Overview

In this performance assessment, students will be asked to convert rational numbers to decimals and decimals to rational numbers. Specifically, students will have three rational numbers that they will convert to decimals and three decimal values that they will convert to rational numbers. They will also be given a data set where they will need to express the results as decimals, fractions, and percents.

This assessment might best be used after instruction on rational numbers and conversions between fractions, decimals, and percents.

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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.

Notation 1

Students can convert a rational number to a decimal, and a decimal to a rational number.

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
  • I can solve part of the problem, but I am confused in some places and have calculation mistakes. 
  • I can solve the problem using strategies that make sense with few calculation mistakes. 
  • I can solve the problem efficiently and accurately without any calculation mistakes. 

Reasoning and Explaining
  • I can explain some of how I solved the problem. 
  • I can show the thinking I used to solve the problem using some math vocabulary. 
  • I can explain the thinking I used to solve the problem using precise math vocabulary in a way that another person can easily understand my math reasoning. 

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