In this performance assessment, students will be asked to figure out if students from six elementary classrooms can fit into their school cafeteria at the same time to eat lunch together. Students will show their work to explain how they found their solution.
Specifically, students will be asked to create an illustration or model to show how they multiplied a whole number by a multiple of ten.
It would be better to use this performance assessment problem during the middle or end of the school year. It is suggested that the teacher start the school year, as soon as possible, with multiplication by multiples of ten. As time allows, students will need to experience other multiplication factors other than just 10 to help them master other multiplication numbers.
In this performance assessment, students will be asked to figure out if students from six elementary classrooms can fit into their school cafeteria at the same time to eat lunch together. Students will show their work to explain how they found their solution.
Specifically, students will be asked to create an illustration or model to show how they multiplied a whole number by a multiple of ten.
It would be better to use this performance assessment problem during the middle or end of the school year. It is suggested that the teacher start the school year, as soon as possible, with multiplication by multiples of ten. As time allows, students will need to experience other multiplication factors other than just 10 to help them master other multiplication numbers.
| 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. |
Strategies for Multiplication 1Students can multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations. |
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 |
|---|---|---|---|
Concepts and Procedures |
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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Reasoning and Explaining |
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 Tools |
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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