Overview

In this performance assessment, students will read a real-life problem and solve it, using three different operations, with each solution represented by an equation. Then, students will choose the equation that is most efficient for solving the problem and explain why it is most efficient. 

Specifically, students will use addition, subtraction, and multiplication to solve a real-world problem to determine how many gallons of gas are pumped into a car gas tank. Students will represent their solutions using addition, subtraction, and multiplication equations. Finally, students will choose the equation they believe to be most efficient for solving the problem and justify their thinking. 

This assessment can be used at any time during the school year, after students have been taught and have practiced the order of operations (addition, multiplication, division) and how to write simple equations from word problems. Students will show their mathematical work in their Student Booklet and explain the process(es) they used to solve the real-world problem 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 3

Students can represent and solve one-step word problems operations involving time, mass, or volume within a single unit 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/p\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.
No exemplars at this time.

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.
No exemplars at this time.
  • 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.
No exemplars at this time.

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

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback.

Don't have an account? Register Here

Log in