MSDE has released a draft version of the Reasoning Evidence Statements and Clarifications. Please note that all content may be used as the content focus for these reasoning sub claims.
Examples of Reasoning Evidence Statements from MSDE
Note: The examples provided are only ONE way an item maybe written for each evidence statement. Reference the MCAP Evidence Statements for the appropriate grade for more information.
R.1 (1 point machine scored)
How did a student use the number line to find the sum of 269?
Select the expression that shows how the student found the sum.
a. 10 +10+10+10+10
b. 10+ 10+ 10+10 +1
c. 4 +10+10+10+1
d. 1+10+10+10+ 4
R.1 (3 point CR Item) (Note this is a PARCC release item)
R.2 (1 point machine scored) Students will be asked to identify the error OR identify how to correct the error.
What number does 11 tens, 8 ones and 2 hundreds make?
Margo said the value is 1182
Margo made an error in her thinking.
What is the correct value? Write the correct value in the answer box.
R.2 ( 3 point CR Item)
What number does 11 tens, 8 ones and 2 hundreds make?
Margo said the value is 1182.
What error did Margo make in her reasoning?
How would you correct the error that Margo made?
Enter your answer, your work, and/or your explanation in the space provided. You may use the drawing tool to help explain and/or support your answer."
R.3 (1 point machine scored)
Cindy says that 4/5 > 8/10 because 4/5 is 1 piece away from being a whole and 8/10 is 2 pieces away from being a whole. Is she correct?
R.3 (3-point CR Item)
Your teacher gives you this problem to solve.
What happens to the sum in an addition problem if each addend is multiplied by two?
Enter your answer, your work, and/or your explanation in the space provided. You may use the drawing tool to add a drawing to help explain and/or support.
R.4 (1 point machine scored)
Which strategies will help you find 8 x 7?
a) Double the 8 and add 7
b) Half the 8 and think 4 x 7 = 28 and 28 + 28= 56
c) Think 2 x 7 and 2 x 7 and 2 x 7 and 2 x 7
d) Think 10 x 7 subtract 2
e) Make tens – think 10 x 10
R.4 (3-point CR Item)
In a third grade class, the teacher asks two students to name a fraction.
Jeffrey says 5/8
Tracy says 3/4
The teacher asks, “How are 5/8 and 3/4 alike and how are they different?”
Explain how the two fractions are alike and how they are different.
Enter your answer, your work, and/or your explanation in the space provided. You may use the drawing tool to add a drawing to help explain and/or support
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