Overview

In this performance assessment, students will be asked to apply and extend their previous understanding of multiplication by multiplying a fraction or whole number by a fraction. This assessment can be used at any time in grade 5 after students have had instruction on multiplying fractions or whole numbers by fractions. 

Details

Big Ideas & Competencies

Big Ideas Competencies

A. Understanding and Applying Number Systems

Students understand that numbers hold value and can choose the appropriate representations and algorithms to reason quantitatively, abstractly, and efficiently.

Strategies for Multiplying Fractions 1

Students can apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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

  • I can attempt to multiply fractions by whole numbers and fractions but make major errors or many minor calculation mistakes.
No exemplars at this time.
  • I can multiply fractions by whole numbers and fractions and make only 1 or 2 minor calculation errors. 
No exemplars at this time.
  • I can accurately multiply fractions by whole numbers and fractions without making calculation mistakes. 
No exemplars at this time.

Reasoning and Explaining

  • I attempt to give examples to support my conjecture, but they do not support it or are incomplete (questions 4 and 5).
No exemplars at this time.
  • I can give examples that support my conjecture, but my conjecture is inaccurate (questions 4 and 5).
No exemplars at this time.
  • I can give examples that support my accurate conjecture (questions 4 and 5). 
No exemplars at this time.

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