Evidence Statement Tables

Grade 3 Mathematics

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Evidence Statement Keys
Evidence statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the
Common Core State Standards for Mathematics (the standards), and they highlight the advances of the standards, especially around their focused
coherent nature. The evidence statement keys for grades 3 through 8 will begin with the grade number. High school evidence statement keys will
begin with “HS” or with the label for a conceptual category.

An Evidence Statement might:

1. Use exact standard language – For example:

• [Link].1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33
= 1/27. This example uses the exact language as standard [Link].1

2. Be derived by focusing on specific parts of a standard – For example: 8.F.5-1 and 8.F.5-2 were derived from splitting standard 8.F.5:

• 8.F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing
or decreasing, linear or nonlinear).
• 8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Together these two evidence statements are standard 8.F.5:

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or 2
decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

3. Be integrative (Int) – Integrative evidence statements allow for the testing of more than one of the standards on a single item/task without going
beyond the standards to create new requirements. An integrative evidence statement might be integrated across all content within a
grade/course, all standards in a high school conceptual category, all standards in a domain, or all standards in a cluster. For example:

• Grade/Course – [Link].21 (Integrated across Grade 4)

• Conceptual Category – [Link].11 (Integrated across the Functions Conceptual Category)
• Domain – [Link].11 (Integrated across the Number and Operations in Base Ten Domain)
• Cluster – [Link].11 (Integrated across the Number and Operations – Fractions Domain, Cluster A )

Evidence Statement Tables – Grade 3 Mathematics 2

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4. Focus on mathematical reasoning– A reasoning evidence statement (keyed with C) will state the type of reasoning that an item/task will require
and the content scope from the standard that the item/task will require the student to reason about. For example:

• 3.C.21 -- Base explanations/reasoning on the relationship between addition and subtraction or the relationship between multiplication and
division.
o Content Scope: Knowledge and skills are articulated in [Link].6
• 7.C.6.11 – Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
o Content Scope: Knowledge and skills are articulated in [Link].2

Note: When the focus of the evidence statement is on reasoning, the evidence statement may also require the student to reason about
securely held knowledge from a previous grade.

5. Focus on mathematical modeling – A modeling evidence statement (keyed with D) will state the type of modeling that an item/task will require
and the content scope from the standard that the item/task will require the student to model about. For example:

• 4.D.21 – Solve multi-step contextual problems with degree of difficulty appropriate to Grade 4 requiring application of knowledge and skills
articulated in [Link].A, [Link].8,[Link], and/or [Link].

Note: The example 4.D.2 is of an evidence statement in which an item/task aligned to the evidence statement will require the student to
model on grade level, using securely held knowledge from a previous grade.

• HS.D.51 - Given an equation or system of equations, reason about the number or nature of the solutions.
o Content scope: A-REI.11, involving any of the function types measured in the standards.

1
The numbers at the end of the integrated, modeling and reasoning Evidence Statement keys are added for assessment clarification and tracking purposes. For example, [Link].2
is the second integrated Evidence Statement in Grade 4.

Evidence Statement Tables – Grade 3 Mathematics 3

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 Grade 3 Evidence Statements
Listing by Type 1,Type II, and Type III

The Evidence Statements for Grade 3 Mathematics are provided starting on the
next page. The list has been organized to indicate whether items designed are aligned to
an Evidence Statement used for Type I items (sub-claims A and B), Type II items
(reasoning/sub-claim C), or Type III items (modeling/sub-claim D).

Evidence Statements are presented in the order shown below and are color coded:

Peach – Evidence Statement is applicable to Type I items.

Lavender – Evidence Statement is applicable to the Type II items.
Aqua – Evidence Statement is applicable to the Type III items.

Evidence Statement Tables – Grade 3 Mathematics 4

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key

variety in tasks Mathematical

Practices

Sub-claim A (20 of 52 points) & Sub-claim B (10 of 52 points)

i) Tasks involve interpreting rather than calculating products in terms of equal groups, arrays,
area, and/or measurement quantities. (See CCSSM, Table 2, Common multiplication and
division situations, p. 89.) For example, ":the total number of books if 5 shelves each have 7
books" can be represented by the expression 5x7 rather than ":Marcie placed 7 books on
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total each of 5 shelves. How many books does she have?"
A [Link].1 number of objects in 5 groups of 7 objects each. For example, describe a MP.2, MP.4
ii) Tasks do not require students to interpret products in terms of repeated addition, skip-
context in which a total number of objects can be expressed as 5 × 7.
counting, or jumps on the number line.
iii) The italicized example refers to describing a real-world context, but describing a context is
not the only way to meet the standard. For example, another way to meet the standard
would be to identify contexts in which a total can be expressed as a specified product.

i) Tasks involve interpreting rather than calculating quotients in terms of equal groups, arrays,
area, and/or measurement quantities. (See CCSSM, Table 2, Common multiplication and
division situations, p. 89.) For example, ":35 books are placed equally on 7 shelves" can be
represented by the expression 35 ÷ 7 rather than ":Marcie has 35 books. She placed the
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 same number on each of 7 shelves. How many books did she place on each shelf?"
as the number of objects in each share when 56 objects are partitioned ii) Tasks do not require students to interpret quotients in terms of repeated subtraction, skip-
equally into 8 shares, or as a number of shares when 56 objects are counting, or jumps on the number line.
A [Link].2 MP.2, MP.4
partitioned into equal shares of 8 objects each. For example, describe a
context in which a number of shares or a number of groups can be iii) The italicized example refers to describing a real-world context, but describing a context is
expressed as 56 ÷ 8. not the only way to meet the standard. For example, another way to meet the standard
would be to identify contexts in which a number of objects can be expressed as a specified
quotient.
iv) Half the tasks require interpreting quotients as a number of objects in each share and half
require interpreting quotients as a number of equal shares.

i) All products come from the harder three quadrants of the times table (a x b where a > 5
and/or b > 5).
Use multiplication within 100 (both factors less than or equal to 10) to ii) 75% of tasks involve multiplying to find the total number (equal groups, arrays); 25% involve
A solve word problems in situations involving equal groups, arrays, or area,
[Link].3-1 multiplying to find the area. MP.1, MP.4
e.g., by using drawings and equations with a symbol for the unknown
number to represent the problem. iii) For more information see CCSSM Table 2, Common multiplication and division situations, p.
89 and the OA Progression.

Evidence Statement Tables – Grade 3 Mathematics 5

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices

i) All products come from the harder three quadrants of the times table (a x b where a > 5
Use multiplication within 100 (both factors less than or equal to 10) to
and/or b > 5).
solve word problems in situations involving measurement quantities other
A [Link].3-2 ii) Tasks involve multiplying to find a total measure (other than area). MP.1, MP.4
than area, e.g., by using drawings and equations with a symbol for the
iii) For more information see CCSSM Table 2, Common multiplication and division situations, p.
unknown number to represent the problem.
89 and the OA Progression.

i) All quotients are related to products from the harder three quadrants of the times table
(a x b where a > 5 and/or b > 5).
ii) Tasks using this Evidence Statement will be created equally among the following:
Use division within 100 (quotients related to products having both factors • dividing to find the number in each equal group or in each equal row/column of an array;
less than or equal to 10) to solve word problems in situations involving
A [Link].3-3 • dividing to find the number of equal groups or the number of equal rows/columns of an MP.1, MP.4
equal groups, arrays, or area, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem. array; and
• dividing an area by a side length to find an unknown side length.
iii) For more information see CCSSM Table 2, Common multiplication and division situations, p.
89 and the OA Progression.

i) All quotients are related to products from the harder three quadrants of the times table
Use division within 100 (quotients related to products having both factors (a x b where a > 5 and/or b > 5).
less than or equal to 10) to solve word problems in situations involving
ii) Half the tasks involve finding the number of equal pieces and half involve finding the
A [Link].3-4 measurement quantities other than area, e.g., by using drawings and MP.1, MP.4
measure of each piece.
equations with a symbol for the unknown number to represent the
problem. iii) For more information see CCSSM Table 2, Common multiplication and division situations, p.
89 and the OA Progression.
Determine the unknown whole number in a multiplication or division i) Tasks do not have a context.
equation relating three whole numbers. For example, determine the ii) Only the answer is required.
A [Link].4 unknown number that makes the equation true in each of the equations -
iii) All products and related quotients are from the harder three quadrants of the times table
8 × ? = 48, 5 = ⌷ ÷ 3, 6 × 6 = ?. (a x b where a > 5 and/or b > 5).

Understand division as an unknown-factor problem. For example, i) All products and related quotients are from the harder three quadrants of the times table
A [Link].6 -
find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (a x b where a > 5 and/or b > 5).

Evidence Statement Tables – Grade 3 Mathematics 6

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices

i) Tasks do not have a context.

ii) Only the answer is required.
Fluently multiply and divide within 25. By end of Grade 3, know from iii) Tasks require finding products and related quotients accurately. For example, each 1-point
A [Link].7-1 -
memory all products of two one-digit numbers. task might require four or more computations, two or more multiplication and two or more
division.
iv) Tasks are not timed.

i) Tasks do not have a context.

ii) Only the answer is required.
iii) Tasks require finding products and related quotients accurately. For example, each 1-point
Fluently multiply and divide within 100. By the end of Grade 3, know from task might require four or more computations, two or more multiplication and two or more
A [Link].7-2 -
memory all products of two one-digit numbers. division.
iv) 75% of tasks are from the harder three quadrants of the times table (a x b where a > 5
and/or b > 5).
v) Tasks are not timed.
i) Tasks do not require a student to write a single equation with a letter standing for the
unknown quantity in a two-step problem, and then solve that equation.
Solve two-step word problems using the four operations. Represent these ii) Tasks may require students to write an equation as part of their work to find a solution, but
problems using equations with a letter standing for the unknown quantity. students are not required to use a letter for the unknown.
A [Link].8 MP.1, MP.4
Assess the reasonableness of answers using mental computation and iii) Addition, subtraction, multiplication and division situations in these problems may involve
estimation strategies including rounding. any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication
and division situations, p. 89; and the OA Progression ).

Fluently add and subtract within 1000 using strategies and algorithms i) Tasks have no context.
B [Link].2 based on place value, properties of operations, and/or the relationship -
between addition and subtraction. ii) Tasks are not timed.

Multiply one-digit whole numbers by multiples of 10 in the range 10-90

B [Link].3 (e.g., 9 × 80, 5 × 60) using strategies based on place value and i) Tasks have no context. MP.7
properties of operations.

Understand a fraction 1/b as the quantity formed by 1 part when a whole i) Tasks do not involve the number line.
A [Link].1 is partitioned into b equal parts; understand a fraction a/b as the quantity ii) Fractions equivalent to whole numbers are limited to 0 through 5. MP.2
formed by a parts of size 1/b. iii) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.

Evidence Statement Tables – Grade 3 Mathematics 7

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices

Understand a fraction as a number on the number line; represent

fractions on a number line diagram.
i) Fractions may be greater than 1.
a. Represent a fraction 1/b on a number line diagram by defining the
ii) Fractions equivalent to whole numbers are limited to 0 through 5.
interval from 0 to 1 as the whole and partitioning it into b equal parts.
A [Link].2 Recognize that each part has size 1/b and that the endpoint of the part iii) Fractions equal whole numbers in 20% of these tasks. MP.5
based at 0 locates the number 1/b on the number line. iv) Tasks have ":thin context"2 or no context.
b. Represent a fraction a/b on a number line diagram by marking off a
v) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.
lengths 1/b from 0. Recognize that the resulting interval has size a/b
and that its endpoint locates the number a/b on the number line.

Explain equivalence of fractions in special cases, and compare fractions i) Tasks do not involve the number line.
by reasoning about their size. ii) Fractions equivalent to whole numbers are limited to 0 through 5.
A [Link].3a-1 MP.5
a. Understand two fractions as equivalent (equal) if they are the same iii) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.
size. iv) The explanation aspect of [Link].3 is not assessed here.
Explain equivalence of fractions in special cases, and compare fractions i) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.
by reasoning about their size. ii) Fractions equivalent to whole numbers are limited to 0 through 5.
A [Link].3a-2 MP.5
a. Understand two fractions as equivalent (equal) if they are the same iii) The explanation aspect of [Link].3 is not assessed here.
point on a number line.
Explain equivalence of fractions in special cases, and compare fractions i) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.
by reasoning about their size.
A [Link].3b-1 ii) Fractions equivalent to whole numbers are limited to 0 through 5. MP.7
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4,
4/6 = 2/3). iii) The explanation aspect of [Link].3 is not assessed here.

Explain equivalence of fractions in special cases, and compare fractions

by reasoning about their size. i) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.
c. Express whole numbers as fractions, and recognize fractions that are MP.3, MP.5,
A [Link].3c ii) Fractions equivalent to whole numbers are limited to 0 through 5.
equivalent to whole numbers. Examples: Express 3 in the form 3 = MP.7
3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a iii) The explanation aspect of [Link].3 is not assessed here.
number line diagram.
Explain equivalence of fractions in special cases, and compare fractions
by reasoning about their size. i) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8.
d. Compare two fractions with the same numerator or the same ii) Fractions equivalent to whole numbers are limited to 0 through 5.
A [Link].3d denominator by reasoning about their size. Recognize that iii) Justifying is not assessed here. For this aspect of [Link].3d, see 3.C.3-1 and 3.C.4-4. MP.7
comparisons are valid only when the two fractions refer to the same iv) Prompts do not provide visual fraction models; students may at their discretion draw visual
whole. Record the results of comparisons with the symbols >, =, or <, fraction models as a strategy.
and justify the conclusions, e.g., by using a visual fraction model.

Evidence Statement Tables – Grade 3 Mathematics 8

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices

In a contextual situation involving a whole number and two fractions not i) Fractions equivalent to whole numbers are limited to 0 through 5. MP.2, MP.4,
A [Link].1 equal to a whole number, represent all three numbers on a number line
ii) Fraction denominators are limited to 2, 3, 4, 6 and 8. MP.5
diagram, then choose the fraction closest in value to the whole number.

i) Time intervals are limited to 60 minutes.

ii) No more than 20% of items require determining a time interval from clock readings having
Tell and write time to the nearest minute and measure time intervals in
A [Link].1-1 different hour values. -
minutes.
iii) Acceptable interval: Start time 1:20, end time 2:10 ‒ time interval is 50 minutes.
Unacceptable interval: Start time 1:20, end time 2:30 ‒ time interval exceeds 60 minutes.

Solve word problems involving addition and subtraction of time intervals i) Only the answer is required. MP.1, MP 2,
A [Link].1-2
in minutes, e.g., by representing the problem on a number line diagram. ii) Tasks do not involve reading start/stop times from a clock nor calculating elapsed time. MP.4, MP.5

Measure and estimate liquid volumes and masses of objects using

A [Link].2-1 i) Estimates are the result of reading a scale. -
standard units of grams (g), kilograms (kg), and liters (l).
Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by i) Only the answer is required (methods, representations, etc. are not assessed here). MP.1, MP.2,
A [Link].2-2
using drawings (such as a beaker with a measurement scale) to ii) Units of grams (g), kilograms (kg), and liters (l). MP.4, MP.5
represent the problem.

Measure or estimate liquid volumes or masses of objects using standard

units of grams (g), kilograms (kg), and liters (l), then use the estimated MP.5, MP.6 (in
A [Link].2-3 value(s) to estimate the answer to a one-step word problem by using - the case of
addition, subtraction, multiplication, or division. measuring)
Content Scope: [Link].2

i) Tasks involve no more than 10 items in 2-5 categories.

Draw a scaled picture graph and a scaled bar graph to represent a data ii) Categorical data should not take the form of a category that could be represented
B [Link].3-1 set with several categories. For example, draw a bar graph in which each numerically (e.g. ages of students). MP.2
square in the bar graph might represent 5 pets. iii) Tasks do not require students to create the entire graph, but might ask students to complete
a graph or otherwise demonstrate knowledge of its creation.

Evidence Statement Tables – Grade 3 Mathematics 9

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices

Solve a put-together problem using information presented in a scaled bar

graph, then use the result to answer a ":how many more" or ":how many
B [Link].3-3 less" problem using information presented in the scaled bar graph. i) Tasks do not require computations beyond the Grade 3 expectations. MP.4

Content Scope: [Link].3

Generate measurement data by measuring lengths using rulers marked

with halves and fourths of an inch. Show the data by making a line plot,
B [Link].4 - MP.2, MP.5
where the horizontal scale is marked off in appropriate units_whole
numbers, halves, or quarters.

Recognize area as an attribute of plane figures and understand concepts

of area measurement.
a. A square with side length 1 unit, called ":a unit square," is said to have
A [Link].5 - MP.7
":one square unit" of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n
unit squares is said to have an area of n square units.

Measure areas by counting unit squares (square cm, square m, square MP.7
A [Link].6 -
in, square ft, and improvised units).

i) Products are limited to the 10x10 multiplication table.

ii) This ES is different from [Link].3-1 in the following ways:
Relate area to the operations of multiplication and addition. • [Link].7b-1 emphasizes application/skill while the emphasis of [Link].3-1 is on
b. Multiply side lengths to find areas of rectangles with whole-number demonstration of understanding of multiplication using not only area but also equal
A [Link].7b-1 MP.4, MP.5
side lengths in the context of solving real-world and mathematical groups and arrays by modeling.
problems. • [Link].7b-1 permits mathematical problems while [Link].3-1 is restricted to word problems.
• [Link].7b-1 allows for factors less than or equal to 5 while the factors used in [Link].3-1
are restricted to the harder three quadrants.

Evidence Statement Tables – Grade 3 Mathematics 10

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices
Relate area to the operations of multiplication and addition.
d. Recognize area as additive. Find areas of rectilinear3 figures by
A [Link].7d decomposing them into non-overlapping rectangles and adding the - MP.7
areas of the non-overlapping parts, applying this technique to solve
real world problems.
Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding
MP.2, MP.4,
B [Link].8 an unknown side length, and exhibiting rectangles with the same -
MP.5
perimeter and different areas or with the same area and different
perimeters.
Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides), and
that the shared attributes can define a larger category (e.g.,
B 3.G.1 - -
quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
Partition shapes into parts with equal areas. Express the area of each
part as a unit fraction of the whole. For example, partition a shape into 4
B 3.G.2 - -
parts with equal area, and describe the area of each part as 1/4 of the
area of the shape.

i) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed
in the content scope.
ii) Tasks do not require computations beyond the Grade 3 expectations.
Given a two-step problem situation with the four operations, round the iii) Tasks do not require a student to write a single equation with a letter standing for the
values in the problem, then use the rounded values to produce an unknown quantity in a two-step problem, and then solve that equation.
A [Link].1 approximate solution. iv) Tasks may require students to write an equation as part of their work to find a solution, but MP.4, MP.6
students are not required to use a letter for the unknown.
Content Scope: [Link].8, [Link].1, [Link].2, [Link].3
v) Addition, subtraction, multiplication and division situations in these problems may involve
any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication
and division situations, p. 89; and the OA Progression).

Evidence Statement Tables – Grade 3 Mathematics 11

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 Grade 3 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement Text
Key
variety in tasks Mathematical
Practices

i) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed
in the content scope.
ii) Tasks do not require a student to write a single equation with a letter standing for the
unknown quantity in a two-step problem, and then solve that equation.
Solve two-step word problems using the four operations requiring a iii) Tasks may require students to write an equation as part of their work to find a solution, but
substantial addition, subtraction, or multiplication step, drawing on students are not required to use a letter for the unknown.
A [Link].2 knowledge and skills articulated in [Link]. MP.1, MP.4
iv) Addition, subtraction, multiplication and division situations in these problems may involve
Content Scope: [Link].8, [Link].2, and [Link].3 any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication
and division situations, p. 89; and the OA Progression).
Substantial (def.) ‒ Values should be towards the higher end of the numbers identified in the
standards.

Solve real world and mathematical problems involving perimeters of i) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed MP.1 (if the
polygons requiring a substantial addition, subtraction, or multiplication in the content scope. problem has a
B [Link].3 step, drawing on knowledge and skills articulated in [Link]. Substantial (def.) ‒ Values should be towards the higher end of the numbers identified in the real world
Content Scope: [Link].8, [Link].2, and [Link].3 standards. context), MP.4

Use information presented in a scaled bar graph to solve a two-step ":how

many more" or ":how many less" problem requiring a substantial addition, i) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed
subtraction, or multiplication step, drawing on knowledge and skills in the content scope. MP.1, MP.2,
B [Link].4
articulated in [Link]. Substantial (def.) ‒ Values should be towards the higher end of the numbers identified in the MP.4
standards.
Content Scope: [Link].3, [Link].2, and [Link].3

Add, subtract, or multiply to solve a one-step word problem involving

masses or volumes that are given in the same units, where a substantial i) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed
addition, subtraction, or multiplication step is required drawing on in the content scope. MP.1, MP.2,
A [Link].5 knowledge and skills articulated in [Link], e.g., by using drawings (such
Substantial (def.) ‒ Values should be towards the higher end of the numbers identified in the MP.4
as a beaker with a measurement scale) to represent the problem.
standards.
Content Scope: [Link].2, [Link].2, and [Link].3

Evidence Statement Tables – Grade 3 Mathematics 12

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 Relationship
Sub-Claim

Statement
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate to

Evidence Statement (ES) Text
Key

variety in tasks Mathematical

Practices

Sub-claim C (10 of 52 points)

i) Students need not use technical terms such as commutative, associative, distributive, or
property.
ii) Products and related quotients are limited to the 10x10 multiplication table.
Base explanations/reasoning on the properties of operations. MP.3, MP.6,
C 3.C.1-1 iii) These tasks may not exceed the content limits of Grade 3. For example, 2 x 4 x 5, would be
Content Scope: Knowledge and skills articulated in [Link].5 acceptable as students can use the associative property to rewrite the expression as 8 x 5 MP.7
which falls within the content limits of Grade 3. The problem 7 x 4 x 5 would exceed the
content limits of Grade 3 because any use of the associative property would result in a 2-
digit multiplier.
Base explanations/reasoning on the properties of operations. i) Students need not use technical terms such as commutative, associative, distributive, or MP.3, MP.6,
C 3.C.1-2
Content Scope: Knowledge and skills articulated in [Link].9 property. MP.7, MP.8

Base explanations/reasoning on the properties of operations. i) Tasks may include those with and without real-world contexts.
MP.3, MP.5,
C 3.C.1-3 ii) Students need not use technical terms such as commutative, associative, distributive, or
Content Scope: Knowledge and skills articulated in [Link].7 MP.6, MP.7
property.

Base explanations/reasoning on the relationship between multiplication

and division. i) Products and related quotients are limited to the 10 x 10 multiplication table. MP.3, MP.6,
C 3.C.2
MP.7
Content Scope: Knowledge and skills articulated in [Link].6

i) Tasks may present realistic or quasi-realistic images of a contextual situation (e.g., a

Base arithmetic explanations/reasoning on concrete referents such as drawing of a partially filled graduated cylinder). However, tasks do not provide the sort of
diagrams (whether provided in the prompt or constructed by the student abstract drawings that help the student to represent the situation mathematically (e.g., a MP.3
C 3.C.3-1 in her response), connecting the diagrams to a written (symbolic) method. number line diagram or other visual fraction model). MP.5
Content Scope: Knowledge and skills articulated in [Link].3b, ii) Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, MP.6
[Link].3d and 8.
iii) For fractions equal to a whole number, values are limited to 0 through 5.

Evidence Statement Tables – Grade 3 Mathematics 13

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 Relationship
Sub-Claim

Statement
Evidence
Clarifications, limits, emphases, and other information intended to ensure appropriate to
Evidence Statement (ES) Text
Key variety in tasks Mathematical
Practices

Base explanations/reasoning on concrete referents such as diagrams

(whether provided in the prompt or constructed by the student in her i) Tasks may include those with and without real-world contexts.
response). ii) Tasks with a context may present realistic or quasi-realistic images of a contextual situation MP.3, MP.5,
C 3.C.3-2
(e.g., a drawing of a meadow). However, tasks do not provide the sort of abstract drawings MP.6
Content Scope: Knowledge and skills articulated in [Link].5, that help the student to represent the situation mathematically (e.g., a tiling of the meadow).
[Link].6, [Link].7
Distinguish correct explanation/reasoning from that which is flawed, and ‒
if there is a flaw in the argument ‒ present corrected reasoning. (For i) Students need not use technical terms such as commutative, associative, distributive, or
example, some flawed 'student' reasoning is presented and the task is to property. MP.3, MP.6,
C 3.C.4-1
correct and improve it.) MP.7
ii) Products and related quotients are limited to the 10x10 multiplication table.
Content Scope: Knowledge and skills articulated in [Link].5
Distinguish correct explanation/reasoning from that which is flawed, and ‒
if there is a flaw in the argument ‒ present corrected reasoning. (For
C 3.C.4-2 example, some flawed 'student' reasoning is presented and the task is to i) Products and related quotients are limited to the 10x10 multiplication table. MP.3, MP.6
correct and improve it.)
Content Scope: Knowledge and skills articulated in [Link].6

i) Tasks do not require a student to write a single equation with a letter standing for the
unknown quantity in a two-step problem, and then solve that equation.
Distinguish correct explanation/reasoning from that which is flawed, and ‒
if there is a flaw in the argument ‒ present corrected reasoning. (For ii) Tasks may require students to write an equation as part of their work to find a solution, but
example, some flawed 'student' reasoning is presented and the task is to students are not required to use a letter for the unknown. MP.3, MP.5,
C 3.C.4-3
correct and improve it.) iii) Addition, subtraction, multiplication and division situations in these problems may involve any MP.6
of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Content Scope: Knowledge and skills articulated in [Link].8
Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication
and division situations, p. 89; and the OA Progression).

Distinguish correct explanation/reasoning from that which is flawed, and ‒

if there is a flaw in the argument ‒ present corrected reasoning. (For
example, some flawed 'student' reasoning is presented and the task is to i) Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6,
and 8. MP.3, MP.5,
C 3.C.4-4 correct and improve it.) MP.6
ii) For fractions equal to a whole number, values are limited to 0 through 5.
Content Scope: Knowledge and skills articulated in [Link].3b,
[Link].3d
Distinguish correct explanation/reasoning from that which is flawed, and ‒
if there is a flaw in the argument ‒ present corrected reasoning. (For
example, some flawed 'student' reasoning is presented and the task is to MP.3, MP.5,
C 3.C.4-5 i) Tasks may include those with and without real-world contexts.
correct and improve it.) MP.6

Content Scope: Knowledge and skills articulated in [Link].7

Evidence Statement Tables – Grade 3 Mathematics 14

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 Relationship
Sub-Claim

Statement
Evidence
Clarifications, limits, emphases, and other information intended to ensure appropriate to
Evidence Statement (ES) Text
Key variety in tasks Mathematical
Practices

Distinguish correct explanation/reasoning from that which is flawed, and ‒

if there is a flaw in the argument ‒ present corrected reasoning. (For
example, some flawed 'student' reasoning is presented and the task is to MP.3, MP.6,
C 3.C.4-6 -
correct and improve it.) MP.8

Content Scope: Knowledge and skills articulated in [Link].9

Distinguish correct explanation/reasoning from that which is flawed, and ‒

if there is a flaw in the argument ‒ present corrected reasoning. (For
C 3.C.4-7 example, some flawed 'student' reasoning is presented and the task is to i) Tasks may have scaffolding1, if necessary, in order to yield a degree of difficulty appropriate MP.3, MP.6
correct and improve it.) to Grade 3.
Content Scope: Knowledge and skills articulated in [Link]

i) Tasks do not require a student to write a single equation with a letter standing for the
Present solutions to two-step problems in the form of valid chains of
unknown quantity in a two-step problem, and then solve that equation.
reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense ii) Tasks may require students to write an equation as part of their work to find a solution, but
statements such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), students are not required to use a letter for the unknown. MP.2, MP.3,
C 3.C.5-1
or identify or describe errors in solutions to two-step problems and iii) Addition, subtraction, multiplication and division situations in these problems may involve MP.5, MP.6
present corrected solutions. any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication
Content Scope: Knowledge and skills articulated in [Link].8
and division situations, p. 89; and the OA Progression).

Present solutions to multi-step problems in the form of valid chains of

reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of nonsense
statements such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), i) Tasks may include those with and without real-world contexts. MP.2, MP.3,
C 3.C.5-2 or identify or describe errors in solutions to multi-step problems and ii) Multi-step problems have at least 3 steps. MP.5, MP.6
present corrected solutions.
Content Scope: Knowledge and skills articulated in [Link].7b,
[Link].7d

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response). i) Tasks are limited to fractions with denominators 2, 3, 4, 6, and 8. MP.3, MP.5,
C 3.C.6-1
ii) Fractions equivalent to whole numbers are limited to 0 through 5. MP.6
Content scope: Knowledge and skills articulated in [Link].2

Evidence Statement Tables – Grade 3 Mathematics 15

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 Relationship
Sub-Claim

Statement
Evidence
Clarifications, limits, emphases, and other information intended to ensure appropriate to
Evidence Statement (ES) Text
Key variety in tasks Mathematical
Practices

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response). MP.3, MP.5,
C 3.C.6-2 -
MP.6
Content scope: Knowledge and skills articulated in [Link].1

Sub-claim D (12 of 52 points)

Solve multi-step contextual word problems with degree of difficulty i) Tasks may have scaffolding1.
D 3.D.1 appropriate to Grade 3, requiring application of knowledge and skills MP.4
ii) Multi-step problems must have at least 3 steps.
articulated in Type I, Sub-Claim A Evidence Statements.

Solve multi-step contextual problems with degree of difficulty appropriate i) Tasks may have scaffolding1, if necessary, in order to yield a degree of difficulty appropriate
D 3.D.2 to Grade 3, requiring application of knowledge and skills articulated in to Grade 3. MP.4
[Link].A, [Link].B, [Link], and/or [Link].B. ii) Multi-step problems must have at least 3 steps.

1
Scaffolding in a task provides the student with an entry point into a pathway for solving a problem. In unscaffolded tasks, the student determines his/her own pathway and
process. Both scaffolded and unscaffolded tasks will be included in reasoning and modeling items.

2
“Thin context” is a sentence or phrase that establishes a concrete referent for the quantity/quantities in the problem, in such a way as to provide meaningful avenues for
mathematical intuition to operate, yet without requiring any sort of further analysis of the context. For example, a task could provide a reason for being given a set of fractional
measurements such as, “The fractions represent lengths of ribbon.”

3
A rectilinear figure is a polygon in which all angles measure 90 or 270 degrees.

Evidence Statement Tables – Grade 3 Mathematics 16

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 Evidence Statement Tables
Grade 4 Mathematics

Evidence Statements – Grade 4 Mathematics 1

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 Evidence Statement Keys
Evidence statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the
Common Core State Standards for Mathematics (the standards), and they highlight the advances of the standards, especially around their focused
coherent nature. The evidence statement keys for grades 3 through 8 will begin with the grade number. High school evidence statement keys will
begin with “HS” or with the label for a conceptual category

An Evidence Statement might:

1. Use exact standard language – For example:

• [Link].1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33
= 1/27. This example uses the exact language as standard [Link].1

2. Be derived by focusing on specific parts of a standard – For example: 8.F.5-1 and 8.F.5-2 were derived from splitting standard 8.F.5:

• 8.F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing
or decreasing, linear or nonlinear).
• 8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Together these two evidence statements are standard 8.F.5:

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or 2
decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

3. Be integrative (Int) – Integrative evidence statements allow for the testing of more than one of the standards on a single item/task without going
beyond the standards to create new requirements. An integrative evidence statement might be integrated across all content within a
grade/course, all standards in a high school conceptual category, all standards in a domain, or all standards in a cluster. For example:

• Grade/Course – [Link].21 (Integrated across Grade 4)

• Conceptual Category – [Link].11 (Integrated across the Functions Conceptual Category)
• Domain – [Link].11 (Integrated across the Number and Operations in Base Ten Domain)
• Cluster – [Link].11 (Integrated across the Number and Operations – Fractions Domain, Cluster A )

Evidence Statements – Grade 4 Mathematics 2

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4. Focus on mathematical reasoning– A reasoning evidence statement (keyed with C) will state the type of reasoning that an item/task will require
and the content scope from the standard that the item/task will require the student to reason about. For example:

• 3.C.21 -- Base explanations/reasoning on the relationship between addition and subtraction or the relationship between multiplication and
division.
o Content Scope: Knowledge and skills are articulated in [Link].6
• 7.C.6.11 – Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
o Content Scope: Knowledge and skills are articulated in [Link].2

Note: When the focus of the evidence statement is on reasoning, the evidence statement may also require the student to reason about
securely held knowledge from a previous grade.

5. Focus on mathematical modeling – A modeling evidence statement (keyed with D) will state the type of modeling that an item/task will require
and the content scope from the standard that the item/task will require the student to model about. For example:

• 4.D.21 – Solve multi-step contextual problems with degree of difficulty appropriate to Grade 4 requiring application of knowledge and skills
articulated in [Link].A, [Link].8,[Link], and/or [Link].

Note: The example 4.D.2 is of an evidence statement in which an item/task aligned to the evidence statement will require the student to
model on grade level, using securely held knowledge from a previous grade.

• HS.D.51 - Given an equation or system of equations, reason about the number or nature of the solutions.
o Content scope: A-REI.11, involving any of the function types measured in the standards.

1
The numbers at the end of the integrated, modeling and reasoning Evidence Statement keys are added for assessment clarification and tracking purposes. For example, [Link].2
is the second integrated Evidence Statement in Grade 4.

Evidence Statements – Grade 4 Mathematics 3

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 Grade 4 Evidence Statements
Listing by Type I,Type II, and Type III
The Evidence Statements for Grade 3 Mathematics are provided starting on the
next page. The list has been organized to indicate whether items designed are aligned to
an Evidence Statement used for Type I items (sub-claims A and B), Type II items
(reasoning/sub-claim C), or Type III items (modeling/sub-claim D).

Evidence Statements are presented in the order shown below and are color coded:

Peach – Evidence Statement is applicable to Type I items.

Lavender – Evidence Statement is applicable to the Type II items.
Aqua – Evidence Statement is applicable to the Type III items.

Evidence Statements – Grade 4 Mathematics 4

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

Sub-claim A (21 of 52 points) & Sub-claim B (9 of 52 points)

Interpret a multiplication equation as a comparison, e.g., interpret

A [Link].1-1 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 i) Tasks have “thin context”1 or no context. MP.2, MP.4
times as many as 5.

Represent verbal statements of multiplicative comparisons as

A [Link].1-2 i) Tasks have “thin context” or no context. MP.2, MP.4
multiplication equations.

Multiply or divide to solve word problems involving multiplicative i) See the OA Progression document, especially p. 29 and Table 2, Common Multiplication and
comparison, e.g., by using drawings and equations with a symbol Division situations on page 89 of CCSSM.
A [Link].2 MP.1, MP.4, MP.5
for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison. ii) Tasks sample equally the situations in the third row of Table 2 on page 89 of CCSSM.

Solve multi-step word problems posed with whole numbers and i) Assessing reasonableness of answer is not assessed here.
A [Link].3-1 MP.1, MP.2, MP.7
having whole-number answers using the four operations. ii) Tasks do not involve interpreting remainders.

i) Assessing reasonableness of answer is not assessed here.

Solve multi-step word problems posed with whole numbers and ii) Tasks involve interpreting remainders. MP.1, MP.2, MP.4,
A [Link].3-2 having whole-number answers using the four operations, in which
iii) See p. 30 of the OA Progression document. MP.7
remainders must be interpreted.
iv) Multi-step problems must have at least 3 steps.

B [Link].4-1 Find all factor pairs for a whole number in the range 1–100. - MP.7

B [Link].4-2 Recognize that a whole number is a multiple of each of its factors. - MP.2

Determine whether a given whole number in the range 1–100 is a

B [Link].4-3 - MP.8
multiple of a given one-digit number.

Evidence Statements – Grade 4 Mathematics 5

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

Determine whether a given whole number in the range 1–100 is

B [Link].4-4 - MP.7, MP.8
prime or composite.

Generate a number or shape pattern that follows a given rule.

Identify apparent features of the pattern that were not explicit in the
rule itself. For example, given the rule “Add 3” and the starting i) Tasks do not require students to determine a rule; the rule is given.
B [Link].5 number 1, generate terms in the resulting sequence and observe MP.8
that the terms appear to alternate between odd and even numbers. ii) 75% of patterns should be number patterns.
Explain informally why the numbers will continue to alternate in this
way.

Recognize that in a multi-digit whole number, a digit in one place

represents ten times what it represents in the place to its right. For
A [Link].1 - MP.7
example, recognize that 700 ÷ 70 = 10 by applying concepts of
place value and division.
Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit i) Tasks assess conceptual understanding, e.g. by including a mixture of expanded form, number
A [Link].2 MP.7
numbers based on meanings of the digits in each place, using >, =, names, and base ten numerals within items.
and < symbols to record the results of comparisons.

Use place value understanding to round multi-digit whole numbers i) Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.
A [Link].3 MP.7
to any place.
i) The given addends are such as to require an efficient/standard algorithm (e.g., 7263 + 4875).
Addends in the task do not suggest any obvious ad hoc or mental strategy (as would be present
for example in a case such as 16,999 + 3,501).
Fluently add multi-digit whole numbers using the standard ii) Tasks do not have a context.
A [Link].4-1 -
algorithm.
iii) Grade 4 expectations in CCSSM are limited to whole numbers less than or equal to 1,000,000; for
purposes of assessment, both of the given numbers should have 4 digits.
iv) Tasks are not timed.

Evidence Statements – Grade 4 Mathematics 6

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

i) The given subtrahend and minuend are such as to require an efficient/standard algorithm (e.g.,
7263 – 4875 or 7406 – 4637). The subtrahend and minuend do not suggest any obvious ad hoc
or mental strategy (as would be present for example in a case such as 7300 – 6301).
Fluently subtract multi-digit whole numbers using the standard ii) Tasks do not have a context.
A [Link].4-2 -
algorithm.
iii) Grade 4 expectations in CCSSM are limited to whole numbers less than or equal to 1,000,000; for
purposes of assessment, both of the given numbers should have 4 digits.
iv) Tasks are not timed.
Multiply a whole number of up to four digits by a one-digit whole i) Tasks do not have a context.
A [Link].5-1 number using strategies based on place value and the properties of MP.7
operations. ii) For the illustrate/explain aspect of [Link].5, see 4.C.1-1.

Multiply two two-digit numbers, using strategies based on place i) Tasks do not have a context.
A [Link].5-2 MP.7
value and the properties of operations. ii) For the illustrate/explain aspect of [Link].5, see 4.C.1.1.

Find whole-number quotients and remainders with three-digit i) Tasks do not have a context.
dividends and one-digit divisors, using strategies based on place
A [Link].6-1 ii) Tasks may include remainders of 0 in no more than 20% of the tasks. MP.7, MP.8
value, the properties of operations, and/or the relationship between
multiplication and division. iii) For the illustrate/explain aspect of [Link].6, see 4.C.1-2 and 4.C.2.

Find whole-number quotients and remainders with four-digit i) Tasks do not have a context.
dividends and one-digit divisors, using strategies based on place ii) Tasks may include remainders of 0 in no more than 20% of the tasks.
A [Link].6-2 MP.7, MP.8
value, the properties of operations, and/or the relationship between iii) For the illustrate/explain aspect of [Link].6, see 4.C.1-2 and 4.C.2.
multiplication and division.

Perform computations by applying conceptual understanding of

A [Link].1 i) Tasks do not have a context. MP.1, MP.7
place value, rather than by applying multi-digit algorithms.

i) The explanation aspect of [Link].1 is not assessed here.

Use the principle a/b = (nxa)/(nxb) to recognize and generate
A [Link].1-2 ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.7
equivalent fractions.
iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.

Evidence Statements – Grade 4 Mathematics 7

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

i) Only the answer is required.

Compare two fractions with different numerators and different
denominators, e.g., by creating common denominators or by ii) Tasks require the student to choose the comparison strategy autonomously.
A [Link].2-1 MP.6, MP.7
comparing to a benchmark fraction such as 1/2. Record the results iii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
of comparisons with symbols >, =, or <. iv) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.

i) Tasks have “thin context.”

Apply conceptual understanding of fraction equivalence and ii) Tasks do not require adding, subtracting, multiplying, or dividing fractions.
ordering to solve simple word problems requiring fraction iii) Prompts do not provide visual fraction models; students may at their discretion draw visual
A [Link].1 comparison. MP.1, MP.4, MP.5
fraction models as a strategy.
Content Scope: [Link].A iv) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
v) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

A [Link].3a a. Understand addition and subtraction of fractions as joining and i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.2, MP.7, MP.8
separating parts referring to the same whole.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

i) Only the answer is required.
b. Decompose a fraction into a sum of fractions with the same
A [Link].3b-1 denominator in more than one way, recording each ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.7, MP.8
decomposition by an equation. Examples: 3/8 = 1/8 + 1/8 + 1/8; iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0 through 5.
3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

i) Tasks do not have a context.
c. Add and subtract mixed numbers with like denominators, e.g.,
A [Link].3c by replacing each mixed number with an equivalent fraction, ii) Denominators are limited to Grade 3 possibilities (2, 3, 4, 6, 8) so as to keep computational MP.7
and/or by using properties of operations and the relationship difficulty lower.
between addition and subtraction.
Understand a fraction a/b with a>1 as a sum of fractions 1/b. i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
d. Solve word problems involving addition and subtraction of ii) Addition and subtraction situations are limited to the dark- or medium-shaded types in Table 2, p.
A [Link].3d fractions referring to the same whole and having like 9 of the OA Progression document; these situations are sampled equally. MP.1, MP.4, MP.5
denominators, e.g., by using visual fraction models and iii) Prompts do not provide visual fraction models; students may at their discretion draw visual
equations to represent the problem. fraction models as a strategy.

Evidence Statements – Grade 4 Mathematics 8

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

Apply and extend previous understandings of multiplication to

multiply a fraction by a whole number.
A [Link].4a a. Understand a fraction a/b as a multiple of 1/b. For example, use i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.5, MP.7
a visual fraction model to represent 5/4 as the product 5 x (1/4),
recording the conclusion by the equation 5/4 = 5 x (1/4).

i) Tasks do not have a context.

Apply and extend previous understandings of multiplication to ii) Prompts do not provide visual fraction models; students may at their discretion draw visual
multiply a fraction by a whole number. fraction models as a strategy.
A [Link].4b-1 MP.5, MP.7
b. Understand a multiple of a/b as a multiple of 1/b. For example, iii) Results may equal fractions greater than 1 (including fractions equal to whole numbers limited to
use a visual fraction model to express 3 x (2/5) as 6 x (1/5). 0 through 5).
iv) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

i) Tasks do not have a context.

Apply and extend previous understandings of multiplication to ii) Prompts do not provide visual fraction models; students may at their discretion draw visual
multiply a fraction by a whole number. fraction models as a strategy.
A [Link].4b-2 b. Use the understanding that a multiple of a/b is a multiple of 1/b iii) Tasks involve expressing a/b as a multiple of a/b as a fraction. MP.5, MP.7
to multiply a fraction by a whole number. For example, use a
visual fraction model to express 3 x (2/5) as 6/5. (In general, n x iv) Results may equal fractions greater than 1 (including fractions equal to whole numbers limited to
(a/b) = (nxa)/b.) 0 through 5).
v) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

i) Prompts do not provide visual fraction models; students may at their discretion draw visual
Apply and extend previous understandings of multiplication to
fraction models as a strategy.
multiply a fraction by a whole number.
ii) Situations are limited to those in which the product is unknown (situations do not include unknown
c. Solve word problems involving multiplication of a fraction by a
factors).
whole number, e.g., by using visual fraction models and
A [Link].4c equations to represent the problem. For example, if each person iii) Situations involve a whole number of fractional quantities—not a fraction of a whole-number MP.1, MP.4, MP.5
at a party will eat 3/8 of a pound of roast beef, and there will be quantity.
5 people at the party, how many pounds of roast beef will be iv) Results may equal fractions greater than 1 (including fractions equal to whole numbers limited to
needed? Between what two whole numbers does your answer 0 through 5).
lie? v) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Evidence Statements – Grade 4 Mathematics 9

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

A [Link].5 Express a fraction with denominator 10 as an equivalent fraction

with denominator 100, and use this technique to add two fractions
i) Tasks do not have a context. MP.7
with respective denominators 10 and 100. For example, express
3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

Use decimal notation for fractions with denominators 10 or 100. For

A [Link].6 example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; i) Measuring to the nearest mm or cm is equivalent to measuring on the number line. MP.7
locate 0.62 on a number line diagram.

Compare two decimals to hundredths by reasoning about their size. i) Tasks have “thin context” or no context.
Recognize that comparisons are valid only when the two decimals
ii) Justifying conclusions is not assessed here.
A [Link].7 refer to the same whole. Record the results of comparisons with the MP.5, MP.7
symbols >, =, or <, and justify the conclusions, e.g., by using a iii) Prompts do not provide visual fraction models; students may at their discretion draw visual
visual model. fraction models as a strategy.

Solve one-step word problems requiring integration of knowledge

A [Link].1 and skills articulated in [Link]. i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.1, MP.4
Content Scope: [Link]

Solve one-step addition word problems.

i) Tasks are one of two kinds: Add To with result unknown, or Put Together with result unknown.
A [Link].2 Content Scope: [Link].5, [Link].6 ii) See Table 2, p. 9 of the OA Progression document; these situations are sampled equally. MP.1

Know relative sizes of measurement units within one system of

units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a
single system of measurement, express measurements in a larger
unit in terms of a smaller unit. Record measurement equivalents in -
B [Link].1 a two- column table. For example, know that 1 ft is 12 times as long MP.5, MP.8
as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for feet and inches listing the number pairs (1, 12),
(2, 24), (3, 36), ...

Evidence Statements – Grade 4 Mathematics 10

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

i) Situations involve whole number measurements and require expressing measurements given in a
Use the four operations to solve word problems involving distances,
larger unit in terms of a smaller unit.
intervals of time, liquid volumes, masses of objects, and money, in
problems that require expressing measurements given in a larger ii) Tasks may present number line diagrams featuring a measurement scale.
B [Link].2-1 MP.4, MP.5
unit in terms of a smaller unit. Represent measurement quantities iii) Tasks may include measuring distances to the nearest cm or mm.
using diagrams such as number line diagrams that feature a iv) Units of mass are limited to grams and kilograms.
measurement scale.

i) Situations involve two measurements given in the same units, one a whole-number measurement
and the other a non-whole-number measurement (given as a fraction).
Use the four operations to solve word problems involving distances,
intervals of time, liquid volumes, masses of objects, and money, in ii) Tasks may present number line diagrams featuring a measurement scale.
B [Link].2-2 problems involving simple fractions. Represent measurement iii) Tasks may include measuring distances to the nearest cm or mm. MP.4, MP.5
quantities using diagrams such as number line diagrams that iv) Units of mass are limited to grams and kilograms.
feature a measurement scale.
v) Tasks will not include division of fractions.

Apply the area and perimeter formulas for rectangles in real world
and mathematical problems. For example, find the width of a -
B [Link].3 rectangular room given the area of the flooring and the length, by MP.2, MP.5
viewing the area formula as a multiplication equation with an
unknown factor.

Make a line plot to display a data set of measurements in fractions i) Tasks may include mixed numbers with stated denominators.
B [Link].4-1 of a unit (1/2, 1/4, 1/8). ii) Fractions equivalent to whole numbers are limited to 0 through 5. MP.5

Solve problems involving addition and subtraction of fractions by

using information presented in line plots. For example, from a line -
B [Link].4-2 MP.4, MP.5
plot find and interpret the difference in length between the longest
and shortest specimens in an insect collection.

Evidence Statements – Grade 4 Mathematics 11

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

Recognize angles as geometric shapes that are formed wherever

two rays share a common endpoint, and understand concepts of
angle measurement.
a. An angle is measured with reference to a circle with its center at
the common endpoint of the rays, by considering the fraction of -
B [Link].5 MP.2
the circular arc between the points where the two rays intersect
the circle. An angle that turns through 1/360 of a circle is called
a "one-degree angle," and can be used to measure angles.
b. An angle that turns through n one-degree angles is said to have
an angle measure of n degrees.

Measure angles in whole-number degrees using a protractor.

B [Link].6 - MP.2, MP.5
Sketch angles of specified measure.

Recognize angle measure as additive. When an angle is

decomposed into non-overlapping parts, the angle measure of the
whole is the sum of the angle measures of the parts. Solve addition
B [Link].7 - MP.1, MP.7
and subtraction problems to find unknown angles on a diagram in
real-world and mathematical problems, e.g., by using an equation
with a symbol for the unknown angle measure.
Draw points, lines, line segments, rays, angles (right, acute,
B 4.G.1 obtuse), and perpendicular and parallel lines. Identify these in two- - MP.5
dimensional figures.

Classify two-dimensional figures based on the presence or absence

of parallel or perpendicular lines, or the presence or absence of i) A trapezoid is defined as “A quadrilateral with at least one pair of parallel sides.”
B 4.G.2 MP.7
angles of a specified size. Recognize right triangles as a category, ii) Tasks may include terminology: equilateral, isosceles, scalene, acute, right, and obtuse.
and identify right triangles.

Recognize a line of symmetry for a two-dimensional figure as a line

across the figure such that the figure can be folded along the line
B 4.G.3 - -
into matching parts. Identify line-symmetric figures and draw lines of
symmetry.
Solve one-step word problems involving multiplying two two-digit i) The given numbers are such as to require a general strategy based on place value and the
A [Link].2 MP.1, MP.7
numbers. properties of operations (e.g., 63 x 44).

Evidence Statements – Grade 4 Mathematics 12

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

ii) Word problems shall include a variety of grade-level appropriate applications and contexts.

i) The given numbers are such as to require a general strategy based on place value and the
Solve one-step word problems involving multiplying a four-digit properties of operations (e.g., 2392 x 8).
A [Link].3 MP.1, MP.7
number by a one-digit number.
ii) Word problems shall include a variety of grade-level appropriate applications and contexts.

i) The given numbers are such as to require a general strategy based on place value and the
Solve one-step word problems involving dividing a four-digit number properties of operations (e.g., 2328 ÷ 8).
A [Link].4 MP.1, MP.7
by a one-digit number. ii) Quotients are whole numbers (i.e., there are no remainders).
iii) Word problems shall include a variety of grade-level appropriate applications and contexts.

Solve multi-step word problems posed with whole numbers and

involving computations best performed by applying conceptual i) Multi-step problems must have at least 3 steps.
A [Link].5 understanding of place value, perhaps involving rounding. ii) Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in MP.1, MP.2, MP.7
the content scope.
Content Scope: [Link].3, [Link]

Solve real-world and mathematical problems about perimeter

involving grade-level addition and subtraction of fractions, such as i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
A [Link].6 finding an unknown side of a rectangle. MP.1, MP.2, MP.5
ii) Tasks must be aligned to both standards listed in the content scope.
Content Scope: [Link].3, [Link].3

i) The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 + 4875,
Solve one-step word problems involving adding or subtracting two 7263 – 4875, 7406 – 4637). The given numbers do not suggest any obvious ad hoc or mental
A [Link].7 strategy (as would be present, for example, in a case such as 6999 + 3501 or 7300 – 6301). -
four-digit numbers.
ii) Word problems shall include a variety of grade-level appropriate applications and contexts.

Evidence Statements – Grade 4 Mathematics 13

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 Grade 4 Evidence Statements
Type I Type II Type III
Sub-Claim

Statement Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate variety
Key Evidence Statement Text Mathematical
in tasks
Practices

i) The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 + 4875 +
Solve addition and subtraction word problems involving three four-
A [Link].8 6901). The given numbers do not suggest any obvious ad hoc or mental strategy (as would be -
digit addends, or two four-digit addends and a four-digit subtrahend.
present, for example, in a case such as 6999 + 3501 - 5000).

Evidence Statements – Grade 4 Mathematics 14

© 2019 CCSSO, LLC

 Sub-Claim

Statement

Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate

Evidence Statement Text Mathematical
Key

variety in tasks
Practices

Sub-claim C (10 of 52 points)

i) Students need not use technical terms such as commutative, associative, distributive, or
property.
Base explanations/reasoning on the properties of operations.
C 4.C.1-1 ii) Tasks do not have a context.
Content Scope: Knowledge and skills articulated in [Link].5 MP.3, MP.6, MP.7
iii) Unneeded parentheses should not be used. For example, use 4 + 3 x 2 rather than
4 + (3 x 2).
i) Students need not use technical terms such as commutative, associative, distributive, or
property.
Base explanations/reasoning on the properties of operations.
C 4.C.1-2 ii) Tasks do not have a context. MP.3, MP.6, MP.7,
Content Scope: Knowledge and skills articulated in [Link].6 MP.8
iii) Unneeded parentheses should not be used. For example, use 4 + 3 x 2 rather than
4 + (3 x 2).
Base explanations/reasoning on the relationship between multiplication
C 4.C.2 and division. i) Tasks do not have a context.
MP.3, MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].6

Reason about the place value system itself.

C 4.C.3 i) Tasks have “thin context”1 or no context.
Content Scope: Knowledge and skills articulated in [Link].A MP.3, MP.6, MP.7

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student
in her response), connecting the diagrams to a written (symbolic) i) Tasks have “thin context” or no context.
C 4.C.4-1
method. ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.3, MP.5, MP.6
Content Scope: Knowledge and skills articulated in [Link].A

Evidence Statements – Grade 4 Mathematics 15

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 Sub-Claim

Statement

Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate

Evidence Statement Text Mathematical
Key

variety in tasks
Practices

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student i) Tasks have “thin context” or no context.
in her response), connecting the diagrams to a written (symbolic) ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.4-2 method. MP.3, MP.5, MP.6
iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0
Content Scope: Knowledge and skills articulated in [Link].3a, through 5.
[Link].3b

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student i) Tasks have “thin context” or no context.
C 4.C.4-3 in her response), connecting the diagrams to a written (symbolic) ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.3, MP.5, MP.6
method. iii) Tasks may include whole numbers. Whole numbers are limited to 0 through 5.
Content Scope: Knowledge and skills articulated in [Link].4a
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the student
i) Tasks have “thin context” or no context. MP.2, MP.3, MP.5,
C 4.C.4-4 in her response), connecting the diagrams to a written (symbolic)
method. ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.6
Content Scope: Knowledge and skills articulated in [Link].4b
Base arithmetic explanations/reasoning on concrete referents such as
diagrams (whether provided in the prompt or constructed by the student
i) Tasks have “thin context” or no context. MP.2, MP.3, MP.5,
C 4.C.4-5 in her response), connecting the diagrams to a written (symbolic)
method. ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. MP.6
Content Scope: Knowledge and skills articulated in [Link].C

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is i) Reasoning in these tasks centers on interpretation of remainders. MP.1, MP.2, MP.3,
C 4.C.5-1
to correct and improve it.) MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].3
Distinguish correct explanation/reasoning from that which is flawed, and
i) Tasks have “thin context” or no context.
– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.5-2 MP.3, MP.6, MP.7
to correct and improve it.) iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0
through 5.
Content Scope: Knowledge and skills articulated in [Link].1

Evidence Statements – Grade 4 Mathematics 16

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 Sub-Claim

Statement

Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate

Evidence Statement Text Mathematical
Key

variety in tasks
Practices

Distinguish correct explanation/reasoning from that which is flawed, and

i) Tasks have “thin context” or no context.
– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.5-3 MP.3, MP.6, MP.7
to correct and improve it.) iii) Tasks may include fractions that equal whole numbers. Whole numbers are limited to 0
through 5.
Content Scope: Knowledge and skills articulated in [Link].2

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For i) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C 4.C.5-4 example, some flawed ‘student’ reasoning is presented and the task is ii) Results may equal fractions greater than 1 (including fractions equal to whole numbers MP.3, MP.5, MP.6
to correct and improve it.) limited to 0 through 5).
Content Scope: Knowledge and skills articulated in [Link].B

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is i) Tasks have “thin context” or no context.
C 4.C.5-5 MP.3, MP.5, MP.6
to correct and improve it.) ii) Tasks are limited to denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Content Scope: Knowledge and skills articulated in [Link].C

Distinguish correct explanation/reasoning from that which is flawed, and

– if there is a flaw in the argument – present corrected reasoning. (For
example, some flawed ‘student’ reasoning is presented and the task is i) Tasks may have scaffolding2, if necessary, in order to yield a degree of difficulty
4.C.5-6 to correct and improve it.)
C appropriate to Grade 4. MP.3, MP.6
Content Scope: Knowledge and skills articulated in [Link].B, [Link],
[Link].C
Present solutions to multi-step problems in the form of valid chains of
reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final i) Tasks may involve interpreting remainders.
MP.1,MP.2, MP.3,
C 4.C.6-1 answer is correct), or identify or describe errors in solutions to multi-step ii) Multi-step problems must have at least 3 steps.
MP.5, MP.6, MP.7
problems and present corrected solutions.
Content Scope: Knowledge and skills articulated in [Link].3

Evidence Statements – Grade 4 Mathematics 17

© 2019 CCSSO, LLC

 Sub-Claim

Statement

Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate

Evidence Statement Text Mathematical
Key

variety in tasks
Practices

Present solutions to multi-step problems in the form of valid chains of

reasoning, using symbols such as equals signs appropriately (for
i) Tasks have “thin context” or no context.
example, rubrics award less than full credit for the presence of
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final ii) Denominators are limited to Grade 3 possibilities (2, 3, 4, 6, 8) so as to keep computational
difficulty lower. MP.2, MP.3, MP.6,
C 4.C.6-2 answer is correct), or identify or describe errors in solutions to multi-step MP.7
problems and present corrected solutions. iii) Multi-step problems must have at least 3 steps.
Content Scope: Knowledge and skills articulated in [Link].3c

Present solutions to multi-step problems in the form of valid chains of

reasoning, using symbols such as equals signs appropriately (for
example, rubrics award less than full credit for the presence of i) Denominators are limited to Grade 3 possibilities (2, 3, 4, 6, 8) so as to keep computational
nonsense statements such as 1 + 4 = 5 + 7 = 12, even if the final difficulty lower.
answer is correct), or identify or describe errors in solutions to multi-step ii) Multi-step problems must have at least 3 steps. MP.2, MP.3, MP.5,
C 4.C.6-3
problems and present corrected solutions. MP.6
Content Scope: Knowledge and skills articulated in
[Link].3d,[Link].4c

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response) i) Fractions equivalent to whole numbers are limited to 0 through 5.
C 4.C.7-1 MP.3, MP.5, MP.6
Content Scope: Knowledge and skills articulated in [Link].1

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response) i) Fractions equivalent to whole numbers are limited to 0 through 5.
C 4.C.7-2 MP.3, MP.5, MP.6
Content Scope: Knowledge and skills articulated in [Link].2

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response)
-
C 4.C.7-3 Content Scope: Knowledge and skills articulated in [Link].3a MP.3, MP.5, MP.6

Evidence Statements – Grade 4 Mathematics 18

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 Sub-Claim

Statement

Relationship to
Evidence

Clarifications, limits, emphases, and other information intended to ensure appropriate

Evidence Statement Text Mathematical
Key

variety in tasks
Practices

Base explanations/reasoning on a number line diagram (whether

provided in the prompt or constructed by the student in her response)
-
C 4.C.7-4 Content Scope: Knowledge and skills articulated in [Link].4a, MP.3, MP.5, MP.6
[Link].4b

Sub-claim D (12 of 52 points)

Solve multi-step contextual word problems with degree of difficulty i) Tasks may have scaffolding.
D 4.D.1 appropriate to Grade 4, requiring application of knowledge and skills MP.4
ii) Multi-step problems must have at least 3 steps.
articulated in Type I, Sub-Claim A Evidence Statements.

i) Tasks may have scaffolding, if necessary, in order to yield a degree of difficulty appropriate
to Grade 4.
ii) Multi-step problems must have at least 3 steps.
iii) Tasks do not require a student to write a single equation with a letter standing for the
Solve multi-step contextual problems with degree of difficulty unknown quantity in a two-step problem, and then solve that equation.
appropriate to Grade 4, requiring application of knowledge and skills iv) Tasks may require students to write an equation as part of their work to find a solution, but
D 4.D.2 articulated in [Link].A, [Link].8, [Link], and/or [Link]. students are not required to use a letter for the unknown. MP.4
v) Addition, subtraction, multiplication and division situations in these problems may involve
any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,
Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common
multiplication and division situations, p. 89; and the OA Progression document.

1
“Thin context” is a sentence or phrase that establishes a concrete referent for the quantity/quantities in the problem, in such a way as to provide meaningful avenues for
mathematical intuition to operate, yet without requiring any sort of further analysis of the context. For example, a task could provide a reason for being given a set of fractional
measurements such as, “The fractions represent lengths of ribbon.”

2
Scaffolding in a task provides the student with an entry point into a pathway for solving a problem. In unscaffolded tasks, the student determines his/her own pathway and
process. Both scaffolded and unscaffolded tasks will be included in reasoning and modeling items.

Evidence Statements – Grade 4 Mathematics 19

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 Evidence Statement Tables
Grade 5 Mathematics

© 2019 CCSSO, LLC

 Evidence Statement Keys
Evidence statements describe the knowledge and skills that an assessment item/task elicits from students. These are derived directly from the
Common Core State Standards for Mathematics (the standards), and they highlight the advances of the standards, especially around their focused
coherent nature. The evidence statement keys for grades 3 through 8 will begin with the grade number. High school evidence statement keys will
begin with “HS” or with the label for a conceptual category.

An Evidence Statement might:

1. Use exact standard language – For example:

• [Link].1 - Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33
= 1/27. This example uses the exact language as standard [Link].1

2. Be derived by focusing on specific parts of a standard – For example: 8.F.5-1 and 8.F.5-2 were derived from splitting standard 8.F.5:

• 8.F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing
or decreasing, linear or nonlinear).
• 8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Together these two evidence statements are standard 8.F.5:

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or 2
decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

3. Be integrative (Int) – Integrative evidence statements allow for the testing of more than one of the standards on a single item/task without going
beyond the standards to create new requirements. An integrative evidence statement might be integrated across all content within a
grade/course, all standards in a high school conceptual category, all standards in a domain, or all standards in a cluster. For example:

• Grade/Course – [Link].21 (Integrated across Grade 4)

• Conceptual Category – [Link].11 (Integrated across the Functions Conceptual Category)
• Domain – [Link].11 (Integrated across the Number and Operations in Base Ten Domain)
• Cluster – [Link].11 (Integrated across the Number and Operations – Fractions Domain, Cluster A )

Evidence Statements – Grade 5 Mathematics 2

© 2019 CCSSO, LLC

4. Focus on mathematical reasoning– A reasoning evidence statement (keyed with C) will state the type of reasoning that an item/task will require
and the content scope from the standard that the item/task will require the student to reason about. For example:

• 3.C.21 -- Base explanations/reasoning on the relationship between addition and subtraction or the relationship between multiplication and
division.
o Content Scope: Knowledge and skills are articulated in [Link].6
• 7.C.6.11 – Construct, autonomously, chains of reasoning that will justify or refute propositions or conjectures.
o Content Scope: Knowledge and skills are articulated in [Link].2

Note: When the focus of the evidence statement is on reasoning, the evidence statement may also require the student to reason about
securely held knowledge from a previous grade.

5. Focus on mathematical modeling – A modeling evidence statement (keyed with D) will state the type of modeling that an item/task will require
and the content scope from the standard that the item/task will require the student to model about. For example:

• 4.D.21 – Solve multi-step contextual problems with degree of difficulty appropriate to Grade 4 requiring application of knowledge and skills
articulated in [Link].A, [Link].8,[Link], and/or [Link].

Note: The example 4.D.2 is of an evidence statement in which an item/task aligned to the evidence statement will require the student to
model on grade level, using securely held knowledge from a previous grade.

• HS.D.51 - Given an equation or system of equations, reason about the number or nature of the solutions.
o Content scope: A-REI.11, involving any of the function types measured in the standards.

1
The numbers at the end of the integrated, modeling and reasoning Evidence Statement keys are added for assessment clarification and tracking purposes. For example, [Link].2
is the second integrated Evidence Statement in Grade 4.

Evidence Statements – Grade 5 Mathematics 3

© 2019 CCSSO, LLC

 Grade 5 Evidence Statements
Listing by Type I, Type II, and Type III
The Evidence Statements for Grade 3 Mathematics are provided starting on the
next page. The list has been organized to indicate whether items designed are aligned to
an Evidence Statement used for Type I items (sub-claims A and B), Type II items
(reasoning/sub-claim C), or Type III items (modeling/sub-claim D).

Evidence Statements are presented in the order shown below and are color coded:

Peach – Evidence Statement is applicable to the Type I items.

Lavender – Evidence Statement is applicable to the Type II items.
Aqua – Evidence Statement is applicable to the Type III items.

Evidence Statements – Grade 5 Mathematics 4

© 2019 CCSSO, LLC
 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key Relationship

Sub-Claim

Clarifications, limits, emphases, and other information intended to to

Evidence Statement Text
Evidence

ensure appropriate variety in tasks Mathematical

Practices

Sub-claim A (20 of 52 points) & Sub-claim B (10 of 52 points)

Use parentheses, brackets, or braces in numerical expressions, and evaluate i) Expressions have depth no greater than two, e.g., 3×[5 + (8 ÷ 2)] is
B [Link].1 MP.7
expressions with these symbols. acceptable but 3×[5 + (8 ÷ {4−2})] is not.

Write simple expressions that record calculations with numbers. For example,
B [Link].2-1 - MP.7
express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7).

Interpret numerical expressions without evaluating them. For example, recognize

B [Link].2-2 that 3 x (18932 + 921) is three times as large as 18932 + 921 without having to - MP.7
calculate the indicated sum or product.

Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from the two patterns, and graph the ordered pairs on a
B [Link].3 coordinate plane. For example, given the rule “Add 3” and the starting number 0, - MP.3, MP.8
and given the rule “Add 6” and the starting number 0, generate terms in the resulting
sequences, and observe that the terms in one sequence are twice the
corresponding terms in the other sequence. Explain informally why this is so.

Recognize that in a multi-digit number, a digit in one place represents 10 times as i) Tasks have “thin context” 2 or no context.
A [Link].1 much as it represents in the place to its right and 1/10 of what it represents in the ii) Tasks involve the decimal point in a substantial way (e.g., by involving a MP.2, MP.7
place to its left. comparison of a tenths digit to a thousandths digit or a tenths digit to a tens
digit).

A [Link].2-2 Use whole-number exponents to denote powers of 10. i) For the explain aspect of [Link].2, see 5.C.3. MP.7

Read, write and compare decimals to the thousandths. i) Tasks have “thin context” or no context.
ii) Tasks assess conceptual understanding, e.g., by including a mixture (both
A [Link].3a a. Read and write decimals to thousandths using base-ten numerals, number MP.7
within and between items) of expanded form, number names, and base ten
names, and expanded form, e.g., 347.392 = 3 x 100 + 4 x 10 + 7 x 1 + 3 x (1/10)
numerals.
+ 9 x (1/100) + 2 x (1/1000).

Evidence Statements – Grade 5 Mathematics 5

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 Grade 5 Evidence Statements
Type I Type II Type III

Relationship
Sub-Claim

Clarifications, limits, emphases, and other information intended to to

Statement
Evidence

Evidence Statement Text

ensure appropriate variety in tasks Mathematical
Practices
Key

i) Tasks have “thin context” or no context.

Read, write and compare decimals to the thousandths. ii) Tasks assess conceptual understanding, e.g., by including a mixture (both
A [Link].3b b. Compare two decimals to thousandths based on meanings of the digits in each within and between items) of expanded form, number names, and base ten MP.7
place, using >, =, and < symbols to record the results of comparisons. numerals.

A [Link].4 Use place value understanding to round decimals to any place. i) Tasks have “thin context” or no context. MP.2

i) Tasks assess accuracy. The given factors are such as to require an

efficient/standard algorithm (e.g., 26 × 4871).
ii) Factors in the task do not suggest any obvious ad hoc or mental strategy (as
A [Link].5 Fluently multiply multi-digit whole numbers using the standard algorithm. would be present for example in a case such as 7250 × 40). -
iii) Tasks do not have a context.
iv) For purposes of assessment, the possibilities are 1-digit x 2-digit, 1-digit x 3-
digit, 2-digit x 3-digit, or 2-digit x 4-digit
v) Tasks are not timed.

Find whole-number quotients of whole numbers with up to four-digit dividends and

two-digit divisors, using strategies based on place value, the properties of i) For the illustrate/explain aspect of [Link].6, see 5.C.1-1, 5.C.2-1, and 5.C.4-3. MP.1, MP.5
A [Link].6
operations, and/or the relationship between multiplication and division. Illustrate and ii) Tasks involve 3- or 4-digit dividends and one- or two-digit divisors.
explain the calculation by using equations, rectangular arrays, and/or area models.

i) Tasks do not have a context.

ii) Only the sum is required. For the explain aspect of [Link].7-1, see 5.C.1-2,
5.C.2-2, and 5.C.4-4.
Add two decimals to hundredths, using concrete models or drawings and strategies
iii) Prompts may include visual models, but prompts must also present the
based on place value, properties of operations, and/or the relationship between
A [Link].7-1 addends as numbers, and the answer sought is a number, not a picture. MP.5
addition and subtraction; relate the strategy to a written method and explain the
iv) Each addend is greater than or equal to 0.01 and less than or equal to 99.99.
reasoning used.
v) 20% of cases involve a whole number—either the sum is a whole number, or
else one of the addends is a whole number presented without a decimal point.
(The addends cannot both be whole numbers.)

Evidence Statements – Grade 5 Mathematics 6

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key
Relationship to
Clarifications, limits, emphases, and other information intended to ensure
Evidence Statement Text
Sub-Claim

Mathematical
Evidence

appropriate variety in tasks

Practices

i) Tasks do not have a context.

ii) Only the difference is required. For the explain aspect of [Link].7-2, see
5.C.1-2, 5.C.2-2, and 5.C.4-4.
iii) Prompts may include visual models, but prompts must also present the
subtrahend and minuend as numbers, and the answer sought is a number, not
Subtract two decimals to hundredths, using concrete models or drawings and
a picture. MP.5, MP. 7
strategies based on place value, properties of operations, and/or the relationship
A [Link].7-2 iv) The subtrahend and minuend are each greater than or equal to 0.01 and less
between addition and subtraction; relate the strategy to a written method and
than or equal to 99.99. Positive differences only. (Every included subtraction
explain the reasoning used.
problem is an unknown-addend problem included in [Link].7-1.)
v) 20% of cases involve a whole number—either the difference is a whole
number, or the subtrahend is a whole number presented without a decimal
point, or the minuend is a whole number presented without a decimal point.
(The subtrahend and minuend cannot both be whole numbers.)

i) Tasks do not have a context.

ii) Only the product is required. For the explain aspect of [Link].7-3, see 5.C.1-2,
5.C.2-2, and 5.C.4-4.
iii) Prompts may include visual models, but prompts must also present the factors
as numbers, and the answer sought is a number, not a picture.
Multiply tenths with tenths or tenths with hundredths, using concrete models or iv) Each factor is greater than or equal to 0.01 and less than or equal to
drawings and strategies based on place value, properties of operations, and/or the [Link] product must not have any non-zero digits beyond the thousandths MP.5, MP.7
A [Link].7-3 place. (For example, 1.67 x 0.34 = 0.5678 is excluded because the product
relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used. has an 8 beyond the thousandths place; cf. [Link].3, and see p. 17 of the
Number and Operations in Base Ten Progression document.)
v) Problems are 2-digit x 2-digit or 1-digit x 3- or 4-digit. (For example, 7.8 x 5.3
or 0.3 x 18.24.)
vi) 20% of cases involve a whole number—either the product is a whole number,
or else one factor is a whole number presented without a decimal point. (The
factors cannot both be whole numbers.)

Evidence Statements – Grade 5 Mathematics 7

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key Relationship to

Clarifications, limits, emphases, and other information intended to ensure
Sub-Claim

Evidence Statement Text Mathematical

Evidence

appropriate variety in tasks

Practices

i) Tasks do not have a context.

ii) Only the quotient is required. For the explain aspect of [Link].7-4, see 5.C.1-2,
5.C.2-2, and 5.C.4-4.
iii) Prompts may include visual models, but prompts must also present the
dividend and divisor as numbers, and the answer sought is a number, not a
picture.
iv) Divisors are of the form XY, X0, X, X.Y, [Link], 0.X, or 0.0X (cf. [Link].6),
Divide in problems involving tenths and/or hundredths, using concrete models or where X and Y represent non-zero digits. Dividends are of the form XY, X0, X,
drawings and strategies based on place value, properties of operations, and/or XYZ.W, XY0.Z, X00.Y, XY.Z, X0.Y, [Link], X.Y, X.0Y, [Link], or 0.0X, where X, MP.5, MP.7
A [Link].7-4
the relationship between addition and subtraction; relate the strategy to a written Y, Z, and W represent non-zero digits.
method and explain the reasoning used.
v) Quotients are either whole numbers or else decimals terminating at the tenths
or hundredths place. (Every included division problem is an unknown-factor
problem included in [Link].7-3.)
vi) 20% of cases involve a whole number—either the quotient is a whole number,
or the dividend is a whole number presented without a decimal point, or the
divisor is a whole number presented without a decimal point. (If the quotient is
a whole number, then neither the divisor nor the dividend can be a whole
number.)

Demonstrate understanding of the place value system by combining or

A [Link].1 - MP.1, MP.7
synthesizing knowledge and skills articulated in [Link].A.

Perform exact or approximate multiplications and/or divisions that are best done
A [Link].1 mentally by applying concepts of place value, rather than by applying multi-digit i) Tasks do not have a context. MP.1, MP.7.
algorithms or written strategies.

i) Tasks have no context.

ii) Tasks ask for the answer or ask for an intermediate step that shows evidence
Add two fractions with unlike denominators, or subtract two fractions with unlike
of using equivalent fractions as a strategy.
denominators, by replacing given fractions with equivalent fractions in such a way
iii) Tasks do not include mixed numbers.
A [Link].1-1 as to produce an equivalent sum or difference of fractions with like denominators. MP.6, MP.7
iv) Tasks may involve fractions greater than 1 (including fractions equal to whole
For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d =
numbers).
(ad+bc)/bd.)
v) Prompts do not provide visual fraction models; students may at their discretion
draw visual fraction models as a strategy.

Evidence Statements – Grade 5 Mathematics 8

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key
Relationship to
Clarifications, limits, emphases, and other information intended to ensure
Evidence Statement Text Mathematical
Sub-Claim

appropriate variety in tasks

Evidence

Practices

i) Tasks have no context.

Add three fractions with no two denominators equal by replacing given fractions ii) Tasks ask for the answer or ask for an intermediate step that shows evidence
with equivalent fractions in such a way as to produce an equivalent sum of of using equivalent fractions as a strategy.
A [Link].1-2 fractions with like denominators. For example, 1/2 + 1/3 + 1/4 = (3/6 + 2/6) + 1/4 = iii) Tasks do not include mixed numbers. MP.6, MP.7
5/6 + 1/4 = 10/12 + 3/12 = 13/12 or alternatively 1/2 + 1/3 + 1/4 = 6/12 + 4/12 + iv) Tasks may involve fractions greater than 1.
3/12 = 13/12.
v) Prompts do not provide visual fraction models; students may at their discretion
draw visual fraction models as a strategy.

i) Tasks have no context.

ii) Tasks ask for the answer or ask for an intermediate step that shows evidence
Compute the result of adding two fractions and subtracting a third, where no two of using equivalent fractions as a strategy.
denominators are equal, by replacing given fractions with equivalent fractions in
A [Link].1-3 iii) Subtraction may be either the first or second operation. The fraction being MP.6, MP.7
such a way as to produce an equivalent sum or difference of fractions with like
denominators. For example, 1/2 + 1/3 – 1/4 or 7/8 – 1/3 + 1/2. subtracted must be less than both the other two.
iv) Prompts do not provide visual fraction models; students may at their discretion
draw visual fraction models as a strategy.

i) Tasks have no context.

Add two mixed numbers with unlike denominators, expressing the result as a
ii) Tasks ask for the answer or ask for an intermediate step that shows evidence
mixed number, by replacing given fractions with equivalent fractions in such a way
A [Link].1-4 of using equivalent fractions as a strategy. MP.6, MP.7
as to produce an equivalent sum with like denominators. For example, 3 1/2 + 2
2/3 = (3 + 2) + (1/2 + 2/3) = 5 + (3/6 + 4/6) = 5 + 7/6 = 5 + 1 + 1/6 = 6 1/6. iii) Prompts do not provide visual fraction models; students may at their discretion
draw visual fraction models as a strategy.

i) Tasks have no context.

Subtract two mixed numbers with unlike denominators, expressing the result as a ii) Tasks ask for the answer or ask for an intermediate step that shows evidence
A [Link].1-5 mixed number, by replacing given fractions with equivalent fractions in such a way of using equivalent fractions as a strategy. MP.6, MP.7
as to produce an equivalent difference with like denominators. iii) Prompts do not provide visual fraction models; students may at their discretion
draw visual fraction models as a strategy.

Evidence Statements – Grade 5 Mathematics 9

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key
Relationship to
Clarifications, limits, emphases, and other information intended to ensure
Evidence Statement Text Mathematical
Sub-Claim

appropriate variety in tasks

Evidence

Practices

i) The situation types are those shown in Table 2, Common multiplication and
Solve word problems involving addition and subtraction of fractions referring to division situations, p. 9 of the OA Progression document, sampled equally.
MP.1, MP.4,
A [Link].2-1 the same whole, in cases of unlike denominators, e.g., by using visual fraction ii) Prompts do not provide visual fraction models; students may at their discretion
MP.5
models or equations to represent the problem. draw visual fraction models as a strategy.
iii) Tasks may involve fractions greater than one, including mixed numbers.

Use benchmark fractions and number sense of fractions to estimate mentally and i) The situation types are those shown in Table 2, Common multiplication and
assess the reasonableness of answers to word problems involving addition and division situations, p. 9 of the OA Progression document, sampled equally.
MP.2, MP.5,
A [Link].2-2 subtraction of fractions referring to the same whole in cases of unlike ii) Prompts do not provide visual fraction models; students may at their discretion
MP.7
denominators. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by draw visual fraction models as a strategy.
observing that 3/7 < 1/2. iii) Tasks may involve fractions greater than one, including mixed numbers.

i) Prompts do not provide visual fraction models; students may at their discretion MP.1, MP.4,
A [Link].1 Solve word problems involving knowledge and skills articulated in [Link].A.
draw visual fraction models as a strategy. MP.5

A [Link].3-1 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). i) Tasks do not have a context. MP.2

Solve word problems involving division of whole numbers leading to answers in

the form of fractions or mixed numbers, e.g., by using visual fraction models or
equations to represent the problem. For example, interpret 3/4 as the result of
dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes i) Prompts do not provide visual fraction models; students may at their discretion
are shared equally among 4 people each person has a share of size 3/4. If 9 draw visual fraction models as a strategy. MP.1, MP.4,
A [Link].3-2
people want to share a 50-pound sack of rice equally by weight, how many ii) Note that one of the italicized examples in standard [Link].3 is a two-prompt MP.5
pounds of rice should each person get? Between what two whole numbers does problem.
your answer lie?

Evidence Statements – Grade 5 Mathematics 10

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key Relationship to

Clarifications, limits, emphases, and other information intended to ensure
Sub-Claim

Evidence Statement Text Mathematical

Evidence

appropriate variety in tasks

Practices

Apply and extend previous understandings of multiplication to multiply a fraction

or whole number by a fraction. i) Tasks require finding a fractional part of a whole number quantity.
a. For a whole number q, interpret the product (a/b) × q as a parts of a partition ii) The result is equal to a whole number in 20% of tasks; these are practice-
A [Link].4a-1 of q into b equal parts; equivalently, as the result of a sequence of forward for MP.7. MP.7
operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × iii) Tasks have “thin context” or no context.
4 = 8/3, and create a story context for this equation. Do the same with (2/3) ×
(4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

Apply and extend previous understandings of multiplication to multiply a fraction

or whole number by a fraction. i) Tasks have “thin context” or no context.
a. For a fraction q, interpret the product (a/b) × q as a parts of a partition ii) Tasks require finding a product of two fractions (neither of the factors equal to
A [Link].4a-2 of q into b equal parts; equivalently, as the result of a sequence of a whole number). MP.7
operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × iii) The result is equal to a whole number in 20% of tasks; these are practice-
4 = 8/3, and create a story context for this equation. Do the same with (2/3) × forward for MP.7.
(4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

Apply and extend previous understandings of multiplication to multiply a fraction i) 50% of the tasks present students with the rectangle dimensions and ask
or whole number by a fraction. MP.2, MP.5
A [Link].4b-1 students to find the area; 50% of the tasks give the factions and the product
b. Multiply fractional side lengths to find areas of rectangles, and represent and ask students to show a rectangle to model the problem.
fraction products as rectangular areas.

Interpret multiplication as scaling (resizing), by:

i) Insofar as possible, tasks are designed to be completed without performing the
a. Comparing the size of a product to the size of one factor on the basis of the indicated multiplication.
A [Link].5a MP.7, MP.8
size of the other factor, without performing the indicated multiplication.
ii) Products involve at least one factor that is a fraction or mixed number.

Evidence Statements – Grade 5 Mathematics 11

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key
Relationship to
Clarifications, limits, emphases, and other information intended to
Evidence Statement Text Mathematical
ensure appropriate variety in tasks
Sub-Claim

Evidence

Practices

i) Tasks do not involve mixed numbers.

ii) Situations include area and comparison/times as much, with product unknown.
Solve real world problems involving multiplication of fractions, e.g., by using visual MP.1, MP.4,
A [Link].6-1 (See Table 2, Common multiplication and division situations, p. 89 of CCSSM.)
fraction models or equations to represent the problem. MP.5
iii) Prompts do not provide visual fraction models; students may at their discretion
draw visual fraction models as a strategy.

i) Tasks present one or both factors in the form of a mixed number.

Solve real world problems involving multiplication of fractions and mixed numbers, ii) Situations include area and comparison/times as much, with product unknown. MP.1, MP.2,
A [Link].6-2
e.g., by using visual fraction models or equations to represent the problem. iii) Prompts do not provide visual fraction models; students may at their discretion MP.5
draw visual fraction models as a strategy.

Apply and extend previous understandings of division to divide unit fractions by

whole numbers and whole numbers by unit fractions.
a. Interpret division of a unit fraction by a non-zero whole number, and compute
A [Link].7a such quotients. For example, create a story context for (1/3) ÷ 4, and use a - MP.5, MP.7
visual fraction model to show the quotient. Use the relationship between
multiplication and division to explain that (1/3) ÷ 4 = 1/12 because
(1/12) × 4 = 1/3.

Apply and extend previous understandings of division to divide unit fractions by

whole numbers and whole numbers by unit fractions.
A [Link].7b b. Interpret division of a whole number by a unit fraction, and compute such - MP.5, MP.7
quotients. For example, create a story context for 4 ÷ (1/5), and use a visual
fraction model to show the quotient. Use the relationship between
multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

Evidence Statements – Grade 5 Mathematics 12

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 Grade 5 Evidence Statements
Type I Type II Type III

Relationship to
Statement Key
i) Clarifications, limits, emphases, and other information intended to
Evidence Statement Text Mathematical
ensure appropriate variety in tasks
Sub-Claim

Practices
Evidence

Apply and extend previous understandings of division to divide unit fractions by

whole numbers and whole numbers by unit fractions. i) Tasks involve equal group (partition) situations with part size unknown and
c. Solve real world problems involving division of unit fractions by non-zero whole number of parts unknown. (See Table 2, Common multiplication and division
situations, CCSSM p. 89.) MP.2, MP.5,
A [Link].7c numbers and division of whole numbers by unit fractions, e.g., by using visual MP.7
fraction models and equations to represent the problem. For example, how ii) Prompts do not provide visual fraction models; students may at their discretion
much chocolate will each person get if 3 people share 1/2 lb of chocolate draw visual fraction models as a strategy.
equally? How many 1/3-cup servings are in 2 cups of raisins?

Convert among different-sized standard measurement units within a given

B [Link].1-1 - MP.5, MP.6
measurement system (e.g., convert 5 cm to 0.05 m).

Solve multi-step, real world problems requiring conversion among different-sized

B [Link].1-2 i) Multi-step problems must have at least 3 steps. MP.1, MP.6
standard measurement units within a given measurement system.

Use operations on fractions for this grade (knowledge and skills articulated in
[Link]) to solve problems involving information in line plots. For example, given
i) Tasks requiring students to produce a line plot should only involve fractions
B [Link].2-2 different measurements of liquid in identical beakers, find the amount of liquid MP.5
1/2, 1/4, or 1/8.
each beaker would contain if the total amount in all the beakers were redistributed
equally.

Recognize volume as an attribute of solid figures and understand concepts of

volume measurement.
A [Link].3 a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic i) Measures may include those in whole cubic cm or cubic in. MP.7
unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes
is said to have a volume of n cubic units.

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and i) Tasks assess conceptual understanding of volume (see [Link].3) as applied to
A [Link].4 MP.7
improvised units. a specific situation—not applying a volume formula.

Evidence Statements – Grade 5 Mathematics 13

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 Grade 5 Evidence Statements
Type I Type II Type III

Relationship to
i) Clarifications, limits, emphases, and other information intended to
Statement Key

Evidence Statement Text Mathematical

ensure appropriate variety in tasks
Practices
Sub-Claim

Evidence

Relate volume to the operations of multiplication and addition and solve real world i) Tasks are with and without contexts.
and mathematical problems involving volume. ii) 50% of tasks involve use of V = l × w × h and 50% of tasks involve use of
A [Link].5b b. Apply the formulas V = l × w × h and V = B × h for rectangular prisms to find V = B × h. MP5, MP.7
volumes of right rectangular prisms with whole-number edge lengths in the iii) Tasks may require students to measure to find edge lengths to the nearest cm,
context of solving real world and mathematical problems. mm or in.

Relate the operations of multiplication and addition and solve real world and
mathematical problems involving volume.
i) Tasks require students to solve a contextual problem by applying the indicated
A [Link].5c c. Recognize volume as additive. Find volumes of solid figures composed of two MP.2, MP.5
concepts and skills.
non-overlapping right rectangular prisms by adding the volumes of the non-
overlapping parts, applying this technique to solve real world problems.
Use a pair of perpendicular number lines, called axes, to define a coordinate
system, with the intersection of the lines (the origin) arranged to coincide with the i) Tasks assess student understanding of the coordinate plane as a
0 on each line and a given point in the plane located by using an ordered pair of representation scheme, with essential features as articulated in standard
numbers, called its coordinates. Understand that the first number indicates how 5.G.1.
B 5.G.1 MP.2, MP.5
far to travel from the origin in the direction of one axis, and the second number ii) It is appropriate for tasks involving only plotting of points to be aligned to this
indicates how far to travel in the direction of the second axis, with the convention evidence statement.
that the names of the two axes and the coordinates correspond (e.g., x-axis iii) Coordinates must be whole numbers only.
and x-coordinate, y-axis and y-coordinate).

Represent real world and mathematical problems by graphing points in the first
B 5.G.2 quadrant of the coordinate plane, and interpret coordinate values of points in the - MP.1, MP.5
context of the situation.

Understand that attributes belonging to a category of two-dimensional figures also

i) A trapezoid is defined as “A quadrilateral with at least one pair of parallel
B 5.G.3 belong to all subcategories of that category. For example, all rectangles have four MP.5, MP.7
sides.”
right angles and squares are rectangles, so all squares have four right angles.

i) A trapezoid is defined as “A quadrilateral with at least one pair of parallel

B 5.G.4 Classify two-dimensional figures in a hierarchy based on properties. MP.5, MP.7
sides.”

Evidence Statements – Grade 5 Mathematics 14

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 Grade 5 Evidence Statements
Type I Type II Type III

Relationship to
iv) Clarifications, limits, emphases, and other information intended to
Statement Key

Evidence Statement Text Mathematical

ensure appropriate variety in tasks
Practices
Sub-Claim

Evidence

i) The given factors are such as to require an efficient/standard algorithm (e.g.,

726 × 4871). Factors in the task do not suggest any obvious ad hoc or mental
strategy (as would be present for example in a case such as 7250 × 400).
A [Link].1 Solve one-step word problems involving multiplying multi-digit whole numbers. ii) For purposes of assessment, the possibilities for multiplication are 1-digit x 2- MP.1, MP.7
digit, 1-digit x 3-digit, 2-digit x 3-digit, 2-digit x 4-digit, or 3-digit x 3-digit.
iii) Word problems shall include a variety of grade-level appropriate applications
and contexts.
i) The given factors are such as to require an efficient/standard algorithm (e.g.,
76 × 48 × 39). Factors in the task do not suggest any obvious ad hoc or
mental strategy (as would be present for example in a case such as
A [Link].2 Solve word problems involving multiplication of three two-digit numbers. MP 1, MP 7
50 × 20 × 15).
ii) Word problems shall include a variety of grade-level appropriate applications
and contexts.

Evidence Statements – Grade 5 Mathematics 15

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement
Sub-Claim

Evidence
Relationship to
Clarifications, limits, emphases, and other information intended to
Key Evidence Statement Text Mathematical
ensure appropriate variety in tasks
Practices

Sub-claim C (10 of 52 points)

Base explanations/reasoning on place value and/or understanding of

operations. MP.3, MP.5,
C 5.C.1-1
i) Tasks do not have a context. MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].6

i) Tasks do not have a context.

Base explanations/reasoning on the properties of operations. ii) Students need not use technical terms such as commutative, associative,
MP.3, MP.6,
C 5.C.1-2 distributive, or property.
Content Scope: Knowledge and skills articulated in [Link].7 MP.7, MP.8
iii) Unneeded parentheses should not be used. For example, use 4 + 3 x 2 rather
than 4 + (3 x 2).

Base explanations/reasoning on the properties of operations. i) Students need not use technical terms such as commutative, associative, MP.2, MP.3,
C 5.C.1-3
Content Scope: Knowledge and skills articulated in [Link].5a distributive, or property. MP.6, MP.7

Base explanations/reasoning on the relationship between multiplication and

division. MP.3, MP.5,
C 5.C.2-1
- MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].6

Base explanations/reasoning on the relationship between addition and

C 5.C.2-2 subtraction or the relationship between multiplication and division. - MP.3, MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].7

Base explanations/reasoning on the relationship between multiplication and

division. MP.2, MP.3,
C 5.C.2-3 -
MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].3, [Link].4a

Base explanations/reasoning on the relationship between multiplication and

division. MP.3, MP.5,
C 5.C.2-4 -
MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].7

Evidence Statements – Grade 5 Mathematics 16

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 Grade 5 Evidence Statements
Type I Type II Type III

Relationship to
Sub-Claim

Clarifications, limits, emphases, and other information intended to

Statement
Evidence

Evidence Statement Text Mathematical

ensure appropriate variety in tasks
Practices
Key

i) Tasks do not involve reasoning about place value in service of some other
Reason about the place value system itself. goal (e.g., to multiply multi-digit numbers). Rather, tasks involve reasoning
C 5.C.3 MP.3, MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].A directly about the place value system, in ways consistent with the indicated
content scope.

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student in her
C 5.C.4-1 response), connecting the diagrams to a written (symbolic) method. - MP.3, MP.5, MP.6

Content Scope: Knowledge and skills articulated in [Link].2

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student in her MP.2, MP.3,
C 5.C.4-2 response), connecting the diagrams to a written (symbolic) method. -
MP.5, MP.6
Content Scope: Knowledge and skills articulated in [Link].4b

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student in her
C 5.C.4-3 response), connecting the diagrams to a written (symbolic) method. - MP.3, MP.5, MP.6

Content Scope: Knowledge and skills articulated in [Link].6

Base arithmetic explanations/reasoning on concrete referents such as

diagrams (whether provided in the prompt or constructed by the student in her
C 5.C.4-4 response), connecting the diagrams to a written (symbolic) method. - MP.3, MP.5, MP.6

Content Scope: Knowledge and skills articulated in [Link].7

Base explanations/reasoning on a number line diagram (whether provided in

the prompt or constructed by the student in her response). MP.2, MP.3,
C 5.C.5-1 -
MP.5, MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].2

Base explanations/reasoning on a number line diagram (whether provided in

C 5.C.5-2 the prompt or constructed by the student in her response). - MP.3, MP 6, MP.7
Content Scope: Knowledge and skills articulated in [Link].4a

Evidence Statements – Grade 5 Mathematics 17

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key Relationship to

Sub-Claim

Clarifications, limits, emphases, and other information intended to

Evidence Statement Text Mathematical
Evidence

ensure appropriate variety in tasks

Practices

Base explanations/reasoning on a number line diagram (whether provided in

the prompt or constructed by the student in her response). MP.3, MP.5,
C 5.C.5-3 -
MP.6, MP.7
Content Scope: Knowledge and skills articulated in [Link].7a, [Link].7b

Base explanations/reasoning on concrete referents such as diagrams

(whether provided in the prompt or constructed by the student in her
C 5.C.6 response). - MP.3, MP.5, MP.6

Content Scope: Knowledge and skills articulated in [Link].C

Distinguish correct explanation/reasoning from that which is flawed, and – if

there is a flaw in the argument – present corrected reasoning. (For example,
some flawed ‘student’ reasoning is presented and the task is to correct and MP.3, MP.6,
C 5.C.7-1 -
improve it.) MP.7, MP.8

Content Scope: Knowledge and skills articulated in [Link].5b

Distinguish correct explanation/reasoning from that which is flawed, and – if

there is a flaw in the argument – present corrected reasoning. (For example,
some flawed ‘student’ reasoning is presented and the task is to correct and MP.3, MP.6,
C 5.C.7-2 -
improve it.) MP.7

Content Scope: Knowledge and skills articulated in [Link].2

Distinguish correct explanation/reasoning from that which is flawed, and – if

there is a flaw in the argument – present corrected reasoning. (For example,
C 5.C.7-3 some flawed ‘student’ reasoning is presented and the task is to correct and - MP.3, MP.6
improve it.)
Content Scope: Knowledge and skills articulated in [Link].1

Evidence Statements – Grade 5 Mathematics 18

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 Grade 5 Evidence Statements
Type I Type II Type III

Relationship to
Sub-Claim

Clarifications, limits, emphases, and other information intended to

Statement
Evidence

Evidence Statement Text Mathematical

ensure appropriate variety in tasks
Practices
Key

Distinguish correct explanation/reasoning from that which is flawed, and – if

there is a flaw in the argument – present corrected reasoning. (For example,
some flawed ‘student’ reasoning is presented and the task is to correct and i) Tasks may have scaffolding 1, if necessary, in order to yield a degree of
C 5.C.7-4 improve it.) MP.3, MP.6
difficulty appropriate to Grade 5.
Content Scope: Knowledge and skills articulated in [Link], [Link].A,
[Link].B
Present solutions to multi-step problems in the form of valid chains of
reasoning, using symbols such as equals signs appropriately (for example,
rubrics award less than full credit for the presence of nonsense statements
C 5.C.8-2 such as 1 + 4 = 5 + 7 = 12, even if the final answer is correct), or identify or i) Multi-step problems must have at least 3 steps. MP.3, MP.5, MP.6
describe errors in solutions to multi-step problems and present corrected
solutions.
Content Scope: Knowledge and skills articulated in [Link].5c

Evidence Statements – Grade 5 Mathematics 19

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 Grade 5 Evidence Statements
Type I Type II Type III

Statement Key Relationship to

Sub-Claim

Clarifications, limits, emphases, and other information intended to

Evidence Statement Text Mathematical
Evidence

ensure appropriate variety in tasks

Practices

Sub-claim D (12 of 52 points)

i) Tasks may have scaffolding.

Solve multi-step contextual word problems with degree of difficulty
ii) Multi-step problems must have at least 3 steps.
D 5.D.1 appropriate to Grade 5, requiring application of knowledge and skills MP.4
articulated in Type I, Sub-Claim A Evidence Statements. iii) For purposes of assessment, the possibilities for multiplication are 1-digit x 2-
digit, 1-digit x 3-digit, 2-digit x 3-digit, 2-digit x 4-digit, or 3-digit x 3-digit.

Solve multi-step contextual problems with degree of difficulty appropriate to i) Tasks may have scaffolding, if necessary, in order to yield a degree of
D 5.D.2 Grade 5, requiring application of knowledge and skills articulated in [Link], difficulty appropriate to Grade 5. MP.4
[Link], [Link], [Link] ii) Multi-step problems must have at least 3 steps.

1 Scaffolding in a task provides the student with an entry point into a pathway for solving a problem. In unscaffolded tasks, the student determines his/her own

pathway and process. Both scaffolded and unscaffolded tasks will be included in reasoning and modeling items.

2 “Thin context” is a sentence or phrase that establishes a concrete referent for the quantity/quantities in the problem, in such a way as to provide meaningful avenues
for mathematical intuition to operate, yet without requiring any sort of further analysis of the context. For example, a task could provide a reason for being given a set
of fractional measurements such as, “The fractions represent lengths of ribbon.”

Evidence Statements – Grade 5 Mathematics 20

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