In this performance assessment, students will apply their understanding of fluently dividing multi-digit numbers using the standard algorithm. Specifically, students will be asked to figure out how many chaperones are needed for a school’s end-of-the-year field day. They are given the total number of students and the number of chaperones needed per group. Once they have found this information, they will need to determine if they have been given enough time to complete the Sign-Up Genius for the number of chaperones needed. Lastly, they will be asked to create the answer key for a field day event that will take place.
Students will need to show all work in the booklet for scoring purposes, so computers are not an option. This assessment should be given after the algorithm for long division has been taught in grade 6.
In this performance assessment, students will apply their understanding of fluently dividing multi-digit numbers using the standard algorithm. Specifically, students will be asked to figure out how many chaperones are needed for a school’s end-of-the-year field day. They are given the total number of students and the number of chaperones needed per group. Once they have found this information, they will need to determine if they have been given enough time to complete the Sign-Up Genius for the number of chaperones needed. Lastly, they will be asked to create the answer key for a field day event that will take place.
Students will need to show all work in the booklet for scoring purposes, so computers are not an option. This assessment should be given after the algorithm for long division has been taught in grade 6.
| 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. |
Fluently Divide 1Students can fluently divide multi-digit numbers using the standard algorithm. |
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 |
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Reasoning and Explaining |
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