In this performance assessment, students will further explore their understanding of multiplication and division to describe patterns. Specifically, students will be asked to create and compare models of a multiplication/division fact family, investigate the role of the commutative property in multiplication and division, analyze patterns in products when one factor changes and quotients when the divisor changes, and analyze a scenario to determine if it requires multiplication or division to find a solution.
While it will be easiest for students to use the Student Booklet and a pen/pencil or markers to complete the performance task, students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
Students should have had opportunities to deeply understand that multiplication means creating equal groups and finding a total amount and that division means taking a total amount and putting that total into equal groups to either find the total number of objects in a group or the total number of groups. They should have had opportunities to notice that products are greater than factors, and quotients are less than dividends and can be greater or less than divisors. They should also have had opportunities to recognize the relationship between dividends and products and factors and divisors and quotients. However, this performance task gives them explicit opportunities to think about and analyze these relationships.
In this performance assessment, students will further explore their understanding of multiplication and division to describe patterns. Specifically, students will be asked to create and compare models of a multiplication/division fact family, investigate the role of the commutative property in multiplication and division, analyze patterns in products when one factor changes and quotients when the divisor changes, and analyze a scenario to determine if it requires multiplication or division to find a solution.
While it will be easiest for students to use the Student Booklet and a pen/pencil or markers to complete the performance task, students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
Students should have had opportunities to deeply understand that multiplication means creating equal groups and finding a total amount and that division means taking a total amount and putting that total into equal groups to either find the total number of objects in a group or the total number of groups. They should have had opportunities to notice that products are greater than factors, and quotients are less than dividends and can be greater or less than divisors. They should also have had opportunities to recognize the relationship between dividends and products and factors and divisors and quotients. However, this performance task gives them explicit opportunities to think about and analyze these relationships.
| Big Ideas | Competencies |
|---|---|
A. Understanding and Applying Number SystemsStudents understand that numbers hold value and can choose the appropriate representations and algorithms to reason quantitatively, abstractly, and efficiently. |
Fluently Multiply 1Students can fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. |
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 |
|---|---|---|---|
Reasoning and 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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