In this performance assessment, students will represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpreting coordinate values of points in the context of the situation.
Students will work independently to represent and analyze data in the first quadrant of the coordinate plane, partner with another student to add a second set of data on the same coordinate plane, and then work independently again to analyze the joint data sets.
First, students will choose a state and use a US census data website to obtain population data for that state for each decade from 1950 to 2020.
They will record the data in one column of a table and then round the data to the nearest millions in a second column. In a third column they will write the population in the number of millions (to be used later for graphing).
Then, students will be asked to plot points on the pre-labeled first quadrant of a coordinate plane and use the points to create a line graph.
Student work will be reviewed by the teacher and corrected to ensure the student interpretation is based on accurate data. (The scoring rubric will assess the student ability to create the chart and graph and separately assess student ability to analyze data within the created graph).
Students will use corrected work to interpret the coordinate values of points and use these values to answer questions about the changes in population.
Next, each student will then pair with a partner to add each other’s state’s data to their own graph in a second color.
Finally, students will work independently to analyze and compare the two data sets.
This assessment could be used at any time of the school year. It should be used at the end of a unit or group of lessons focusing on rounding numbers, creating tables, using information from a table to plot data points, creating a line graph, and finally interpreting the data within the context of state population changes. It is assumed that students have some experience with line graphs and an understanding of what is represented on the x-axis and y-axis, as well as data points.
In this performance assessment, students will represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpreting coordinate values of points in the context of the situation.
Students will work independently to represent and analyze data in the first quadrant of the coordinate plane, partner with another student to add a second set of data on the same coordinate plane, and then work independently again to analyze the joint data sets.
First, students will choose a state and use a US census data website to obtain population data for that state for each decade from 1950 to 2020.
They will record the data in one column of a table and then round the data to the nearest millions in a second column. In a third column they will write the population in the number of millions (to be used later for graphing).
Then, students will be asked to plot points on the pre-labeled first quadrant of a coordinate plane and use the points to create a line graph.
Student work will be reviewed by the teacher and corrected to ensure the student interpretation is based on accurate data. (The scoring rubric will assess the student ability to create the chart and graph and separately assess student ability to analyze data within the created graph).
Students will use corrected work to interpret the coordinate values of points and use these values to answer questions about the changes in population.
Next, each student will then pair with a partner to add each other’s state’s data to their own graph in a second color.
Finally, students will work independently to analyze and compare the two data sets.
This assessment could be used at any time of the school year. It should be used at the end of a unit or group of lessons focusing on rounding numbers, creating tables, using information from a table to plot data points, creating a line graph, and finally interpreting the data within the context of state population changes. It is assumed that students have some experience with line graphs and an understanding of what is represented on the x-axis and y-axis, as well as data points.
| Big Ideas | Competencies |
|---|---|
D. Geometric ReasoningStudents can analyze, evaluate and generate explanations about their world by exploring the properties and relationships of points, lines, shapes, space, and the positions of figures. |
Graphing 1Students can represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation. |
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 ExplainingWhat is the evidence that the student can defend a solution or critique another person's solution using mathematical language? SMP2&3 |
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 and Using ToolsWhat is the evidence that the student can create or interpret a representation that captures mathematical concepts or relationships and uses tools strategically to solve real-world math problems? SMP 4 & 5 |
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No exemplars at this time.
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No exemplars at this time.
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Seeing Structure and GeneralizingWhat is the evidence that the student notices patterns, structure, or regularities in real-world phenomena or mathematical situations, and can use those to find general methods and shortcuts? SMP 7 & 8 |
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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