Overview

Students will pretend that they are shopping at the neighborhood SUPER Mart to buy a list of items to take to an annual neighborhood charitable gathering and find the total before and after applying the appropriate coupons.

Specifically, students will use the given price for items on a list to find the total. Then, students will subtract the amount of each coupon to find the new total. Students will demonstrate their thinking and mathematical skills through showing their work and writing an equation.

This assessment can be used anytime during the school year after students have been taught and practiced the order of operations using addition and subtraction and how to write simple equations from word problems. 

Students should show their mathematical work in their Student Booklet and explain the process(es) they used to solve the real-world problems posed in this assessment.

Download Teacher Booklet Download Student Booklet

Details

Big Ideas & Competencies

Big Ideas Competencies

B. Operations and Algebraic Thinking

Students 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 1

Students can represent and solve two-step word problems using equations and the order of operations with any of the four operations using whole numbers and having whole number answers.

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 an 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 is able to justify the tool selection. 
No exemplars at this time.

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