In this performance assessment, students will solve word problems leading to equations of the form px+pq=p(x+q)=r where p, q, and r are rational numbers.
Specifically, students will be asked to solve three different problems. This task should demonstrate an understanding of the distributive property. The first problem will ask students how they could determine the number of bottles they will want to purchase for a hike, given they can only purchase 15 items. The second one will have students work through finding the width of a rectangular yard of 6,000 yards² that is divided into two sections with different lengths. The third problem will ask students to figure out how many boxes of vanilla cupcakes are in the client’s order, given the number of cupcakes and boxes of chocolate.
Students can show their work in the workspace provided in their Student Booklets. Printed booklets are suggested to evaluate student work. If the assessment task is done digitally, students should be familiar with showing their mathematical processes digitally.
This assessment would best be used after instruction of distributive property. The name of the process as “distributive property” is not required as the task does not use the phrase.
In this performance assessment, students will solve word problems leading to equations of the form px+pq=p(x+q)=r where p, q, and r are rational numbers.
Specifically, students will be asked to solve three different problems. This task should demonstrate an understanding of the distributive property. The first problem will ask students how they could determine the number of bottles they will want to purchase for a hike, given they can only purchase 15 items. The second one will have students work through finding the width of a rectangular yard of 6,000 yards² that is divided into two sections with different lengths. The third problem will ask students to figure out how many boxes of vanilla cupcakes are in the client’s order, given the number of cupcakes and boxes of chocolate.
Students can show their work in the workspace provided in their Student Booklets. Printed booklets are suggested to evaluate student work. If the assessment task is done digitally, students should be familiar with showing their mathematical processes digitally.
This assessment would best be used after instruction of distributive property. The name of the process as “distributive property” is not required as the task does not use the phrase.
| Big Ideas | Competencies |
|---|---|
B. Operations and Algebraic ThinkingStudents can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions. |
Solve Linear Equations 1Students can solve word problems leading to equations of the form px + q = p(x + q) = r, where p, q, and r are rational numbers. |
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 |
|---|---|---|---|
Modeling and Using Tools |
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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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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