Overview

In this performance assessment, students will become problem solvers and demonstrate their understanding of multiplication and division by making a poster with an equal group drawing, array, and an equation. Specifically, students will be asked to create a poster with an array, an equal group drawing, and an equation to demonstrate their understanding of a multiplication or division story problem, as described below.

  • An array – a pictorial model with columns and rows equal to the multiplication factors (example: 3 x 4 would be 3 rows and 4 columns)
  • An equal group drawing – a pictorial model with equal groups (example: 3 x 4 would be 3 groups of 4 things)

This assessment should be used when teachers are assessing whether their students understand basic multiplication and division. Students should be familiar with multiplication, division, equal group drawings, and arrays.

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Details

  • 3rd
  • One 60-minute session and one 30-minute session
  • Big Ideas & Competencies View Section Below

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.

Solve Word Problems with Whole Numbers 2

Students can use drawings and equations to model and solve word problems in situations involving equal groups, arrays, measurement, quantities, and scaled bar graphs requiring multiplication or division within 100.

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

Concepts and Procedures
  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.
  • Calculation errors are present
  • Student does not appear to know how to solve the story problem.
No exemplars at this time.
  • 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.
  • Able to solve the story problem and represent their solution accurately.
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.
  • Able to solve the story problem and represent their solution accurately.
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.
  • Makes a poster with inconsistent accuracy; does not appear to understand the array, equal groups, and/or equations.
No exemplars at this time.
  • 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.
  • Uses appropriate strategies to solve the story problem and models the solution with an array, equal groups drawing, and an equation.
No exemplars at this time.
  • Uses and 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. 
  • Uses appropriate strategies to solve the story problem and models the solution with an array, equal groups drawing, and an equation accurately and efficiently.
No exemplars at this time.

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