In this performance assessment, students will analyze two different methods of travel to determine which method of travel should be recommended for an upcoming trip.
Specifically, students will be asked to use 4-digit dividends and 2-digit divisors to find different quotients as the first step in solving a complex problem. Students will use their knowledge of travel and numbers to generate additional questions that would help them better be able to recommend a solution to this complex problem. Students will respond in their Student Booklet using a pencil. Students who are unable to write may use a scribe or assistive technology such as text to speech on a computer.
Prior to this assessment, students should have had instruction on dividing 4-digit dividends by 2-digit divisors. They should also have had practice at generating mathematical questions.
In this performance assessment, students will analyze two different methods of travel to determine which method of travel should be recommended for an upcoming trip.
Specifically, students will be asked to use 4-digit dividends and 2-digit divisors to find different quotients as the first step in solving a complex problem. Students will use their knowledge of travel and numbers to generate additional questions that would help them better be able to recommend a solution to this complex problem. Students will respond in their Student Booklet using a pencil. Students who are unable to write may use a scribe or assistive technology such as text to speech on a computer.
Prior to this assessment, students should have had instruction on dividing 4-digit dividends by 2-digit divisors. They should also have had practice at generating mathematical questions.
| Big Ideas | Competencies |
|---|---|
A. Understanding and Applying Number SystemsStudents understand that numbers hold value and can choose the appropriate representations and algorithms to reason quantitatively, abstractly, and efficiently. |
Strategies for Multiplication 1Students can find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using models or equations and strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. |
Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Concepts and Procedures |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
I Can Explain How I Solved the Problem. |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.