Overview

In this performance assessment, students will use their understanding of rounding and place value with multi-digit numbers to solve problems. Students will solve math problems based on rounding and answer a real-life problem based on their understanding of place value and rounding. 

This assessment might best be used after students have learned place value to 1 million and rounding multi-digit whole numbers to the any place-value.  

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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.

Place Value 1

Students can use place value understanding to round multi-digit whole numbers to any place.

Comparing Fractions 2

Students can compare two fractions with different numerators and different denominators and justify their conclusions by creating common numerators or common denominators; comparing to benchmark fractions; or using number lines and other models.

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 explain 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. 
No exemplars at this time.

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