Overview

Students will compare two decimals to the thousandth place and justify their conclusions based on the value of the digits in each place. Students will first work with a partner to perform an experiment and collect data. Before each trial of the experiment, the student will generate a hypothesis or prediction. For the three trials, the partners will roll a marker down ramps of different heights and use a stopwatch to time how long the marker rolls each time.  

Students will then independently compare the times (to the thousandths of a second) for each of the 3 trials. 

This assessment should be used after students have experience with comparing values to the thousandths place value and the use of an online stopwatch. 

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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.

Comparing Decimals 1

Students can compare two decimals to thousandths and justify their conclusions based on meanings of the digits in each place.

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
  • 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. 
  • No calculation errors.
  • Solutions are complete and address all mathematical components presented in the task. 

Reasoning and Explaining
  • Attempts to explain the solution(s) to the task and may provide an incomplete justification for the conclusion(s). 
  • Uses some, but limited, mathematical terminology and/or notation. 
  • Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed. 
  • Justifies the conclusion(s) appropriately at multiple decision points. 
  • Uses accurate and appropriate mathematical terminology and notation. 
  • Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content. 
  • Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches. 
  • Uses precise and sophisticated mathematical terminology and notation. 

Seeing Structure and Generalizing
  • Identifies some patterns, structure, and/or repeated calculations in math problems, but applies them incorrectly or in a limited way to solve the problem more efficiently.
  •  Identifies patterns, structure, and/or repeated calculations in math problems and uses that information to solve part of the problem more efficiently.

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