In this performance assessment, students will get three examples of dividing a unit fraction by a whole number or a whole number by a unit fraction. Students then must decide if the student did the math correctly and then explain why they did or didn’t do it correctly.
In this performance assessment, students will get three examples of dividing a unit fraction by a whole number or a whole number by a unit fraction. Students then must decide if the student did the math correctly and then explain why they did or didn’t do it correctly.
| 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. |
Strategies for Multiplying Fractions 2Students can divide unit fractions by whole numbers and whole numbers by unit fractions. |
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.
|
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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