Overview

In this performance assessment, students will apply their knowledge and skills related to ratio reasoning in order to convert measurement units. Specifically, students will be asked to convert metric and U.S. customary measures of length, time, capacity and volume.

Students will use their understanding of ratios and proportional relationships to solve these problems and explain their methodology/process for finding their solutions. 

Additional guidelines: This assessment should be used during the unit on ratios and proportional relationships in Grade 6 or as a review in Grade 7. Students should have had instruction on converting measurement units.

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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.

Ratios and Proportional Relationships 3

Students can use ratio reasoning to convert measurement units.

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

Total Correct on Parts 1-3
  • 0-1 items correct
  • 2-3 items correct
No exemplars at this time.
  • 4-5 items correct
No exemplars at this time.

Concepts and Procedures
  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.
  • A basic or partially correct approach is used to solve the problem, but provides insufficient evidence of the ability to carry out the necessary procedures.
  • Calculation errors are present.
  • Solutions may be incomplete, failing to address some of the mathematical components presented in the task.
  • Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures.
  • Uses a logical approach to solve the problem.
  • Few and minor calculation errors, if any.
  • Solutions are complete and address all mathematical components presented in the task.
No exemplars at this time.
  • Applies appropriate mathematical processes and strategies demonstrating sophisticated understanding of the required concepts and procedures.
  • Uses the most efficient approach to solve the problem.
  • No calculation errors.
  • Solutions completely address all mathematical components presented in the task and demonstrate advanced mathematical fluency, if applicable.
No exemplars at this time.

Reasoning and Explaining
  • Attempts to explain the solution(s) to the task and may provide an incomplete justification for the conclusion(s).
  • Uses some, but limited, mathematical terminology and/or notation.
  • Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed.
  • Justifies the conclusion(s) appropriately at multiple decision points.
  • Uses accurate and appropriate mathematical terminology and notation.
No exemplars at this time.
  • Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content. 
  • Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches.
  • Uses precise and sophisticated mathematical terminology and notation.
No exemplars at this time.

Modeling and Using Tools
  • Attempts to use an appropriate representation to model the mathematical concepts or relationships, but the model contains inaccuracies or is incomplete, and/or analyzes and interprets a math model in a limited way. 
  • Selects tools and applies with partial accuracy. 
  • Uses accurate representations to correctly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
  • Uses an appropriate tool to solve a problem. 
No exemplars at this time.
  • Uses an accurate and effective representation to clearly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
  • Uses an appropriate tool to solve a problem and is able to justify the tool selection. 
No exemplars at this time.

Seeing Structure and Generalizing
  • Attempts to use an appropriate representation to model the mathematical concepts or relationships, but the model contains inaccuracies or is incomplete, and/or analyzes and interprets a math model in a limited way. 
  • Selects tools and applies with partial accuracy. 
No exemplars at this time.
  • Identifies patterns, structure, and/or repeated calculations in math problems and uses that information to solve part of the problem more efficiently. 
No exemplars at this time.
  • Identifies patterns, structure, and/or repeated calculations in math problems and uses that information to solve problems more efficiently or explain why a shortcut works.
No exemplars at this time.

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