In this performance assessment, students will apply their knowledge and skills related to area, perimeter, and measurement conversion (feet to inches) to design a classroom space.
Specifically, students will be asked to create a model of a classroom that meets specific criteria. Students will be given a few parameters such as the classroom dimensions (length and width), the number of students and the workspace each must have, the size of the teacher’s desk, and the space needed between each piece or collection of furniture. Dimensions for some furniture are provided in feet but must be converted to inches.
Students will create a model/drawing of the complete classroom design, and then respond to questions that elicit their understanding of area and perimeter using mathematical reasoning and evidence. Students may use the structure of repeated addition (or a more sophisticated technique) to calculate the total area.
This performance assessment would be ideal for completing after a unit on measurement, as students must demonstrate the skills of finding both area and perimeter. Students should have been exposed to representing objects using a mathematical model/drawing and labeling measurements of objects in a model/drawing in feet. Students should be able to convert feet to inches (whole numbers between 1 and 4 feet).
Teachers should provide an explanation of the term “mathematical reasoning.” This term refers to the use of mathematical strategies (formulas or visuals) to explain or defend reasoning. Teachers can use an example to pre-teach how to create a mathematical model/drawing and what mathematical reasoning looks like if necessary.
In this performance assessment, students will apply their knowledge and skills related to area, perimeter, and measurement conversion (feet to inches) to design a classroom space.
Specifically, students will be asked to create a model of a classroom that meets specific criteria. Students will be given a few parameters such as the classroom dimensions (length and width), the number of students and the workspace each must have, the size of the teacher’s desk, and the space needed between each piece or collection of furniture. Dimensions for some furniture are provided in feet but must be converted to inches.
Students will create a model/drawing of the complete classroom design, and then respond to questions that elicit their understanding of area and perimeter using mathematical reasoning and evidence. Students may use the structure of repeated addition (or a more sophisticated technique) to calculate the total area.
This performance assessment would be ideal for completing after a unit on measurement, as students must demonstrate the skills of finding both area and perimeter. Students should have been exposed to representing objects using a mathematical model/drawing and labeling measurements of objects in a model/drawing in feet. Students should be able to convert feet to inches (whole numbers between 1 and 4 feet).
Teachers should provide an explanation of the term “mathematical reasoning.” This term refers to the use of mathematical strategies (formulas or visuals) to explain or defend reasoning. Teachers can use an example to pre-teach how to create a mathematical model/drawing and what mathematical reasoning looks like if necessary.
| 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 Word Problems with Whole Numbers 1Students can represent and solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. |
C. Measurement and Data AnalysisStudents can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities. |
Converting Units 1Students can solve problems that require expressing measurements given in a larger unit in terms of a smaller unit within a single system of measurement. Solving Measurement Problems 1Students can apply the area and perimeter formulas for rectangles in real world and mathematical 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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Modeling/Using Tools |
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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