In this performance assessment, students will compare multi-digit whole numbers in relation to specific characteristics of two different campsites. Specifically, students will be asked to compare the physical characteristics of two plots of land to make an argument for which piece of land to purchase to develop a new camp.
Students will compare numerical characteristics of the two pieces of land. They will use this information, in conjunction with their own ideas about how to use the land, to support an argument for which piece of land to purchase and develop into a camp.
This assessment is best used once students can read and write numbers to 1,000,000 in both standard and expanded (unit) form, have a general understanding of units2 (for the purpose of it being a unit label) and can compare numbers using < > = symbols and words.
In this performance assessment, students will compare multi-digit whole numbers in relation to specific characteristics of two different campsites. Specifically, students will be asked to compare the physical characteristics of two plots of land to make an argument for which piece of land to purchase to develop a new camp.
Students will compare numerical characteristics of the two pieces of land. They will use this information, in conjunction with their own ideas about how to use the land, to support an argument for which piece of land to purchase and develop into a camp.
This assessment is best used once students can read and write numbers to 1,000,000 in both standard and expanded (unit) form, have a general understanding of units2 (for the purpose of it being a unit label) and can compare numbers using < > = symbols and words.
| 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 multi-digit whole numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
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.
|
No exemplars at this time.
|
|
Explain Some of How I Solved the Problem |
|
|
|
What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.