In this performance assessment, students can represent solutions of inequalities on number line diagrams. Specifically, students will be asked to read scenarios and graph the 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, as well as representing solutions of inequalities on number line diagrams.
In this performance assessment, students can represent solutions of inequalities on number line diagrams. Specifically, students will be asked to read scenarios and graph the 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, as well as representing solutions of inequalities on number line diagrams.
| 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 2Students can represent solutions of inequalities on number line diagrams. |
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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