2. Mathematics Stimulus Considerations

3. Stimulus Materials Module Overview Define the purpose of stimuli Identify types of stimuli Apply general guidelines to create stimuli

4. Different Parts of an Item OPTIONS The possible answers from which the student must select. STEM The question to which the student must respond. STIMULUS The text, source, and or graphic about which the item is written.

5. Examples of Stimuli Which of the numbers is A factor of 100. A multiple of 5. A.4 B.40 C.50 D.500 Which of the numbers is A factor of 100. A multiple of 5. A.4 B.40 C.50 D.500 The table below shows the number of students in each third-grade class at Lincoln School. Students in the Third-Grade There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third grade students are at Lincoln School? Show your work or explain how you know. The table below shows the number of students in each third-grade class at Lincoln School. Students in the Third-Grade There are 105 fourth-grade students at Lincoln School. How many more fourth-grade students than third grade students are at Lincoln School? Show your work or explain how you know. ClassNumber of Students Mrs. Roy24 Mr. Grant21 Mr. Harrison22 Ms. Mack25

6. Given: (x + 4) 2 – (x – 2) (x + 4) Select all the expressions below that are equivalent to the given expression. A.24 B.2(x + 4) C.–2(x – 12) D.6(x + 4) E.(x + 4) – (x – 2) F.(x + 4) [(x + 4) – (x – 2)] Given: (x + 4) 2 – (x – 2) (x + 4) Select all the expressions below that are equivalent to the given expression. A.24 B.2(x + 4) C.–2(x – 12) D.6(x + 4) E.(x + 4) – (x – 2) F.(x + 4) [(x + 4) – (x – 2)] STIMULUS STEM OPTIONS

7. Which of the following equations have the equivalent to zeros? (Select all that apply.) A. B. C. D. E. Which of the following equations have the equivalent to zeros? (Select all that apply.) A. B. C. D. E. STEM OPTIONS

8. Appropriate Presentation Only use necessary graphics Formatting techniques can be used to present important information

9. Example AExample B John traced a shape that has exactly four sides, exactly two right angles, and exactly two sides that are the same length. Which one of the following shapes could John have traced? A.hexagon B.kite C.rhombus D.trapezoid John traced a shape that has exactly four sides, exactly two right angles, and exactly two sides that are the same length. Which one of the following shapes could John have traced? A.hexagon B.kite C.rhombus D.trapezoid John traced a shape that has exactly four sides, exactly two right angles, and exactly two sides that are the same length. Which one of the following shapes could John have traced? A.hexagon B.kite C.rhombus D.trapezoid John traced a shape that has exactly four sides, exactly two right angles, and exactly two sides that are the same length. Which one of the following shapes could John have traced? A.hexagon B.kite C.rhombus D.trapezoid

10. Contexts Familiar and meaningful to the mathematics Appropriate to the grade level Use appropriate vocabulary Use reliable sources

11. Examples of Metadata Unique Identification Number Factual/Non-factual Fact Checked Linked to other stimuli Links to related stimuli

12. Summary Types of stimuli Appropriate content and vocabulary Metadata