In this performance assessment, students will use their knowledge of comparing fractions with like denominators or like numerators.
Specifically, students will be asked to complete a performance task that will check their mastery of these skills. Students should have knowledge of how to compare fractions that have like denominators or numerators.
This assessment has one part. Students should take one 45-minute class period to complete it.
In this performance assessment, students will use their knowledge of comparing fractions with like denominators or like numerators.
Specifically, students will be asked to complete a performance task that will check their mastery of these skills. Students should have knowledge of how to compare fractions that have like denominators or numerators.
This assessment has one part. Students should take one 45-minute class period to complete it.
| 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. |
Comparing Fractions 1Students can compare two fractions with the same numerator or the same denominator, and justify their conclusions, using number lines and other models. |
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 |
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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Modeling and Using Tools |
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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