Lesson 9: Selected-Response—Menu Items Page 1 © 2014 Standards Solution, LLC. All Rights Reserved.

Rationale There are a variety of mathematical models, methods and strategies that students can

employ to respond to mathematical items. Many students employ a combination of strategies. During this lesson, students will share and employ strategies, and begin considering how they can most efficiently respond to assessment questions.

Students need to explore using different strategies for each style of item they will encounter on the PARCC. Students need to practice selected-response problems in which students are provided with a menu of items to select from to complete a response.

Goals To provide the opportunity to complete selected-response items with response menus.

Students will identify which strategies are the most efficient. To complete a pencil/paper version of technology enhanced items.

Content Standard 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with

denominator 100, and use this technique to add two fractions with respective denominators 10 and100. For example, express 3/10 as 30/100,and add 3/10 + 4/100 = 34/100.

4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Objectives Students will match the equivalent decimal and fraction Base-Ten expressions, assessed

through selected-response items with menu lists and drop down menus. Students will be exposed to items that reflect the content of CCSS and the format of

PARCC. Students will reflect upon the approaches, items and strategies that are the most and least

difficult for him or her personally.

PARCC Grade 4 Mathematics Lesson 9: Selected-Response Strategies

Menu Items

Lesson 9: Selected-Response—Menu Items Page 2 © 2014 Standards Solution, LLC. All Rights Reserved.

Materials Equivalent Decimal/Fraction Base-Ten Expressions Board-Section1 and Section 2

(laminated or placed in sheet protector/communicator) one per student Corresponding Menu Choice Cards for each Board 1 (one set for each student)

Dry Erase Markers/eraser Scratch paper and pencil

Check for Understanding- 4 problems

Procedure Form student pairs or small groups.

Distribute Equivalent Decimal/Fraction Base-Ten Expressions Board and corresponding menu choice cards to each student.

The student pairs should reason and justify the equivalent expressions.

Teacher & Teachers’ Aide Observations During the Group Work Be sure to circulate the classroom and monitor students while the students are working. Try to observe the following and note the information:

Are students sharing their reasoning and strategies, working together?

Are students using the scratch paper as solution strategies? Which expression was the most challenging? The least challenging?

Are students using math vocabulary in their discussion?

Check for Understanding Have students reflect upon this experience by generating a class discussion of responses

and strategies used. Students independently complete the 4 items. These items can serve as a formative

assessment.

Follow up Selected-response is a solution style that needs to be reinforced throughout the year

across the domains. Technology Enhanced PARCC Items

Selected-response style items will appear on the PARCC assessments. In some selected- response questions, a menu of items will appear as a drop down menu. Selections from the menu will complete the response. On the computer, the drop down menu will expand and show all the selections when the down arrow is clicked. In each drop down menu, a response is selected by clicking on the item. It is important to notice all the symbols

Lesson 9: Selected-Response—Menu Items Page 3 © 2014 Standards Solution, LLC. All Rights Reserved.

outside of the drop down menus that are part of the response. In the example below, the equal sign and the number 72 are outside the menus.

Here is an example:

www.parcconline.org

Suggested Strategy: Students must use scratch paper and other tools (calculators, measuring tools) to solve the problems. On the scratch paper, the student can format the response, using a blank line in place of each drop down menu. For example, to format the above PARCC item, the student could write: “ _____ ___ _____ = 72” After completing the response on scratch paper, the student is ready to select from the drop down menus and complete the response on the computer. Remember: The computer allows the student to record their answer. It is not possible to “work out” the answer on the computer screen.

There is another selected-response style item on the PARCC assessment where the menu appears as list. Here is an example: Notice in this example, a menu list of fractions is given to complete the response. It is possible for menu selections in this style item to be used more than once (that is not the case with the drop down menu-one selection in each drop down menu is used). Also, it is possible that some items in the menu will not be used at all (not the case in the drop down menu style).

View before activating the arrows.

Lesson 9: Selected-Response—Menu Items Page 4 © 2014 Standards Solution, LLC. All Rights Reserved.

www.parcc.pearson.com

It will benefit the students to practice on the computer any technology enhanced items that are released. The students need to be able to read the directions carefully and engage the technology to complete the response. Following the directions for each problem is very important.

Simulating the selected-response menu items with paper/pencil practice allows the students to develop strategies for responding. Since the student cannot “click” the selection on paper, circling the chosen response with pencil is used.

Lesson 9: Selected-Response—Menu Items Page 5 © 2014 Standards Solution, LLC. All Rights Reserved.

Equivalent Expression Menu Cards

𝟑𝟏𝟎𝟎

𝟑𝟏𝟎

𝟔𝟎𝟏𝟎𝟎

𝟔𝟑𝟏𝟎𝟎

0.3

0.36

0.6

0.06

3.06

0.306

"

Lesson 9: Selected-Response—Menu Items Page 6 © 2014 Standards Solution, LLC. All Rights Reserved.

Equivalent Decimal/Fraction Base-Ten Expressions Section 1-Menu List Directions: Complete the equivalent decimal/fraction expressions, using the items provided in the menu list (cards)

𝟑𝟔𝟏𝟎𝟎

=

𝟔𝟏𝟎𝟎

=

0.63 =

0.03 =

𝟔𝟏𝟎

= =

𝟑𝟎𝟏𝟎𝟎

= =

Lesson 9: Selected-Response—Menu Items Page 7 © 2014 Standards Solution, LLC. All Rights Reserved.

Section 2-Drop-Down Menu Directions: Select the expressions in the drop down menus to complete the expanded equivalent decimal/fraction expressions. Circle the selections. 1.

0.56 = +

2. 0.21= +

3.

0.49 = +

4.

0.35 = +

Choose 510

610

5100

6100

Choose 510

610

5100

6100

Choose 210

110

2100

1100

Choose 210

110

2100

1100

Choose 410

910

4100

9100

Choose 410

910

4100

9100

Choose 310

510

3100

5100

Choose 310

510

3100

5100

Lesson 9: Selected-Response—Menu Items Page 8 © 2014 Standards Solution, LLC. All Rights Reserved.

Name__________________________________ Date____________

Check For Understanding-Equivalent Decimal Fraction Base-Ten Expressions

Directions: Select from the menu of expressions. Write the expression in the box. 𝟗𝟐𝟏𝟎𝟎  

=

𝟐𝟏𝟎

=

0.9 =

0.02 =

0.58 = +

0.27 = +

!!""

0.2 !!""

!!

0.92 !!"

Choose 510

810

5100

8100

Choose 510

810

5100

8100

Choose 210

710

2100

7100

Choose 210

710

2100

7100