In this performance assessment, students will demonstrate their deepened understanding of the relationship between exponential and standard form to demonstrate their understanding of what exponents really mean.
Specifically, students will be asked to provide explanations and use models to make their thinking about exponents observable. Students will use models to explain how changing the value of an exponent changes the value of a number, identify equivalent numbers in exponential and standard form, and model the value of a number in exponential form using groups of ten. This performance assessment is likely best completed using paper and pencil but could also be done using an electronic document program like Google Docs or Microsoft Word. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
Prior to this assessment, students should have demonstrated an understanding of the relationship between standard form and exponential form. Students should have familiarity with drawing models to make their thinking/understanding observable, especially equal groups or arrays and number lines.
In this performance assessment, students will demonstrate their deepened understanding of the relationship between exponential and standard form to demonstrate their understanding of what exponents really mean.
Specifically, students will be asked to provide explanations and use models to make their thinking about exponents observable. Students will use models to explain how changing the value of an exponent changes the value of a number, identify equivalent numbers in exponential and standard form, and model the value of a number in exponential form using groups of ten. This performance assessment is likely best completed using paper and pencil but could also be done using an electronic document program like Google Docs or Microsoft Word. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
Prior to this assessment, students should have demonstrated an understanding of the relationship between standard form and exponential form. Students should have familiarity with drawing models to make their thinking/understanding observable, especially equal groups or arrays and number lines.
| 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. |
Notation 2Students can use whole-number exponents to denote powers of 10. |
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 |
|---|---|---|---|
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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