Overview

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. 

 

 

Details

Big Ideas & Competencies

Big Ideas Competencies

A. Understanding and Applying Number Systems

Students understand that numbers hold value and can choose the appropriate representations and algorithms to reason quantitatively, abstractly, and efficiently.

Strategies for Multiplication 1

Students 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 2

Students can use area models to represent the distributive property in mathematical reasoning.

Fluently Multiply 1

Students 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 Analysis

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

Measuring Length 1

Students 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 1

Students can solve real world and mathematical problems involving areas and perimeters of rectangles with whole number side lengths.

Solving Measurement Problems 2

Students 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.

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 

  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures. 
  • Calculation errors are present.
  • Student does not appear to know how to find the area of a rectangle.

 

  • Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures. 
  • Uses a logical approach to solve the problem. 
  • Few and minor calculation errors, if any. 
  • Able to find the area of several different rectangles with few errors. 
  • Finds the area of all rectangles accurately and efficiently. 

Reasoning and Explaining 

  • ​Attempts to explain the solution(s) to the task and may provide an incomplete justification for the conclusion(s). 
  • ​Uses some, but limited, mathematical terminology and/or notation. 
  • ​Has trouble using the terms “area” and “square inches” appropriately. ​ 
No exemplars at this time.
  • ​​Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed.
  • ​Justifies the conclusion(s) appropriately at multiple decision points. 
  • Uses accurate and appropriate mathematical terminology and notation. 
  • ​Can explain how to find the area of the rectangles they created.​ 
No exemplars at this time.
  • Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content.
  • ​Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches. 
  • ​Can find the area of the appropriate rectangles, whether dividing poster into halves and fourths or thirds and sixths. ​ 
No exemplars at this time.

Modeling and Using Tools  

  • Attempts to use an appropriate representation to model the mathematical concepts or relationships, but the model contains inaccuracies or is incomplete, and/or analyzes and interprets a math model in a limited way. 
  • Selects tools and applies with partial accuracy 
  • Uses a ruler with inconsistent accuracy; does not appear to understand the formula for finding the area of a rectangle. 
No exemplars at this time.
  • ​​Uses accurate representations to correctly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model. 
  • ​Uses an appropriate tool to solve a problem. 
  • ​Uses the formula to find the area of a rectangle accurately.​ 
No exemplars at this time.
  • Uses an accurate and effective representation to clearly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
  • ​Uses an appropriate tool to solve a problem and is able to justify the tool selection. 
  • ​Finds the area of all rectangles accurately and efficiently.​ 
No exemplars at this time.

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