In this performance assessment, students will use a checkbook ledger to calculate their balances using positive (deposits) and negative (withdraws) numbers to balance their checkbook.
Specifically, students will be asked to record the transactions that are used on the account and asked to determine what transactions are considered positive numbers and what transactions are considered negative numbers. Students will use the worksheets that are provided to determine the running balance in the checking account.
This assessment can be used any time during grade 6 after students have been taught about negative numbers. Students should know the difference between positive and negative numbers. They should be able to add and subtract numbers up to four digits and two decimal places.
In this performance assessment, students will use a checkbook ledger to calculate their balances using positive (deposits) and negative (withdraws) numbers to balance their checkbook.
Specifically, students will be asked to record the transactions that are used on the account and asked to determine what transactions are considered positive numbers and what transactions are considered negative numbers. Students will use the worksheets that are provided to determine the running balance in the checking account.
This assessment can be used any time during grade 6 after students have been taught about negative numbers. Students should know the difference between positive and negative numbers. They should be able to add and subtract numbers up to four digits and two decimal places.
| 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. |
Rational Numbers 1Students can use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |
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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Modeling and Using Tools |
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