In this performance assessment, students will pretend they are going back to school shopping. Students are given a list of items they need to purchase and their prices. The store they are visiting has a sale on the items they need. They are provided with a fraction representing how much they will pay for each item. Finally, they will decide if they have enough money to purchase all the items needed.
Specifically, students are asked to use multiplication of a whole number by a fraction to determine the sale price for each needed item. Then students will take the sale price for each of the necessary items, add together for the total spent, and then compare that total to the amount of money available to determine if they have enough to pay for all the items.
Students should show their mathematical work in their Student Booklet and explain the process(es) they used to solve the real-world problems posed in this assessment.
This assessment can be used at any time during the school year after students have been taught how to multiply a whole number by a fraction and convert improper fractions to whole numbers. Students will demonstrate their reasoning and mathematical skills by showing their work and creating an equation to represent the situation.
In this performance assessment, students will pretend they are going back to school shopping. Students are given a list of items they need to purchase and their prices. The store they are visiting has a sale on the items they need. They are provided with a fraction representing how much they will pay for each item. Finally, they will decide if they have enough money to purchase all the items needed.
Specifically, students are asked to use multiplication of a whole number by a fraction to determine the sale price for each needed item. Then students will take the sale price for each of the necessary items, add together for the total spent, and then compare that total to the amount of money available to determine if they have enough to pay for all the items.
Students should show their mathematical work in their Student Booklet and explain the process(es) they used to solve the real-world problems posed in this assessment.
This assessment can be used at any time during the school year after students have been taught how to multiply a whole number by a fraction and convert improper fractions to whole numbers. Students will demonstrate their reasoning and mathematical skills by showing their work and creating an equation to represent the situation.
| Big Ideas | Competencies |
|---|---|
B. Operations and Algebraic ThinkingStudents can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions. |
Solve Word Problems with Whole Numbers 1Students can represent and solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Solve Word Problems with Fractions 2Students can represent and solve word problems involving multiplication of a fraction by a whole number by using models and equations to represent the problem. |
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.
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No exemplars at this time.
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No exemplars at this time.
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Reasoning and Explaining |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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