Overview

In this performance assessment, students will be asked to create a spinner to represent a situation presented in a frequency table and a bar chart. They will then be asked to design a game for a school carnival in which the results are not uniform. Students must design a game that has the school win more than the player. As an extension, the teacher could have the students create and play these games.

This assessment can be used at any time in grade 8 or following a unit on probability in grade 7. 

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Details

Big Ideas & Competencies

Big Ideas Competencies

C. Measurement and Data Analysis

Students can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities.

Probability 1

Students can develop a probability model (which may or may not be uniform) by observing frequencies in data generated from a chance process.

NOTE ABOUT ASSESSMENT RUBRICS

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.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Reasoning and Explaining
  • I can explain some of how I solved the problem.
No exemplars at this time.
  • I can explain the thinking I used to solve the problem using some math vocabulary. 
No exemplars at this time.
  • I can explain the thinking I used to solve the problem using precise math vocabulary in a way that another person can easily understand my math reasoning.  I can explain the thinking I used to solve the problem using precise math vocabulary in a way that another person can easily understand my math reasoning.  
No exemplars at this time.

Modeling and Using Tools
  • I can interpret a model and/or create a partial model to represent a real-world math concept or relationship, but it is inaccurate or incomplete. 
  • I can use some math tools to solve problems. 
No exemplars at this time.
  • I can create and/or interpret a model to represent a real-world math concept or relationship.  
  • I can use appropriate math tools to solve problems.  
No exemplars at this time.
  • I can accurately create and/or interpret a model to represent a real-world math concept or relationship. 
  • I can use a variety of math tools to solve problems. 
No exemplars at this time.

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