Overview

In this performance assessment, students will be asked to create a function to model a linear relationship between two quantities. Specifically, students will be asked to create equations, define variables, interpret parts of their equation such as the slope and y-intercept, and use their equations to evaluate effectiveness of different fundraising companies for their school. 

This assessment might best be used after students have learned about creating functions to model scenarios, how to interpret slope in context, and how to interpret y-intercept in context.  

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Operations and Algebraic Thinking

Students can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions.

Functions 1

Students can construct a function to model a linear relationship between two quantities.

NOTE ABOUT ASSESSMENT RUBRICS

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.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Concepts and Procedures
  • I can solve part of the problem, but I am confused in some places and have calculation mistakes.
No exemplars at this time.
  • I can solve the problem using strategies that make sense with few calculation mistakes.
No exemplars at this time.
  • Solve the problem efficiently and accurately without any calculation mistakes.
  • Items: 5, 14 (2 calculations), 15 (2 calculations).
No exemplars at this time.

Reasoning and Explanation
  • I can partially explain slope and y-intercept but without context or limited reasoning with explanations.
  • Less that 2 correct answers for slope and y-intercept.
No exemplars at this time.
  • Explain the slope and y-intercept using some context.
  • At least 2 correct for both slope and y-intercept.
  • Logically justifies reasoning with minimal errors (16 & 17)
No exemplars at this time.
  • Correctly explain the slope and y-intercept using context. Justifies reasoning in a way that another person can easily understand my math reasoning.
  • Items: 3, 4, 8, 9, 12, 13, 16, 17
  • Slope: 3, 8, 12
  • Y-intercept: 4, 9, 13
  • Evaluating: 17, 18
No exemplars at this time.

Modeling and Using Tools
  • Create a function to model a real-world math concept, but it is inaccurate or incomplete.
  • Has less than 2 correct functions.
No exemplars at this time.
  • Create a function to model a real-world math concept and defined variables with few errors.
  • Has at least 2 correct functions (items: 2, 7, 11).
No exemplars at this time.
  • Accurately creates a function to model a real-world math concept with correctly defined variables.
  • Items: 1, 2, 6, 7, 10, 11
  • Defined variables: 1, 6, 10
  • Functions: 2, 7, 11
No exemplars at this time.

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