In this performance assessment, students will pretend they have been hired by a painting company to paint offices. First, students will find the number of offices that can be painted with the amount of paint they have. Next, they will determine how many offices can be painted in another building with the amount of paint they have. After, they will calculate the number of storage rooms that can be painted in both buildings when a different fractional amount of paint is needed to paint each room. Finally, they will provide evidence that supports their solutions about division of whole numbers by a fraction.
Students should show their mathematical work in their Student Booklet and explain the process(es) they used to solve the real-world problems posed in this assessment.
This assessment can be used at any time during the school year after students have been taught and practiced dividing a whole number by a unit fraction and finding whole numbers for improper fractions. Students will demonstrate their reasoning and mathematical skills by showing their work and creating an equation to represent the situation.
In this performance assessment, students will pretend they have been hired by a painting company to paint offices. First, students will find the number of offices that can be painted with the amount of paint they have. Next, they will determine how many offices can be painted in another building with the amount of paint they have. After, they will calculate the number of storage rooms that can be painted in both buildings when a different fractional amount of paint is needed to paint each room. Finally, they will provide evidence that supports their solutions about division of whole numbers by a fraction.
Students should show their mathematical work in their Student Booklet and explain the process(es) they used to solve the real-world problems posed in this assessment.
This assessment can be used at any time during the school year after students have been taught and practiced dividing a whole number by a unit fraction and finding whole numbers for improper fractions. Students will demonstrate their reasoning and mathematical skills by showing their work and creating an equation to represent the situation.
| 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 Fractions 3Students can represent and solve word problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions using models or equations. |
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 |
|---|---|---|
Concepts and Procedures |
No exemplars at this time.
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No exemplars at this time.
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Reasoning and Explaining |
No exemplars at this time.
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No exemplars at this time.
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