In this performance assessment, students will be asked to use what they know about place value, reading tables, numbers written in various forms, addition within 100, and mathematical reasoning. They will be asked draw conclusions and recognize patterns based on their solutions.
Specifically, students will be asked to use survey data about their own class’s food preferences and add it to pre-existing data from the rest of the second-grade. They will make comparisons about the data and ultimately recommend a food for the cafeteria to serve for a special occasion.
The performance task is best administered after a unit of addition that includes:
Students should have been exposed to reading a table including numbers in various forms through teacher modeling. They should have been explicitly taught and given feedback on using mathematical reasoning skills to recommend and justify a solution to a problem.
This assessment will begin with the whole group together to collect data about your class’s favorite lunch option. After this part, students will work with a partner to ensure they understand the task and then complete the task independently.
This assessment could be altered to contain real data from your grade-level (assuming there are less than 100 students in the data set) or building. Students could take a more active role in developing the survey question and up to four choices for students from other classes to vote on.
The student instructions including student-friendly rubric should be reviewed with students and clarifying questions answered to ensure the students understand what they are being asked to do and understand all vocabulary and concepts used before they begin the performance task. Teachers should take the task themselves prior to administering it to students.
In this performance assessment, students will be asked to use what they know about place value, reading tables, numbers written in various forms, addition within 100, and mathematical reasoning. They will be asked draw conclusions and recognize patterns based on their solutions.
Specifically, students will be asked to use survey data about their own class’s food preferences and add it to pre-existing data from the rest of the second-grade. They will make comparisons about the data and ultimately recommend a food for the cafeteria to serve for a special occasion.
The performance task is best administered after a unit of addition that includes:
Students should have been exposed to reading a table including numbers in various forms through teacher modeling. They should have been explicitly taught and given feedback on using mathematical reasoning skills to recommend and justify a solution to a problem.
This assessment will begin with the whole group together to collect data about your class’s favorite lunch option. After this part, students will work with a partner to ensure they understand the task and then complete the task independently.
This assessment could be altered to contain real data from your grade-level (assuming there are less than 100 students in the data set) or building. Students could take a more active role in developing the survey question and up to four choices for students from other classes to vote on.
The student instructions including student-friendly rubric should be reviewed with students and clarifying questions answered to ensure the students understand what they are being asked to do and understand all vocabulary and concepts used before they begin the performance task. Teachers should take the task themselves prior to administering it to students.
| 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. |
Counting 2Students can read and write numbers to 1000 using base-ten numerals, number names, and expanded form. |
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. |
Modeling Addition and Subtraction 1Students use a variety of models to represent and solve problems involving addition and subtraction within 100, including on a number line diagram. |
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/ProceduresWhat is the evidence that the student can apply correct computational processes and strategies to solve mathematical problems? |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
|
Reasoning/ExplainingWhat is the evidence that the student can defend a solution or critique another person's solution using mathematical language? |
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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