Overview

In this performance assessment,  students will apply standard addition and subtraction algorithms to answer questions, using data from a chart. Then they will use the data to highlight seasonal economic situation(s) that may impact the area.   

Specifically, students will first be asked to use an addition and subtraction algorithm to respond to two real-life scenarios referencing the Mackinaw Bridge Authority Monthly Traffic Statistics chart. The two responses and the resulting student work will be written on the Student Worksheet page of the Student Booklet. Second, students will make comparisons between traffic in the winter months and traffic during the summer months. Students will respond to the data patterns between the two seasons and the economic impact that bridge traffic has on the Mackinaw Bridge area.  

This assessment can be used at any time in grade four after a unit on place value that includes addition and subtraction with millions along with several appropriate targeted economic lessons. It would also be beneficial to students if they were to receive a review of the vocabulary, strategies, and algorithms that will be required to be used as they prepare to respond to this performance assessment.  

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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.

Fluently Add and Subtract 1

Students can fluently add and subtract multi-digit whole numbers using the standard algorithm.

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
  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.
  • A basic or partially correct approach is used to solve the problem but provides insufficient evidence of the ability to carry out the necessary procedures.
  • Calculation errors are present.
  • Solutions may be incomplete, failing to address some of the mathematical components presented in the task.
  • Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures.
  • Uses a logical approach to solve the problem.
  • Few and minor calculation errors, if any.
  • Solutions are complete and address all mathematical components presented in the task.
  • Applies appropriate mathematical processes and strategies demonstrating sophisticated understanding of the required concepts and procedures.
  • Uses the most efficient approach to solve the problem.
  • No calculation errors.
  • Solutions completely address all mathematical components presented in the task and demonstrate advanced mathematical fluency, if applicable.

Reasoning and Explaining
  • Attempts to explain the solution(s) to the task and may provide an incomplete justification for the conclusion(s).
  • Uses some, but limited, mathematical terminology and/or notation.
  • Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed.
  • Justifies the conclusion(s) appropriately at multiple decision points.
  • Uses accurate and appropriate mathematical terminology and notation.
  • Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content.
  • Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches.
  • Uses precise and sophisticated mathematical terminology and notation.

Modeling and Using Tools
  • Attempts to use an appropriate representation to model the mathematical concepts or relationships, but the model contains inaccuracies or is incomplete, and/or analyzes and interprets a math model in a limited way.
  • Selects tools and applies with partial accuracy.
No exemplars at this time.
  • Uses accurate representations to correctly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
  • Uses an appropriate tool to solve a problem.
No exemplars at this time.
  • Uses and accurate and effective representation to clearly model the mathematical concepts or relationships, and/or accurately analyzes and interprets a math model.
  • Uses an appropriate tool to solve a problem and can justify the tool selection.
No exemplars at this time.

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