Overview

In this performance assessment, students will evaluate expressions at specific values of their variables including expressions that arise from formulas used in real-world problems and those involving whole number exponents. Specifically, students will be asked to solve three problems given the formula and the values for the variables in the formula. The problems will include a variety of rational numbers and the exponents will be whole numbers.

This assessment would best be used after instruction on rational numbers, whole number exponents and evaluating expressions.

Details

Big Ideas & Competencies

Big Ideas Competencies

B. Operations and Algebraic Thinking

Students can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions.

Compute with Rational Numbers 2

Students can evaluate expressions at specific values of their variables including expressions that arise from formulas used in real-world problems and those involving whole number exponents.

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

Concepts and Procedures

  • I can answer parts of the questions, but not all the parts and have some calculation errors. 
No exemplars at this time.
  • I can answer all parts of the questions using the strategies we have learned but have some calculation errors.
No exemplars at this time.
  • I can answer all the parts of the questions and answer them without any calculation errors.
No exemplars at this time.

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. 
No exemplars at this time.

Modeling and Using Tools

  • I can interpret the representations (graphs, images, etc.), but I have made some mistakes in how I use them to answer the questions. 
No exemplars at this time.
  • I can accurately interpret the representations (graphs, images, etc.) to answer the questions. 
No exemplars at this time.
  • I can accurately interpret and analyze the representations (graphs, images, etc.) to answer the questions. I justify my answers in a manner that another student could correctly solve the problem by following my process.
No exemplars at this time.

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