In this performance assessment, students will apply their knowledge and skills related to ratios and proportional relationships, calculating with fractions and decimal fractions, and interpreting remainders to make an economical recommendation to the PTO for the number of batches of cookies to make for the district’s end-of-year kindergarten celebration.
Specifically, students will be asked to use information about the cost and amount of different ingredients to determine how much of each ingredient to buy and how much will be left over. They will use this information to make and justify a recommendation for how many batches of cookies to make for the celebration. Students will use provided criteria to solve a problem with multiple possible solutions. They will propose and justify their recommendation for the solution.
This assessment might best be used after students have had practice using proportional reasoning to solve real-world problems. Students will need some foundational knowledge about ratios and proportions, including work with unit rates from their work in sixth grade. They will also need to know how to fill in a table. The ingredient price list needs to be explained to students ahead of time as it provides the cost for a 5 lb. bag of flour, for example, and also the number of cups of flour in a 5 pound bag. The teacher should clarify that the bakers may have leftover ingredients--just like in real life, but that the bakers cannot purchase just a portion of a product. Students will need experience calculating with fractions and decimal fractions using a calculator and interpreting a remainder. They will also need experience using criteria to make a recommendation/decision and justifying their decision.
In this performance assessment, students will apply their knowledge and skills related to ratios and proportional relationships, calculating with fractions and decimal fractions, and interpreting remainders to make an economical recommendation to the PTO for the number of batches of cookies to make for the district’s end-of-year kindergarten celebration.
Specifically, students will be asked to use information about the cost and amount of different ingredients to determine how much of each ingredient to buy and how much will be left over. They will use this information to make and justify a recommendation for how many batches of cookies to make for the celebration. Students will use provided criteria to solve a problem with multiple possible solutions. They will propose and justify their recommendation for the solution.
This assessment might best be used after students have had practice using proportional reasoning to solve real-world problems. Students will need some foundational knowledge about ratios and proportions, including work with unit rates from their work in sixth grade. They will also need to know how to fill in a table. The ingredient price list needs to be explained to students ahead of time as it provides the cost for a 5 lb. bag of flour, for example, and also the number of cups of flour in a 5 pound bag. The teacher should clarify that the bakers may have leftover ingredients--just like in real life, but that the bakers cannot purchase just a portion of a product. Students will need experience calculating with fractions and decimal fractions using a calculator and interpreting a remainder. They will also need experience using criteria to make a recommendation/decision and justifying their decision.
| 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. |
Compute with Rational Numbers 1Students can solve real-world and mathematical problems involving the four operations with rational numbers, using tools strategically. Ratios and Proportional Relationships 3Students can use proportional relationships to solve multistep ratio and percent problems. |
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/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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Reasoning/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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