In this performance assessment, students write inequalities of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Specifically, students will be asked to read scenarios and answer questions using inequalities.
This assessment is best used once the students have had instruction and practice writing inequalities of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem.
In this performance assessment, students write inequalities of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Specifically, students will be asked to read scenarios and answer questions using inequalities.
This assessment is best used once the students have had instruction and practice writing inequalities of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem.
| Big Ideas | Competencies |
|---|---|
B. Operations and Algebraic ThinkingStudents can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions. |
Solve Inequalities 1Students can write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. |
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 ProceduresTask One: Questions 1 & 2 Task Two: Question 4 |
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Reasoning and ExplanationTask One: Question 3 Task Two: Questions 5 & 6 |
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No exemplars at this time.
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