Mathematics
Math News Fall 2019
Greetings! There are several new resources available on this site! The Item Specifications (located below in the Essential Resources tab) have some minor edits and updated. Coming Soon in the Additional Resources tab are the additional Item Specifications Sample Stems written by Missouri teachers last year. In the Professional Learning tab are the details, dates and locations for this year’s Item Writing Project work.
Please check back soon! We will be loading several released Performance Event Items with sample student work!
 Essential Resources
 Additional Resources
 Presentations
 Professional Learning
 Organizations
 Additional Sample Items
Essential Resources
Mathematics Item Specifications
In 2014 Missouri legislators passed House Bill 1490, mandating the development of the Missouri Learning Expectations. In April of 2016, these Missouri Learning Expectations were adopted by the State Board of Education. Groups of Missouri educators from across the state collaborated to create the documents necessary to support the implementation of these expectations.
One of the documents developed is the item specification document, which includes all Missouri grade level/course expectations arranged by domains/strands. It defines what could be measured on a variety of assessments. The document serves as the foundation of the assessment development process.
Although teachers may use this document to provide clarity to the expectations, these specifications are intended for summative, benchmark, and large‐scale assessment purposes.
Components of the item specifications include:
 Expectation Unwrapped breaks down a list of clearly delineated content and skills the students are expected to know and be able to do upon mastery of the Expectation.
 Depth of Knowledge (DOK) Ceiling indicates the highest level of cognitive complexity that would typically be assessed on a large scale assessment. The DOK ceiling is not intended to limit the complexity one might reach in classroom instruction.
 Item Format indicates the types of items used in large scale assessment. For each expectation, the item format specifies the type best suited for that particular expectation.
 Content Limits/Assessment Boundaries are parameters that item writers should consider when developing a large scale assessment. For example, some expectations should not be assessed on a large scale assessment but are better suited for local assessment.
 Sample stems are examples that address the specific elements of each expectation and address varying DOK levels. The sample stems provided in this document are in no way intended to limit the depth and breadth of possible item stems. The expectation should be assessed in a variety of ways.
 Calculator Designation indicates whether a calculator will be available for test questions written to a particular expectations on the largescale assessment.
Kindergarten Grade 6 Grade 1 Grade 7 Grade 2 Grade 8 Grade 3 Algebra I Grade 4 Algebra II Grade 5 Geometry
Expanded Version of the Mathematics Grade and CourseLevel Expectations
The following documents, linked below, were created by Missouri educators to provide classroom teachers a more descriptive version of the mathematics Grade and CourseLevel Expectations (GLEs and CLEs). Much of this work came from the committees that developed the new expectations; however, many other educators have read and contributed to them. Please remember, these are curriculum development documents and are not designed as an assessment resource. Additionally, the examples and lists provided are not exhaustive and are not meant to place limits on the work being done in Missouri classrooms or on assessment development.
While all efforts were made by the committees to provide a clear expectation of student learning, at times it may be difficult to ascertain exactly what the committee intended. These documents will alleviate some of the questions that inevitably arise when new expectations are released.
In the example below, which illustrates how the documents are organized, the lefthand side lists the official GLE or CLE in order. The righthand side is the expanded expectation.
MLS Code 
Actual Expectation Wording 
Expanded Expectation 

5.NF.A.3 
Compare and order fractions and/or decimals to the thousandths place using the symbols >, = or <, and justify the solution. 
The expectation for the student is to compare and order fractions, or decimal numbers to the thousandths place, by reasoning about their size. Record the results of comparisons with symbols >, = or <, and justify the conclusions. (e.g., by using benchmarks, number lines, manipulatives or drawings) 
The reader will find instances where both the original and expanded versions are the same. In these cases it was determined the expectation was clear and any additional description could be detrimental or limiting to the original intent of the committee.
These are working documents and the authors encourage the readers to develop their own examples and lists to bring these mathematics expectations to life in their classrooms. Also note that these curriculum development documents may be updated in the future to include more detail or clarification of the intended student learning.
GRADELEVEL EXPECTATIONS

COURSELEVEL EXPECTATIONS 
Performance Level Descriptors (PLD)
MAP GRADELEVEL PLDs 
ENDOFCOURSE PLDs 
Additional Resources
MLSMath Resources
Math Revised Standards:
 Mathematics  K5: K5 PDF  K5 Word
 Mathematics  612: 612 PDF  612 Word
 Mathematics  K12: K12 Excel
Presentations
Updates on the Implementation of the Mathematics Missouri Learning Standards
Summer 2017 Professional Learning Series Presentations
 Mathematics Summer Professional Learning Series K5
Professional Learning
Math Content Meetings for 20192020 will be on September 24, November 12, and January 14 in Jefferson City. Please contact Chip Sharp at chip.sharp@dese.mo.gov for more details
Mathematics Item Writing Project – Year 2
Use rich quality items to prepare students for the state assessment! In this daylong session, participants will model a process to use rich items in your classroom to improve student learning. The use of rich activities provides great opportunities to support student growth and understanding over multiple expectations. Participants will also use student work to discuss grading structures similar to our state assessments. Lunch will be provided.
This session will support all grade levels, with break out groups targeting grade level and grade bands. While we are building on the discussions from year 1, all teachers are welcome to join this workshop regardless of having attended the earlier session.
Enhanced Learning Maps (ELM)
Take advantage of a free professional development opportunity! The Missouri Department of Elementary and Secondary Education is recruiting interested teachers to participate in the Enhanced Learning Maps (ELM) project, an innovative program aimed at developing and implementing researchbased instructional resources for English language arts and mathematics taught in grades 28. For more information, call the Office of College and Career Readiness/Curriculum and Assessment at 5737513545 or click this link: https://bit.ly/2q6Jy47
Interface 2020:
 Interface A (Grades K6): February 2022, 2020
 Interface B (Grades 612): February 2325, 2020
 Contact Chip Sharp
National Council of Teachers of Mathematics
Professional Mathematics Organizations
It is vital for Missouri mathematics educators to be active lifelong learners in the field of improving mathematics instruction. Two characteristics of being a lifelong learner are an active engagement in professional organizations and networking with other professionals in your field. The following organizations, listed below, are available to support mathematics educators. Please consider becoming an active member in one or more of these groups. If you have questions please visit their websites or contact the individual listed for each group.
National Mathematics Organizations
National Council of Teachers of Mathematics (NCTM)
 Website: http://www.nctm.org/
National Council of Supervisors of Mathematics (NCSM)
 Membership: http://www.mathedleadership.org/join/join.html
 Missouri Team Leader: Marilyn Cannon marilyn.cannon@raytownschools.org
StateWide Mathematics Organizations
Missouri Council of Teachers of Mathematics (MCTM)
 Website: https://www.moctm.org/
 Contact: Cindy Bryant, mo.mathgal@mchsi.com
Missouri Council of Supervisors of Mathematics (MoCSM)
 Contact: Angela Dorsey, angela.dorsey@sjsd.k12.mo.us
American Regions Mathematics League (ARML)
 Website: http://associations.missouristate.edu/moarml/default.htm
 Contact: Sonya Land, sonya@mathisfun.org
Missouri Mathematics Association for the Advancement of Teacher Training (MAT)2
 Website: https://sites.google.com/site/missourimatsquared/
 Contact: Ann McCoy, mccoy@ucmo.edu
Regional Mathematics Organizations
Central Missouri Mathematics Educators (CM2E)
 Website: http://www.ucmo.edu/mathcs/undergrad/mathed/educators.cfm
 Contact: Ann McCoy, mccoy@ucmo.edu
Kansas City Area Teachers of Mathematics (KCATM)
 Website: www.kcatm.net/
 Contact: Rita Barger, bargerr@umkc.edu
Mathematics Educators of Greater St. Louis (MEGSL)
 Website: http://www.megsl.org/
 Contact: Patrick Mooney, pmooney@pkwy.k12.mo.us
Mathematics Educators of South Central Missouri (MESCM)
 Contact: Jerry Trick, jerrytrick@missouristate.edu
Southwest Missouri District Association of Mathematics Teachers (SWMDAMT)
 Website: http://associations.missouristate.edu/swmdamt/default.htm
 Contact: Jesse Hiett, jehiett@spsmail.org
Additional Sample Items
Grade 1

Number Sense and Operations in Base Ten

Number Sense and Operations

Relationships and Algebraic Thinking
Grade 3

Data and Statistics

Geometry and Measurement
 3.GM.A.2 Example 1
 3.GM.A.3 Example 1
 3.GM.B.4 Example 1
 3.GM.B.4 Example 2
 3.GM.B.5 Example 1
 3.GM.B.6 Example 1
 3.GM.B.6 Example 2
 3.GM.B.8 Example 1
 3.GM.C.9 Example 1
 3.GM.C.10 Example 1
 3.GM.C.11 Example 1
 3.GM.C.11 Example 2
 3.GM.C.12 Examples 1, 2, and 3
 3.GM.C.12 Example 4
 3.GM.C.13 Examples 1 and 2
 3.GM.C.14 Example 1

Number Sense and Operations in Fractions

Relationships and Algebraic Thinking
Grade 4

Data and Statistics

Geometry and Measurement

Number Sense and Operations in Base Ten

Number Sense and Operations in Fractions
 4.NF.A.1 Example 1
 4.NF.A.1 Example 2
 4.NF.A.1 Example 3
 4.NF.A.1 Examples 4 and 5
 4.NF.A.1 Example 6
 4.NF.A.1 Examples 7 and 8
 4.NF.A.2 Example 1
 4.NF.A.2 Example 2
 4.NF.A.2 Examples 3 and 4
 4.NF.A.2 Example 5
 4.NF.A.2 Example 6
 4.NF.A.3 Example 1
 4.NF.A.3 Example 2
 4.NF.B.5 Example 1
 4.NF.B.5 Example 2
 4.NF.B.6 Example 1
 4.NF.B.6 Example 2
 4.NF.B.7 Examples 1 and 2
 4.NF.B.8 Example 1
 4.NF.C.9 Example 1
 4.NF.C.9 Example 2
 4.NF.C.10 Example 1
 4.NF.C.10 Example 2
 4.NF.C.10 Example 3
 4.NF.C.11 Example 1
 4.NF.C.11 Example 2
 4.NF.C.11 Example 3
 4.NF.C.11 Example 4
 4.NF.C.12 Example 1
 4.NF.C.12 Example 2
 4.NF.C.12 Example 3
 4.NF.C.12 Example 4
 4.NF.C.12 Example 5

Relationships and Algebraic Thinking
Grade 5

Geometry and Measurement

Number Sense and Operations in Base Ten

Number Sense and Operations in Fractions
 5.NF.A.2 Example 1
 5.NF.A.2 Example 2
 5.NF.A.2 Example 3
 5.NF.A.3 Examples 1 and 2
 5.NF.A.3 Example 3
 5.NF.A.3 Examples 4 and 5
 5.NF.A.3 Example 6
 5.NF.B.4 Example 1 and 2
 5.NF.B.4 Examples 3, 4, and 5
 5.NF.B.4 Example 6
 5.NF.B.5a Example 1
 5.NF.B.5b Examples 1 and 2
 5.NF.B.5b Example 3
 5.NF.B.5b Example 4
 5.NF.B.5c Example 1
 5.NF.B.5c Example 2
 5.NF.B.5c Examples 3 and 4
 5.NF.B.5c Example 5
 5.NF.B.5d Examples 1 and 2
 5.NF.B.5d Examples 3 and 4
 5.NF.B.5d Example 5
 5.NF.B.5d Example 6
 5.NF.B.6 Example 1
 5.NF.B.6 Example 2
 5.NF.B.7b Examples 1 and 2

Relationships and Algebraic Thinking
Grade 6

Data Analysis, Statistics and Probability

Expressions, Equations and Inequalities
 6.EEI.A.1 Example 1
 6.EEI.A.1 Example 2
 6.EEI.A.2a Example 1
 6.EEI.A.2a Example 2
 6.EEI.A.2b Example 1
 6.EEI.A.2b Example 2
 6.EEI.A.2c Example 1
 6.EEI.A.2c Example 2
 6.EEI.A.2c Example 3
 6.EEI.A.2e Example 1
 6.EEI.A.3 Example 1
 6.EEI.A.3 Example 2
 6.EEI.A.3 Example 3
 6.EEI.B.4 Examples 1, 2, and 3
 6.EEI.B.4 Example 4
 6.EEI.B.4 Example 5
 6.EEI.B.4 Example 6
 6.EEI.B.4 Example 7
 6.EEI.B.5 Examples 1 and 2
 6.EEI.B.5 Examples 3
 6.EEI.B.5 Example 4
 6.EEI.B.5 Example 5
 6.EEI.B.6 Example 1
 6.EEI.B.6 Example 2
 6.EEI.B.7 Example 1
 6.EEI.B.7 Example 2
 6.EEI.B.8a Example 1
 6.EEI.B.8b Example 1
 6.EEI.C.9a Example 1
 6.EEI.C.9a Example 2
 6.EEI.C.9a Example 3
 6.EEI.C.9b Example 1
 6.EEI.C.9b Example 2

Geometry and Measurement

Number Sense and Operations

Ratios and Proportional Relationship
Grade 7

Data Analysis, Statistics and Probability

Expressions, Equations and Inequalities

Geometry and Measurement

Number Sense and Operations

Ratios and Proportional Relationship
Grade 8

Data Analysis, Statistics and Probability

Expressions, Equations and Inequalities
 8.EEI.A.1 Example 1
 8.EEI.A.1 Example 2
 8.EEI.A.2a Example 1
 8.EEI.A.2b Example 1
 8.EEI.A.2c Example 1
 8.EEI.A.4b Example 1
 8.EEI.B.5a Example 1
 8.EEI.B.5a Example 2
 8.EEI.B.5a Example 3
 8.EEI.B.5b Example 1
 8.EEI.B.5b Example 2
 8.EEI.C.7a Examples 1 and 2
 8.EEI.C.7b Examples 1, 2, and 3
 8.EEI.C.8c Example 1
 8.EEI.C.8d Example 1

Functions

Geometry and Measurement

Number Sense and Operations
Algebra 1

Building Functions

Creating Equations And Inequalities

Data And Statistics

Interpreting Functions

Linear, Quadratic And Exponential Models

Number And Quantity

Seeing Structure In Expressions