In this performance assessment, students will use their knowledge of rational numbers to approximate values of irrational numberd. Specifically, students will be asked to categorize a set of numbers as rational or irrational, then to locate their positions on a number line. Students will use the same data set to approximate, locate, and compare numbers.
This assessment can be used at any time in the school year. Students should have had instruction on perfect squares and perfect cubes before this assessment is used. Also, students should have learned how to place points on a number line and label them. Students should also be familiar with comparison symbols: < > and = signs.
In this performance assessment, students will use their knowledge of rational numbers to approximate values of irrational numberd. Specifically, students will be asked to categorize a set of numbers as rational or irrational, then to locate their positions on a number line. Students will use the same data set to approximate, locate, and compare numbers.
This assessment can be used at any time in the school year. Students should have had instruction on perfect squares and perfect cubes before this assessment is used. Also, students should have learned how to place points on a number line and label them. Students should also be familiar with comparison symbols: < > and = signs.
| Big Ideas | Competencies |
|---|---|
A. Understanding and Applying Number SystemsStudents understand that numbers hold value and can choose the appropriate representations and algorithms to reason quantitatively, abstractly, and efficiently. |
Rational Numbers 1Students can use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions. |
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 |
|---|---|---|---|
Total Number of. Correct Parts (out of 33) |
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