In this performance assessment, students will use their knowledge of simple equivalent fractions and be able to explain why they are equivalent using number lines or other models. Specifically, students will be asked to complete a performance task that will check their mastery of these skills.
In this performance assessment, students will use their knowledge of simple equivalent fractions and be able to explain why they are equivalent using number lines or other models. Specifically, students will be asked to complete a performance task that will check their mastery of these skills.
| 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. |
Equivalent Fractions 1Students can generate simple equivalent fractions and explain why the fractions are equivalent, 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 |
|---|---|---|---|
Reading 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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