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1 Los Angeles Unified School District Kindergarten Mathematics Interim Assessment Blueprint Assessment IA 1 - Fall IA 2 Spring IA 3 Spring Assessment Due Date October 17, 2014 February 13, 2015 May 1, 2015 Response Type(s) Various* Various* Various* 60 minutes 60 minutes 60 minutes DOK 1 & 2 1 & 2 Assessment Focus Counting and Cardinality Counting and Cardinality Counting and Cardinality Enduring Understandings Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative. There is a unique symbol that goes with each number word. If you compare two groups of objects and the number of objects match, the groups have the same number of objects. If one group has items left over, that group has more, or is greater than the other group. The other group has fewer objects, and is less than the greater group. Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative. There is a unique symbol that goes with each number word. If you compare two groups of objects and the number of objects match, the groups have the same number of objects. If one group has items left over, that group has more, or is greater than the other group. The other group has fewer objects, and is less than the greater group. Counting tells how many are in a set no matter which order the objects are counted. The last number said when counting a set is the total. Counting is cumulative. There is a unique symbol that goes with each number word. If you compare two groups of objects and the number of objects match, the groups have the same number of objects. If one group has items left over, that group has more, or is greater than the other group. The other group has fewer objects, and is less than the greater group. Essential Questions How can objects be counted? How can numbers be compared? How can objects be counted? How can numbers be compared? How can objects be counted? How can numbers be compared? Grade/Course CCSS Math Standards Math Practices CCSS Math Standards Math Practices CCSS Math Standards Math Practices Kindergarten K.CC.1, K.CC.3, K.CC.4, 4a, 4b, K.CC.5, K.CC.6, K.CC.7 MP 2, MP7, MP8 K.CC.1, K.CC.3, K.CC.4, 4a, 4b, K.CC.5, K.CC.6, K.CC.7 * Kindergarten assessment types include whole class assessment and individual student interviews. MP 2, MP7, MP8 K.CC.1, K.CC.3, K.CC.4, 4a, 4b, K.CC.5, K.CC.6, K.CC.7 MP 2, MP7, MP

2 Los Angeles Unified School District Grade 1 Mathematics Interim Assessment Blueprint Assessment IA 1 - Fall IA 2 Spring IA 3 Spring Assessment Due Date October 17, 2014 February 13, 2015 May 1, 2015 Response Type(s) Various* Various* Various* 60 minutes 60 minutes 60 minutes DOK 2 & 3 2 & 3 Assessment Focus Sums and Differences to 10 Meaning of Base Ten, Solve Problems Using Addition and Subtraction TBD Enduring Understandings Diagrams, such as part-part-whole and number bonds, can be used to connect the addition and subtraction situation to the equation. Flexible methods for computation involve taking apart and combining numbers in a variety of ways. Addition and subtraction sentences can be used to represent various word problem situations. Sets of ten (and tens of tens) can be perceived as single entities. These sets can be counted and used as a means of describing quantities. The position of digits in numbers determines what they represent which size group they count. The grouping of ones and tens and hundreds can be taken apart in different ways. Addition and subtraction are connected. Addition names the whole in terms of the parts, and subtraction names the missing part

3 Assessment IA 1 - Fall IA 2 Spring IA 3 Spring Essential Questions How can we represent this word problem with pictures, numbers and words to help us understand how to solve it? How can we match a diagram with an equation/number sentence? How can we rewrite this equation/number sentence to make it easier to solve using the strategies we have learned? What is the meaning of the equal sign? How can numbers be sequenced? How can we understand place value? How can we compare and classify numbers? Grade/Course CCSS Math Standards Math Practices CCSS Math Standards Math Practices CCSS Math Standards Math Practices Grade 1 1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA7, 1.OA.7.1, 1.OA.8 MP1, MP2, MP3, MP6, MP7, MP8 1.NBT.1, 1.NBT.2, 1.NBT.3, 1.NBT.4, 1.NBT.5, 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.6, 1.OA.7, 1.OA.8 MP1, MP2, MP3, MP4, MP7 1.NBT.4, 1.NBT.5, 1.NBT.6, 1.MD.1, 1.MD.2, 1.MD.3, 1.MD.4, 1.G.1, 1.G.2, 1.G.3 MP 1-8 *Grade 1 assessments contain single correct response, constructed response, short response and performance task problems

4 Los Angeles Unified School District Grade 2 Mathematics Interim Assessment Blueprint Assessment IA 1 - Fall IA 2 Spring IA 3 Spring Assessment Due Date October 17, 2014 February 13, 2015 May 1, 2015 Response Type(s) Various* Various* Various 60 minutes 60 minutes 60 minutes DOK 2 & 3 2 & 3 Assessment Focus Sums and Differences to 20 Meaning of Base Ten TBD Enduring Understandings Parts of a whole is one interpretation of addition. Addition number sentences can be used to show parts of a whole. Joining parts to make a whole is one interpretation of addition. Addition number sentences can be used to show joining parts of a whole. Separating parts from a whole and comparison are two interpretations of subtraction. Subtraction number sentences can be used to show separating parts from a whole or comparison subtraction situations. Addition and subtraction have an inverse relationship. The inverse relationship between addition and subtraction can be used to find subtraction facts; every subtraction fact has a related addition fact. Flexible methods for computation involve taking apart and combining numbers in a variety of ways. The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value. Our number system is based on groups of ten. Whenever we get 10 in one place value, we move to the next greater place value. Each real number can be associated with a unique point on the number line. The distance between any two consecutive whole numbers on a given number line is the same

5 Assessment IA 1 - Fall IA 2 Spring IA 3 Spring What are the varieties of ways to show addition and subtraction? How are numbers read and written? Essential Questions How can strategies be used to find addition and subtraction facts? How can we represent this word problem with pictures, numbers, and words to help us understand how to solve it? Grade/Course CCSS Math Standards Math Practices CCSS Math Standards Math Practices CCSS Math Standards Math Practices Grade 2 2.OA.1, 2.OA.2, 2.NBT.5 MP1, MP2, MP3, MP7 2.NBT.1, 2.NBT.3, 2.NBT.4, 2.MD.6 MP1. MP3, MP6 2.NBT.5, 2.NBT.9, 2.G.1, 2.G.2, 2.G.3, 2.MD.1, 2.MD.2, 2.MD.3, 2.MD.4, 2.MD.5, 2.MD.7, 2.MD.8, 2.MD.9, 2.MD.10 MP 1-8 *Grade 2 assessments contain single correct response, True/False, constructed response, short response and performance task problems

6 Grade 3 Mathematics Interim Assessment Blueprint Assessment IA 1 - Fall IA 2 Spring Assessment Due Date October 17, 2014 February 13, 2015 Response Type(s) Various* Various* 60 minutes 60 minutes DOK 2 & 3 2 & 3 Assessment Focus Properties of Multiplication Fractions There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers, and each operation is related to other operations. Repeated addition and arrays involving joining equal groups are both ways to think about multiplication. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line. A region can be divided into equal sized parts in different ways. A fraction is relative to the size of the whole. Enduring Understandings For a given set of numbers there are relationships that are always true, called properties, and these are the rules that govern arithmetic and algebra. Two numbers can be multiplied in any order and the product remains the same. The Distributive Property can be used to break a large array into two smaller arrays. Mathematics content and practices can be applied to solve problems. Sometimes the answer to one problem/question is needed to find the answer to another problem/question. Some problems can be solved by first finding and solving a sub-problem(s) and then using that answer(s) to solve the original problem. Essential Questions What are different meanings of multiplication? How are addition and multiplication related? What patterns can be used to find certain multiplication facts? What are different interpretations of a fraction? What are different ways to compare fractions?

7 Assessment IA 1 - Fall IA 2 Spring Grade/Course CCSS Math Standards Math Practices CCSS Math Standards Math Practices Grade 3 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.8 (not division) MP1, MP3, MP4, MP6 3.NF.1, 3.NF.2, 2a, 2b, 3.NF.3, 3a, 3b, 3c, 3d, 3.G.2 *Grade 3 assessments contain single correct response, constructed response, short response and performance task problems. MP1, MP3, MP4, MP

8 Grade 4 Mathematics Interim Assessment Blueprint Assessment IA 1 - Fall IA 2 Spring Assessment Due Date October 17, 2014 February 13, 2015 Response Type(s) Various Various 60 minutes 60 minutes DOK 2 & 3 2 & 3 Assessment Focus Enduring Understandings Essential Questions Place Value, Rounding, and Addition and Subtraction The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value. Our number system is based on groups of ten. Whenever we get 10 in one place value, we move to the next greater place value. In a multi-digit whole number, a digit in one place represents ten times what it would represent in the place immediately to its right. Place value can be used to compare and order numbers. Numbers can be approximated by numbers that are close. Rounding whole numbers is a process for finding the multiple of 10, 100, and so on closest to a given number. There is more than one algorithm for each of the operations with rational numbers How are large numbers read and written? How can whole numbers be compared and ordered? How can sums and differences of whole numbers be estimated? Fractions Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line. A fraction describes the division of a whole (region, set, segment) into equal parts. A fraction is relative to the size of the whole. Finding a unit-fractional part of a whole is the same as dividing the whole by the denominator of the fraction. Points between whole numbers on a number line can be labeled with fractions or mixed numbers. The denominator of the fraction can be determined by counting the number of equal parts between two consecutive whole numbers. There is more than one algorithm for each of the operations with rational numbers. Most algorithms for operations with rational numbers, both mental math and paper and pencil, use equivalence to transform calculations into simpler ones. How can the same fractional amount be named in different ways? How can fractions be compared and ordered? What does it mean to add and subtract fractions and mixed numbers with like denominators?

9 What are standard procedures for adding and subtracting whole numbers? Grade/Course CCSS Math Standards Math Practices CCSS Math Standards Math Practices Grade 4 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.OA.3 MP1, MP2, MP3, MP5, MP6 4.NF.1, 4.NF.2, 4.NF.3, 3a, 3b, 3d, 4.NF.4, 4a MP1, MP3, MP4, MP5, MP6 *Grade 4 assessments contain single correct response, constructed response, short response and performance task problems

10 Grade 5 Mathematics Interim Assessment Blueprint Assessment IA 1 - Fall IA 2 Spring Assessment Due Date October 17, 2014 February 13, 2015 Response Type(s) Various* Various* 60 minutes 60 minutes DOK 2 & 3 2 & 3 Assessment Focus Place Value and Decimals Fractions Enduring Understandings Essential Questions The base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value. Our number system is based on groups of ten. Whenever we get 10 in one place value, we move to the next greater place value. A number line can be used to round whole numbers and decimals by making it easy to see which multiple of 10, 100, etc., or of 0.1, 0.01, etc., a number is closest to. Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways. Place value can be used to compare and order whole numbers and decimals. How are whole numbers and decimals written, compared and ordered? What are standard procedures for estimating and multiplying whole numbers? What are standard procedures for dividing and why do they work? A fraction describes the division of a whole into equal parts, and it can be interpreted in more than one way depending on the whole to be divided. There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers, and each operation is related to other operations. The product of a whole number and a fraction can be interpreted in different ways. One interpretation is repeated addition. When you multiply two fractions that are both less than 1, the product is smaller than either fraction. The inverse relationship between multiplication and division can be used to divide with fractions. What are standard procedures for estimating and finding products and quotients of fractions and mixed numbers? How can the multiplication of fractions be modeled using arrays? Grade/Course CCSS Math Standards Math Practices CCSS Math Standards Math Practices Grade 5 5.NBT.1, 5.NBT.2, 5.NBT.3, 3a, 3b, 5.NBT.4 MP6, MP7, MP8 5.NF.3, 5.NF.4, 4a, 4b MP1, MP3, MP4, MP5, MP6 Grade 5 assessments contain single correct response, multiple correct response, constructed response, short response and performance task problems