numerator after changing the whole number into a sum of fractions. She should have subtracted the 2 7 from 4 3 by the following steps: 4 3 = + + + + 3 = 35 2 7 = + + 7 = 23 Or equivalent work. 35 23 = 12 = 1 4 1 Student response includes 1 of the above elements. 0 Student response is incorrect or irrelevant.
A1 Part A: Score Point 2 Part B: Score Point 2
Annotation Anchor Paper 1 Part A: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Stan s error is provided [(Stan thought that he could just bring down 7 because itt was the bigger fraction. Instead he should have had just added the two fractions 7 plus 3 to get 1 2. Then he should have added 1 2 plus 4 and 2 to get (7 2 )]. A correct sum (7 2 ) with valid work or explanation is provided [(added the two fractions 7 plus 3 to get 1 2... added 1 2 plus 4 and 2 to get (7 2 )]. Part B: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Lila s error is provided (she subtracted instead of added in 4 3 she subtracted instead of added 3. In 2 7 she subtracted 7 instead of adding). A correct difference ( 12 or 1 1 ) with valid work or explanation is 2 provided (for 4 3 35 she should have gotten and for 2 7 she should have gotten 23 12. Then she should have subtracted those fractions to get or 1 1 ). 2 Note: The answer (1 1 2 ) is equivalent to 1 4. The fraction 4 has been simplified.
A2 Part A: Score Point 2 Part B: Score Point 2
Annotation Anchor Paper 2 Part A: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Stan s error is provided (he should not just have used the fraction that was greater). A correct sum (6 10 (4 3 + 2 7 ). [or] 7 1 ) with valid work or explanation is provided 4 Part B: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Lila s error is provided (she shouldn t have subtracted 3 from 4, then 7 from 2, and then subtracted those two differences). A correct difference (1 4 [or] 1 1 ) with valid work or explanation is provided (Lila should have subtracted 2 7 from 4 3 ). 2
A3 Part A: Score Point 2 Part B: Score Point 1
Annotation Anchor Paper 3 Part A: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Stan s error is provided (You have to add all of the numbers and you can t just put the greater fraction there instead of the two fractions added). A correct sum (7 1 = 6 10 = 7 1 4 ). 4 ) with valid work or explanation is provided (4 3 + 2 7 Part B: Score Point 1 This response receives partial credit. The student includes one of the two A correct difference (1 1 ) with valid work or explanation is provided 2 (3 11, 2 7, 1 4 ). A correct process is shown to find the difference. The mixed fraction, 4 3, has been converted into an equivalent mixed fraction (3 11 11 ) so the numerators from (3 ) and (2 7 ) can easily be subtracted, 11 11. The mixed fractions are then subtracted, 3-2 7-7 = 4 = 1 4, (this work is not shown) to find the difference which results in 1 4 1 which is then simplified to find the answer (1 ). 2 Finding an equivalent fraction or converting the fractions so that the mixed numbers can be easily subtracted exhibits an understanding of fractions. This work earns credit although all the steps are not explicitly shown. An invalid explanation of Lila s error is provided (she didn t go down into the tens below the number).
A4 Part A: Score Point 1 Part B: Score Point 2
Annotation Anchor Paper 4 Part A: Score Point 1 This response receives partial credit. The student includes one of the two A valid explanation of Stan s error is provided (Stan only added 7 Instead, he should have added 3 to it, too). to 6. A correct sum (7 1 4 ) with invalid work or explanation is provided. The work given is incorrect (4 3 + 2 7 = 4 + 2 = 6), the fractions are not added, and contains run on equations ( 7 + 3 = 10 = 1 2 = 1 1 + 6 = 7 1 ). 4 4 Part B: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Lila s error is provided (Lila made an error when she was adding her fractions together. Instead of adding the 3, and the 7, she subtracted them). A correct difference (1 1 ) with valid work or explanation is provided (4 3 2-2 7 = 1 4 = 11 ). The work is not considered a run on equation. Both 2 1 4 and 1 1 are equal to the given equation. 2
A5 Part A: Score Point 2 Part B: Score Point 0
Annotation Anchor Paper 5 Part A: Score Point 2 This response receives full credit. The student includes each of the two A valid explanation of Stan s error is provided (stan was not supposed to pick the greater fraction). A correct sum (7 1 7 = 7 1 ). 4 4 ) with valid work or explanation is provided (4 3 + 2 Part B: Score Point 0 This response receives no credit. The student includes none of the two An invalid explanation of Lila s error is provided (Lilas work was incorrect. 4 3 is not equal to 29 35 its equal to which led to Lindas wrong answer). The explanation addresses the error Lila made with 4 3 but excludes the error she made with 2 7 when converting it into a fraction. A correct difference with valid work or explanation is not provided.
A6 Part A: Score Point 1 Part B: Score Point 1
Annotation Anchor Paper 6 Part A: Score Point 1 This response receives partial credit. The student includes one of the two A valid explanation of Stan s error is provided (Stan shouldn t have used the greater fraction [( 7 )] and added it to the whole numbers he should have added the fractions just like he added the whole numbers). A correct sum [(7 2 )] is provided but no work or explanation is shown. Part B: Score Point 1 This response receives partial credit. The student includes one of the two A valid explanation of Lila s error is provided (She shouldn t have subtracted 3 and 7 she should have added instead). A correct difference (1.5) is provided but no work or explanation is shown.
A7 Part A: Score Point 1 Part B: Score Point 0
Annotation Anchor Paper 7 Part A: Score Point 1 This response receives partial credit. The student includes one of the two A valid explanation of Stan s error is provided (His answer is wrong because he only added his whole numbers). A correct sum (6 10 ) is provided but no work or explanation is shown. Part B: Score Point 0 This response receives no credit. The student includes none of the two An invalid explanation of Lila s error is provided (Her answer is wrong because she subtracted instead of adding). It is unclear if the fractions 3 and 7 are being referred to as being subtracted instead of added. More work or explanation needs to be given in order for the explanation to receive credit. An incorrect difference (6 10 ) with no work or explanation is provided.
A Part A: Score Point 0 Part B: Score Point 1
Annotation Anchor Paper Part A: Score Point 0 This response receives no credit. The student includes none of the two An invalid explanation of Stan s error is provided (The error stan made was that he did not turn his fraction to imporper ones). An incorrect sum (3 10 ) with invalid work or explanation is provided (4 3 16 ). Although the correct fractions are found, they are not added 2 7 is 23 together to find the correct sum. Part B: Score Point 1 This response receives partial credit. The student includes one of the two is 35 A correct difference (1 1 ) with valid work or explanation is provided (4 3 2 is 35 2 7 23 1 is so the difference is 1 ). 2 An invalid explanation of Lila s error is provided (The error Lila made was she didn t turn her fractions into imporper ones).
A9 Part A: Score Point 0 Part B: Score Point 0
Annotation Anchor Paper 9 Part A: Score Point 0 This response receives no credit. The student includes none of the two An explanation of Stan s error is not provided. A correct sum (6 10 ) along with an incorrect sum (1 4 explanation is provided. ) with no work or Part B: Score Point 0 This response receives no credit. The student includes none of the two An explanation of Lila s error is not provided. An incorrect difference (2) with no work or explanation is provided.
A10 Part A: Score Point 0 Part B: Score Point 0
Annotation Anchor Paper 10 Part A: Score Point 0 This response receives no credit. The student includes none of the two An explanation of Stan s error is not provided. An incorrect sum (6 14 ) with no work or explanation is provided. Part B: Score Point 0 This response receives no credit. The student includes none of the two An invalid explanation of Lila s error is provided (in lila work she used + and to solve her work). A correct difference with valid work or explanation is not provided.
Practice Set P101 - P105 No Annotations Included
P101
P102
P103
P104
P105
Practice Set Paper Score P101 1,1 P102 1,0 P103 2,2 P104 2,0 P105 1,2