In this performance assessment, students will become graphic designers as they create an Event Poster to hang in their school’s hallway. Specifically, students will be asked to create a school event poster where the Informational portion of the poster will make up one-half of the area of the poster (or two-thirds for a more challenging task), details will make up one-fourth (or one-sixth) of the area of the poster, and graphics will make up one-fourth (or one-sixth) of the poster. Various sizes of paper will be provided to students, all of which will be sized so that the appropriate proportions can easily be found in inches.
Students will demonstrate their capacity to find the area of various rectangles as they plan the parameters of their poster. They will use a recording sheet to record their calculations before they create their poster to ensure they are within the guidelines of the task. This performance assessment would be best administered shortly after students have learned how to find the area of a rectangle. In addition, students should be adept at using a ruler to measure accurately in inches.
In this performance assessment, students will become graphic designers as they create an Event Poster to hang in their school’s hallway. Specifically, students will be asked to create a school event poster where the Informational portion of the poster will make up one-half of the area of the poster (or two-thirds for a more challenging task), details will make up one-fourth (or one-sixth) of the area of the poster, and graphics will make up one-fourth (or one-sixth) of the poster. Various sizes of paper will be provided to students, all of which will be sized so that the appropriate proportions can easily be found in inches.
Students will demonstrate their capacity to find the area of various rectangles as they plan the parameters of their poster. They will use a recording sheet to record their calculations before they create their poster to ensure they are within the guidelines of the task. This performance assessment would be best administered shortly after students have learned how to find the area of a rectangle. In addition, students should be adept at using a ruler to measure accurately in inches.
Big Ideas | Competencies |
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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. |
Strategies for Multiplication 1Students can multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations. Strategies for Multiplication 2Students can use area models to represent the distributive property in mathematical reasoning. Fluently Multiply 1Students can fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. |
C. Measurement and Data AnalysisStudents can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities. |
Measuring Length 1Students can generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch, and represent this data using line plots. Solving Measurement Problems 1Students can solve real world and mathematical problems involving areas and perimeters of rectangles with whole number side lengths. Solving Measurement Problems 2Students can solve real world problems involving areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts. |
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 |
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Concepts and Procedures |
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Reasoning and Explaining |
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Modeling and Using Tools |
No exemplars at this time.
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