Note: Before this assessment is used, students will need to collect data from their classmates. They will need to poll 11 students on whether they like cats or like dogs.
In this performance assessment, students will be asked to compare fractions and justify their conclusions using a model. This assessment can be used at any time in grade 3 after students have demonstrated proficiency with comparing two fractions with the same numerator or denominator and justifying their conclusions.
Note: Before this assessment is used, students will need to collect data from their classmates. They will need to poll 11 students on whether they like cats or like dogs.
In this performance assessment, students will be asked to compare fractions and justify their conclusions using a model. This assessment can be used at any time in grade 3 after students have demonstrated proficiency with comparing two fractions with the same numerator or denominator and justifying their conclusions.
| 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 fractions with the same numerator or the same denominator, and justify their conclusions, using number lines and other models. |
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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