English Language Arts and Mathematics
Selected Response, Constructed Response,
Technology-Enhanced Item Design
Adapted from SBAC
Discussion
With a partner, talk about all
you know about the Smarter
Balanced Assessment
Consortium.
Learning Outcomes
• Understand the purpose of selected response,
constructed response, and technology-enhanced items
• Describe the components of selected response,
constructed response, and technology-enhanced items
• Understand the essential requirements of quality items
• Describe the expectations of what students will be able
to do
• Understand the districts initiative to begin with writing
Claims
ELA
Claim 1
Claim 2
Claim 3
Claim 4
MATH
Claim 1
Claim 2
Claim 3
Claim 4
Six Assessment Item Types
1. Selected Response
2. Constructed Response
3. Extended Response
4. Performance Task
5. Technology Enhanced
6. Technology Enabled
SELECTED RESPONSE
Benefits and Limitations
of Selected Response Items
• Benefits
• Answered quickly
• Assess a large range of
content on one test
• Inexpensive to score
• Results collected
quickly
• Limitations
• Limited ability to
reveal
a student’s reasoning
process
• Difficult to assess
higher-order thinking
skills
Formats and Components
of Selected Response Items ELA
Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks,
geckos,
andcreatures.
iguanas, and
theyare
vary
greatly
appearance.
largestmonitors,
lizard, theskinks,
Lizardschameleons,
are fascinating
There
over
3,000inknown
species,The
including
Komodo
can grow
ten feet
and the
smallest,
the Jaragua
lizard,
canlizard,
fit on the
a dime.
geckos,dragon,
chameleons,
andover
iguanas,
and long,
they vary
greatly
in appearance.
The
largest
Skinks
usually
have
smooth
scales
like
snakes,
iguanas
have
mohawk-like
crests
running
down
Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on their
a dime.
backs,
and
the moloch
is covered
with
spikes
from
head to
tail.mohawk-like
Lizards vary crests
in colorrunning
from shades
of
Skinks
usually
have smooth
scales
like
snakes,
iguanas
have
down their
gray
and and
brown
bright is
red
or green,
spotted
striped.
fourvary
legsinbut
some
areshades
leglessof
backs,
thetomoloch
covered
with
spikes or
from
head Most
to tail.have
Lizards
color
from
and
easily
confused
with
snakes
(Hint:
if
it
has
external
eardrums
and
eyelids
it’s
a
lizard).
Geckos
gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless
can
walk
up walls.
Chameleons
not(Hint:
only change
but eardrums
also have prehensile
those
and
easily
confused
with snakes
if it hascolor
external
and eyelidstails,
it’s asimilar
lizard).toGeckos
of can
monkeys,
that
wrap
around branches
and
their eyes
in different
directions.
walk up
walls.
Chameleons
not only
change
colorcan
butmove
also have
prehensile
tails, similar to those
of monkeys, that wrap around branches and their eyes can move in different directions.
What is the best way to revise the highlighted sentence to match the language and style of the
What is the best way to revise the highlighted sentence to match the language and style of the
paragraph?
paragraph?
A. Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals
A. forces
Geckosbetween
are ablethe
to adhere
to flush surfaces
setae structures
and thebecause
surface.setae on their footpads facilitate van der
Waals forces
betweenbecause
the setae
structures
andtoes
the surface.
B. Geckos
are awesome
they
have sticky
that allow them to climb windows like
B. Spiderman.
Geckos are awesome because they have sticky toes that allow them to climb windows like
Spiderman.
C. Geckos
have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes
C. that
Geckos
the remarkable
clinghave
to smooth
surfaces.ability to walk up walls thanks to tiny hair-like structures on their
toes that
clingup
to walls
smooth
D. Geckos
scurry
likesurfaces.
tiny dancers gliding effortlessly across a stage, their movements as
D. natural
Geckosas
scurry
up
walls
like
dancers gliding effortlessly across a stage, their movements as
a well-rehearsed tiny
ballet.
natural as a well-rehearsed ballet.
STIMULUS
STEM
OPTIONS
Formats and Components
of Selected Response Items
Read the passage and then answer the question.
The playback rate can be sped up or slowed down. When NASA's Juno
The National Aeronautics and Space Administration (NASA) leads research spacecraft launched on Aug. 5, 2011, users could look ahead to see the
in space exploration and aeronautics.
mission's five-year journey to Jupiter in a matter of seconds.
NASA Gives Public New Internet Tool To Explore The Solar System
Point of view can be switched from faraway to close-up to right "on board"
spacecraft. Dozens of controls on a series of pop-up menus allow users to
PASADENA, Calif. – NASA is giving the public the power to journey through fully customize what they see, and video and audio tutorials explain how to
the solar system using a new interactive Web-based tool.
use the tool's many options. Users may choose from 2-D or 3-D modes, with
the latter simply requiring a pair of red-cyan glasses to see.
The "Eyes on the Solar System" interface combines video game technology
and NASA data to create an environment for users to ride along with agency "By basing our visualization primarily on mission data, this tool will help
spacecraft and explore the cosmos. Screen graphics and information such as both NASA and the public better understand complex space science
planet locations and spacecraft maneuvers use actual space mission data. missions," said Kevin Hussey, manager of Visualization Technology
Applications and Development at JPL, whose team developed "Eyes on the
"This is the first time the public has been able to see the entire solar system Solar System."
and our missions moving together in real-time," said Jim Green, director
of NASA's Planetary Science Division at the agency's Headquarters in
"Eyes on the Solar System" is in beta release. It has been demonstrated at
Washington. "It demonstrates NASA's continued commitment to share
science conferences, in classrooms and at the 2011 South by Southwest
our science with everyone."
Interactive Conference in Austin, Texas.
The virtual environment uses the Unity game engine to display models of
planets, moons, asteroids, comets and spacecraft as they move through
our solar system. With keyboard and mouse controls, users cruise through
space to explore anything that catches their interest. A free browser plugin, available at the site, is required to run the Web application.
Designers are updating "Eyes on the Solar System" to include NASA science
missions launching during the coming months, including GRAIL to the moon
and the Mars Science Laboratory Curiosity rover.
Select the two highlighted sentences that show that NASA makes
predictions about the data space missions will generate before the missions
occur.
"You are now free to move about the solar system," said Blaine Baggett,
executive manager in the Office of Communication and Education at NASA's
Jet Propulsion Laboratory (JPL) in Pasadena, Calif. "See what NASA's
seeis–populated
and where they
right now
all without
leaving
your and projected to 2050.” AND “When NASA's Juno spacecraft
KEY:spacecraft
“The tool
withareNASA
data– dating
back
to 1950
computer."
launched on Aug. 5, 2011, users could look ahead to see the mission's five-year journey to Jupiter in a matter of seconds.” In order
for Users
NASAmay
to include
projected
data
to 2050
five-year
mission of a spacecraft that just launched the agency must predict data
experience
missions in
real-time,
andand
"Eyesthe
on the
Solar System"
from
missions
before
the
missions
occur.
also allows them to travel through time. The tool is populated with NASA
data datingThe
backother
to 1950
and projected
to important
2050.
Distractors:
options
provide
information about the new internet tool but none of them support the inference
that NASA makes predictions about the data space missions will generate before the missions occur.
Formats and Components of
Selected Response Items MATH
• Traditional Selected Response Item
Which number is both a factor of
100 and a multiple of 5?
A. 4
A. 4
B. 40
B. 40
C. 50
C. 50
D. 500
D. 500
STEM
Statement of
the question
DISTRACTOR
OPTIONS: Possible answers the
students must select from
Non-Traditional Selected Response
STIMULUS
Item
A multiplication problem is shown below.
STEM
17 × 12
Which model(s) below could represent the solution to this problem?
Select all that apply.
A.
B.
C.
(1×1)+(1×7)+(1×2)+(2×7)
D.
E.
F.
(17×2)+(17×1)
Non-Traditional Selected Response
Item
Key and Distractor Analysis:
A. Does not understand how to model
multiplication of two two-digit
numbers using area models.
B. Correct
C. Did not account for the values
of the digits in the tens places.
D. Correct
E. Did not understand that the 1 represents 10 in the multiplication problem
F. Showed multiplication of 17 and (1 + 2) instead of 17 and 12
Responses to this item will receive 0–2 points, based on the following:
2 points: B, D
1 point: Either B or D
0 points: Any other combination of selections.
Non-Traditional Selected Response
Item
For numbers 1a – 1d, state whether or not each figure
has ⅖ of its whole shaded.
STEM
1a.
1b.
MULTIPLE
PARTS
OPTIONS
1c.
1d.
Non-Traditional Selected Response
Item
Scoring Rubric:
Responses to this item will receive 0–2 points,
based upon the following:
• 2 points: YNYN The student has a solid
understanding of ⅖ as well as the equivalent
form of ⅖.
• 1 point: YNNN, YYNN, YYYN The student has
only a basic understanding of ⅖. Either the student doesn‘t recognize an
equivalent fraction for ⅖ or doesn‘t understand that all 5 parts must be
equal-sized in figure 1b.
• 0 points: YYYY, YNNY, NNNN, NNYY, NYYN, NYNN, NYYY, NYNN, NNNN, NYNY,
NNYN, NNNY. The student demonstrates inconsistent understanding of ⅖ or
answers “Y” to figure 1d, clearly showing a misunderstanding of what ⅖
means. Figure 1d is considered a “disqualifier “and an answer of “Y” to this
part of the item would cancel out any other correct responses as “guesses” on
the part of the student.
Non-Traditional
Selected Response Item
Match each shape below to its name.
Scoring Rule:
Students who properly match
the four shapes to their name
will receive two points.
Students who make two or
three correct matches will
receive partial credit of one
point
All other connections will
receive a score of 0.
Non-Traditional
Selected Response Item
CONSTRUCTED RESPONSE
Purpose of
Constructed Response Items
• Constructed Response Items
• Address assessment targets and claims that
are of greater complexity
• Require more analytical thinking and reasoning
Administration of
Constructed Response Items
• Administered during the computer-adaptive
component
• Scored using artificial intelligence
• Most constructed response items take between
1 and 5 minutes to complete
• Some more complex items may take up to
10 minutes to complete
Components of a Constructed
Response Item
The Shepherd’s Boy and the Wolf
The Shepherd’s Boy and the Wolf
STIMULUS
A Shepherd's Boy was tending his flock near a village, and thought it would be
A Shepherd's Boy was tending his flock near a village, and thought it would be
great fun to trick the villagers by pretending that a Wolf was attacking the
great fun to trick the villagers by pretending that a Wolf was attacking the
sheep: so he shouted out, "Wolf! Wolf!" and when the people came running
sheep: so he shouted out, "Wolf! Wolf!" and when the people came running
up he laughed at them because they believed him. He did this more than
up he laughed at them because they believed him. He did this more than
once, and every time the villagers found they had been tricked, for there was
once, and every time the villagers found they had been tricked, for there was
no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!"
no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!"
as loud as he could: but the people were so used to hearing him call that they
as loud as he could: but the people were so used to hearing him call that they
took no notice of his cries for help. And so no one came to help the boy, and
took no notice of his cries for help. And so no one came to help the boy, and
the Wolf attacked the sheep.
the Wolf attacked the sheep.
InInaafew
fewsentences,
sentences,explain
explainwhat
whatlesson
lessonthe
thereader
readercan
canlearn
learnfrom
fromthe
the
shepherd’s
boy.
Use
details
from
the
story
to
support
your
response.
shepherd’s boy. Use details from the story to support your response.
STEM
Components of a Constructed Response Item
2-point Scoring Rubric
2
The response:
• gives evidence of the ability to explain inferences about theme
• includes specific inferences that make reference to the text
• supports the inferences with relevant details from the text
1
The response:
• gives limited evidence of the ability to explain inferences about theme
• includes inferences but they are not explicit or make only vague references to the text
• supports the inference with at least one detail but the relevance of that detail to the text must be inferred
0
A response gets no credit if it provides no evidence of the ability to explain inferences about theme and includes
no relevant information from the text.
Scoring Notes
Response may include but is not limited to:
The shepherd’s boy learned that he shouldn’t call wolf unless there is really a wolf.
The shepherd’s boy learned that he should only ask for help if he needs it or else he wouldn’t get help when he really needs it.
“The people were so used to hearing him call that they took no notice of his cries.”
The shepherd’s boy learned not to have fun by tricking people because the people learn not to trust you.
Score Point 2 Sample:
The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy pretends that a big wolf is attacking
his sheep and yells, “Wolf! Wolf!” The people in the village run out to help him because they believe he needs help. After he tricks the
villagers more than once, they realize he is just pretending.
Score Point 1 Sample:
The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy cries
wolf when there is no wolf and the people come to help him.
Score Point 0 Sample:
Readers learn a good lesson about how to cry wolf.
Purpose of Constructed Response
Items
• Constructed Response items
• Address assessment targets and claims
that
are of greater complexity
• Require more analytical thinking and
reasoning
Administration of
Constructed Response Items
• Administered during the computer-adaptive
component
• Scored using artificial intelligence
• Most constructed response items take
between 1 and 5 minutes to complete
• Some more complex items may take up to
10 minutes to complete
Components of a
Constructed Response Item
A teacher asked her students to use estimation to decide if the
sum of the problem below is closer to 4,000 or 5,000.
496 + 1,404 + 2,605 + 489 =
STIMULI
One student replied that she thinks the sum is closer to 4,000. She used
the estimation shown below to support her reasoning.
Is the student’s reasoning correct? In the space below, use numbers
and words to explain why or why not. If the student’s reasoning is
not correct, explain how she should have estimated.
STEM
Components of a
Constructed Response Item
Sample Top-Score Response:
The student’s reasoning is incorrect. She was rounding to the
thousands place. She had 2 numbers that were less than 500, and she
decided to round these numbers to 0. This is like saying these numbers
were not in the problem at all. She needs to account for these two
numbers. Together, they have a sum that is very close to 1,000. I think
adding 1,000 + 1,000 + 3,000 is a better strategy. This means the sum is
closer to 5,000 than to 4,000.
Scoring Rubric:
Responses to this item will receive 0–2 points, based on the following:
2 points: Student has thorough understanding of how to estimate and how improper estimation can
lead to flawed reasoning. Student states that the student in the scenario used reasoning that is
incorrect and provides reasoning that shows a better estimation strategy.
1 point: Student has partial understanding of how to estimate and how improper estimation can lead
to flawed reasoning. Student states that the student in the scenario used reasoning that is incorrect,
but alternate estimation strategy is also flawed.
0 points: Student has little or no understanding of how to estimate and how improper estimation can
lead to flawed reasoning. Student states that the student in the scenario used reasoning that is
correct.
TOP-SCORE
SCORING RUBRIC
Qualities of a Rubric
• Focus on the essence of the primary claim
and sometimes secondary claim
• Address the requirements of the specific
assessment targets
• Distinguish between different levels of
understanding and/or performance
• Contain relevant information, details, and
numbers that support different levels of
competency related to the item or task
Essential Requirements of Selected
Response and Constructed Response
Items
• Alignment to claims and assessment targets
• Appropriate content and contexts
• Proper presentation: clarity, readability, and
accessibility
• Stimulus text is at or below the assessed grade level
for assessed claim
• Free of bias issues
• Claim 1 and 4 constructed responses require support
• Plausible distractors
• Distractors represent common mistakes
Capitalize on Technology
• Technology-Enabled
• Technology-Enhanced
Technology-Enabled Items
• Digital Media
• Video
• Animation
• Sound
• Response Types
• Selected Response
• Constructed Response
Example: Listen to President Kennedy’s 1961 inaugural
address and then write an essay analyzing metaphors
used regarding foreign policy.
Example: View video and write a summary explaining
steps in a process.
Example of Technology-Enabled Item
Gregory is installing tile on a rectangular floor.
• He is using congruent square tiles that each have a side length of ½ foot
• The area of the floor is 22 square feet.
• The width of the floor is 4 feet.
Use the grid and the tile below to model the floor.
What is the length, in feet, of the floor?
Technology-Enhanced Items
• Specialized interaction
• May have digital media for stimulus
• Same requirements as selected and
constructed response items
• Students manipulate information
• Defined responses
Technology-Enhanced Example
Item
Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship.
Read the poem and answer the question that follows.
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
*vestige: a mark, trace, or visible evidence of something that is no longer present or evident.
In the sonnet “Remember,” which two lines reveal a change in the speaker’s message to her subject?
Key Components of a TechnologyEnhanced Item
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
The notes for a summary need to be arranged
correctly in the order in which the events occurred in
the passage. Click on each sentence and move it to
arrange the sentence into correct chronological order.
Summary of Events:
Maria laughs with the old women.
The guest and family eat dinner.
Maria’s mother asks the guests for a story.
Maria’s guests arrive.
Maria becomes sad.
The guests take turn telling stories.
INTERACTION
SPACE
Key Components of a TechnologyEnhanced Item
Below is a poem, a sonnet, in which the speaker discusses her feelings
about a relationship.
Read the poem and answer the question that follows.
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
*vestige: a mark, trace, or visible evidence of something that is no longer
present or evident.
In the sonnet “Remember,” which two lines reveals a change in the
speaker’s message to her subject?
TYPE OF
INTERACTION
SPACE
Key Components of a Technology-Enhanced Item
Parameter: A variable provides input to a computer program
Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship.
Read the poem and answer the question that follows.
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
Interaction Space Parameters
Block Size: Custom blocks
Valid Blocks: All
Limit Selection: True
Max Selections: 1
*vestige: a mark, trace, or visible evidence of something that is no longer present or evident.
In the sonnet “Remember,” which two lines reveals a change in the speaker’s message to her subject?
Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship.
Read the poem and answer the question that follows.
Remember
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no ore day by day
You tell me of our future that you plann’d:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve.
For if the darkness and corruption leave
A vestige* of the thoughts that once I had
Better by far you should forget and smile
Than that you should remember and be sad.
*vestige: a mark, trace, or visible evidence of something that is no longer present or evident.
Select all verbs that suggest the author is no longer alive.
Interaction Space Parameters
Block Size: Whole word
Valid Blocks: All
Limit Selection: False
Max Selections: NA
Scoring Rule
Scoring Rule: Logic used to score student response
Who is the protagonist in the story?
A. Joe
Scoring Rule:
If student response = C, then correct
B. Sue
Otherwise, incorrect
C. Maria
D. The father
Classify each word below based on
whether it is a verb or a noun.
Verbs
Nouns
Scoring Rule:
If object 1 = B, 2 = A, 3 = B, 4 = A,
5 = A, then correct
Otherwise, incorrect
Doll
Run
Dog
Swim
Eat
Technology-Enhanced Item Types
• Common English Language Arts Technology-Enhanced item types
– Dropdowns
– Classification
– Reorder text
– Select and order
– Select text
Below is a poem, a sonnet, in which the speaker discusses her feelings
about a relationship.
Read the poem and answer the question that follows.
The notes for a summary need to be arranged
correctly in the order in which the events occurred in
Remember
Classify
eachWhen
word
below
based
on and move it to
the passage.
Click
on
sentence
you can
noeach
more hold
me by the hand,
Nor I half turn toitgois
whether
aturning
verbstay.or ainto
noun.
arrange
theyetnosentence
correct chronological order.
Remember
me when
more day by day
You
tell
me
of
our
future
that you plann’d:
Verbs
Nouns
Only remember me; you understand
ItSummary
will be late to counsel
then or pray.
of Events:
Yet if you should forget me for a while
Maria laughsAndwith
theremember,
old women.
afterwards
do not grieve.
For if the darkness and corruption leave
The guest and
family
dinner.
A vestige*
of theeat
thoughts
that once I had
Better by far you should forget and smile
Maria’s mother
asks the guests for a story.
Than that you should remember and be sad.
Doll
Run
Dog
Swim Eat
Maria’s
guests
arrive.
*vestige: a mark, trace, or visible evidence of something that is no longer
Maria
becomes sad.
present
or evident.
The guests take turn telling stories.
In the sonnet “Remember,” which two lines reveals a change in the
speaker’s message to her subject?
Technology-Enhanced Items
Draw a line of symmetry through
the figure below.
The graph on the right
shows a triangle. Draw the
triangle after it is reflected
over the y-axis.
Classify each shape below based whether it contains at least
one pair of parallel sides.
Reorder the fractions below so that
they are ordered from smallest to
largest.
3/5
3/4
2/6
1/2
2/3
Key Components of a TechnologyEnhanced Item
Draw a line of symmetry through
the figure below.
Classify each shape below based on whether it contains at
least one pair of parallel sides.
INTERACTION
SPACE
Key Components of a TechnologyEnhanced Item
Draw a line of symmetry through
the figure below.
Key Components of a Technology-Enhanced Item
Parameter: A variable provides input to a computer program
Draw a line of symmetry through the figure below.
Interaction Space Parameters
Default Coordinates: False
Coordinates for corners: (1,1), (13,13)
Grid Visible: True
Labels: False
Snap: True
Object Displayed: True
Object Coordinates: (4,10), (7,11), (10,10), (9,8),
(10,4), (6,5), (4,4), (3,7), (4,10)
Points Connected: True
Draw a line of symmetry through the figure below.
Interaction Space Parameters
Default Coordinates: False
Coordinates for corners: (1,1), (13,13)
Grid Visible: False
Labels: False
Snap: True
Object Displayed: True
Object Coordinates: (4,10), (10,10), (4,20), (10,20)
Points Connected: True
Scoring Rule
Scoring Rule: Logic used to score student response
Which number is both a factor of
100 and a multiple of 5?
Scoring Rule:
A. 4
If student response = C, then correct
B. 40
Otherwise, incorrect
C. 50
D. 500
Classify each shape below based on whether
it contains at least one pair of parallel sides.
Scoring Rule:
If object 1 = B, 2 = A, 3 = B, 4 = A,
5 = A, then correct
Otherwise, incorrect
Scoring Rule
Draw a line of symmetry through
the figure below.
Scoring Rule:
Start Point: Do not consider
End Point: Do not consider
x-Intercept: Consider, 0, .5
y-Intercept: Consider, 0, .5
Slope: Consider, -1, .25
Alternate Scoring Rule:
Start Point: Do not consider
End Point: Do not consider
x-Intercept: Consider, 0, 0
y-Intercept: Consider, 0, 0
Slope: Consider, -1, 0
Comparing Technology-Enabled
and Technology-Enhanced Items
Gregory is installing tile on a rectangular floor.
• He is using congruent square tiles that each have a side length of ½ foot.
• The area of the floor is 22 square feet.
• The width of the floor is 4 feet.
Use the grid and the tile below to model the floor.
What is the length, in feet, of the floor?
5.5 feet
Draw a line of symmetry through
the figure below.
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