Overview

In this performance assessment, students will use the context of recycling and repurposing wood pieces to apply their knowledge and skills related to operations and algebraic thinking to solve problems. Specifically, students will be asked to represent and solve word problems involving division of fractions using models and equations. 

Students will use their understanding of representing and solving word problems involving division of fractions using models and equations and explain their methods or processes for finding their solutions. This assessment should be used after instruction on the following competency in Grade 6.  

This item could also be used as a review in Grade 7.  

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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 1

Students can represent and solve word problems involving division of fractions by fractions using models and equations.

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.
  • A basic or partially correct approach is used to solve the problem, but provides insufficient evidence of the ability to carry out the necessary procedures.
  • Calculation errors are present.
  • Solutions may be incomplete, failing to address some of the mathematical components presented in the task.
  • 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.
  • Solutions are complete and address all mathematical components presented in the task.
No exemplars at this time.
  • Applies appropriate mathematical processes and strategies demonstrating sophisticated understanding of the required concepts and procedures.
  • Uses the most efficient approach to solve the problem.
  • No calculation errors.
  • Solutions completely address all mathematical components presented in the task and demonstrate advanced mathematical fluency, if applicable.
No exemplars at this time.

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.
  • 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.
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.
  • Uses precise and sophisticated mathematical terminology and notation.
No exemplars at this time.

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