Overview

In this performance assessment, students will research the cost of gas for a family trip to Niagara Falls, Ontario. They will be asked to calculate the total cost of gas in American dollars and in Canadian Dollars. 

This assessment can be used at any time in grade 7, as well in grade 8 as a review of ratios and conversions OR after students have had instruction on using ratio reasoning to convert measurement units.

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Details

Big Ideas & Competencies

Big Ideas Competencies

B. Operations and Algebraic Thinking

Students can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions.

Ratios and Proportional Relationships 3

Students can use ratio reasoning to convert measurement units.

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

Modeling and Using Tools
  • Attempts to use an appropriate representation to model the mathematical concepts or relationships, but the model contains inaccuracies or is incomplete, and/or analyzes and interprets a math model in a limited way. 
No exemplars at this time.
  • Uses accurate representations to correctly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.   
No exemplars at this time.
  • Uses an accurate and effective representation to clearly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
No exemplars at this time.

Concepts and Procedures
  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.   
  • A basic or partially correct approach is used to solve the problem but provides insufficient evidence of the ability to carry out the necessary procedures.   
  • Calculation errors are present.   
  • Solutions may be incomplete, failing to address some of the mathematical components presented in the task.
No exemplars at this time.
  • Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures.   
  • Uses a logical approach to solve the problem.   
  • A few, minor calculation errors, if any.   
  • Solutions are complete and address all mathematical components presented in the task.
No exemplars at this time.
  • Applies appropriate mathematical processes and strategies demonstrating sophisticated understanding of the required concepts and procedures.    
  • Uses the most efficient approach to solve the problem.   
  • No calculation errors.   
  • Solutions completely address all mathematical components presented in the task and demonstrate advanced mathematical fluency, if applicable.
No exemplars at this time.

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