In this performance assessment, students will demonstrate their deepened understanding of using multiplication and division to create scaled bar graphs. Specifically, students will be asked to use classroom data to create a scaled bar graph.
This assessment requires some work to be done ahead of time. Students in the classroom should be surveyed using 2 different preference questions with 4-5 answer options.
Students or the teacher can come up with the survey questions and options. In addition, a larger group of people should be surveyed to collect data for 2-3 more preference questions with limited answer options. Individual students will use the data to create 4-5 scaled bar graphs that represent the data. This performance assessment is likely best completed using paper and pencil but could also be done using an electronic document program like Google Docs or Microsoft Word. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
Prior to this assessment, students should have demonstrated an understanding of the necessary parts of a bar graph (title, categories, bars, x-axis label, y-axis label, and scale-especially a scale greater than 1) and how to make their own graphs. They should also have some experience with how a scaled bar graph represents quantities not explicitly on the scale (e.g. if the bar graph has a scale of 2 and 3 people need to be represented, 1 ½ boxes need to be shaded in). Students should also have experience with basic multiplication and division facts to support them in choosing an appropriate scale. Students can use a multiplication chart if that is an accommodation they usually receive.
Students will work in groups to come up with a preference question and 3-5 choices. The class will then be polled and the data will be collected. Individual students will use the class data to create 4-5 scaled bar graphs to represent the data. This performance assessment is likely best completed using paper and pencil but could also be done using an electronic document program like Google Docs or Microsoft Word. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.”
Prior to this assessment, students should have demonstrated an understanding of the necessary parts of a bar graph (title, categories, bars, x-axis label, y-axis label, and scale) and now to make their own graphs. They should also have some experience with how a scaled bar graph represents quantities not explicitly on the scale (e.g. if the bar graph has a scale of 2 and 3 people need to be represented, 1 ½ boxes need to be shaded in). Students should also have experience with basic multiplication and division facts to support them in choosing an appropriate scale.
In this performance assessment, students will demonstrate their deepened understanding of using multiplication and division to create scaled bar graphs. Specifically, students will be asked to use classroom data to create a scaled bar graph.
This assessment requires some work to be done ahead of time. Students in the classroom should be surveyed using 2 different preference questions with 4-5 answer options.
Students or the teacher can come up with the survey questions and options. In addition, a larger group of people should be surveyed to collect data for 2-3 more preference questions with limited answer options. Individual students will use the data to create 4-5 scaled bar graphs that represent the data. This performance assessment is likely best completed using paper and pencil but could also be done using an electronic document program like Google Docs or Microsoft Word. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.
Prior to this assessment, students should have demonstrated an understanding of the necessary parts of a bar graph (title, categories, bars, x-axis label, y-axis label, and scale-especially a scale greater than 1) and how to make their own graphs. They should also have some experience with how a scaled bar graph represents quantities not explicitly on the scale (e.g. if the bar graph has a scale of 2 and 3 people need to be represented, 1 ½ boxes need to be shaded in). Students should also have experience with basic multiplication and division facts to support them in choosing an appropriate scale. Students can use a multiplication chart if that is an accommodation they usually receive.
Students will work in groups to come up with a preference question and 3-5 choices. The class will then be polled and the data will be collected. Individual students will use the class data to create 4-5 scaled bar graphs to represent the data. This performance assessment is likely best completed using paper and pencil but could also be done using an electronic document program like Google Docs or Microsoft Word. Final student work should be saved as an Acrobat PDF for uploading to the virtual scoring software.”
Prior to this assessment, students should have demonstrated an understanding of the necessary parts of a bar graph (title, categories, bars, x-axis label, y-axis label, and scale) and now to make their own graphs. They should also have some experience with how a scaled bar graph represents quantities not explicitly on the scale (e.g. if the bar graph has a scale of 2 and 3 people need to be represented, 1 ½ boxes need to be shaded in). Students should also have experience with basic multiplication and division facts to support them in choosing an appropriate scale.
| Big Ideas | Competencies |
|---|---|
B. Operations and Algebraic ThinkingStudents can use mathematics to analyze and evaluate historical, political, economic, scientific, and social problems and make conjectures about possible solutions. |
Solve Word Problems with Whole Numbers 2Students can use drawings and equations to model and solve word problems in situations involving equal groups, arrays, measurement, quantities, and scaled bar graphs requiring multiplication or division within 100. |
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 |
|---|---|---|---|
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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