In this performance assessment, students will use what they’ve learned about multiplying a fraction and a whole number to find products and justify their solutions (by showing their work), using different methods/strategies.
Specifically, students will be asked to multiply fractions and a whole number and use models, equations, and or explanations to justify their solutions.
Students will explain their thinking (i.e., show their work) in the Student Booklet. For students who need to use technology or use a scribe to get their justifications in print form, they may have access to these accommodations per regular classroom rules for technology and/or scribing protocols. For students who need to use physical manipulatives (e.g., fraction tiles, number lines that are pre-created, etc.), pictures can be taken, and explanations can be scribed. Other accommodations that are necessary for the student to demonstrate learning and that do not jeopardize the integrity of the task are also allowable.
This assessment is best used after students have had practice multiplying fractions by a whole number, using multiple models and/or equations.
In this performance assessment, students will use what they’ve learned about multiplying a fraction and a whole number to find products and justify their solutions (by showing their work), using different methods/strategies.
Specifically, students will be asked to multiply fractions and a whole number and use models, equations, and or explanations to justify their solutions.
Students will explain their thinking (i.e., show their work) in the Student Booklet. For students who need to use technology or use a scribe to get their justifications in print form, they may have access to these accommodations per regular classroom rules for technology and/or scribing protocols. For students who need to use physical manipulatives (e.g., fraction tiles, number lines that are pre-created, etc.), pictures can be taken, and explanations can be scribed. Other accommodations that are necessary for the student to demonstrate learning and that do not jeopardize the integrity of the task are also allowable.
This assessment is best used after students have had practice multiplying fractions by a whole number, using multiple models and/or equations.
| 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 Fractions 2Students can represent and solve word problems involving multiplication of a fraction by a whole number by using models and equations to represent the problem. |
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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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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