In this performance assessment, students will use their knowledge of comparing multi-digit numbers using > (greater than), < (less than), and = (equal to). Specifically, students will be asked to complete a performance task that will check their mastery of these skills.
Prior to this assessment, students should have a solid foundation of whole number place value names through the ten thousand place as well as be able to identify and tell the difference between comparison symbols.
In this performance assessment, students will use their knowledge of comparing multi-digit numbers using > (greater than), < (less than), and = (equal to). Specifically, students will be asked to complete a performance task that will check their mastery of these skills.
Prior to this assessment, students should have a solid foundation of whole number place value names through the ten thousand place as well as be able to identify and tell the difference between comparison symbols.
| 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. |
Comparing Fractions 1Students can compare two multi-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
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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