Rational number performance task
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Students are asked to compare two competing Pizzerias. Students apply their understanding of rational numbers to solve a contextual problem. Use numbers and your calculations for each answer to justify your opinion. I have included a rubric with suggestions for how to score this item. Also important are the routines and expectations set at the beginning of the year. Let me explain some of my thinking on the rubric. Students can rely on the number line placements in part A to find the various distances.

Each task is presented in a real-world context and allows students to develop their own strategies. Interpret products of rational numbers by describing real-world contexts. What is different about the way Mr. Also note that a student can earn 1 point for having two correct expressions based on an incorrect placement in part A. Students are asked to solve real-world problems. Accuracy is more important than speed.

Part B is worth 2 points. Students work to represent and solve a problem, and then reason from those representations to make comparisons and draw conclusions. Pdf file of 15 sample questions; no answer key. Show that a number and its opposite have a sum of 0 are additive inverses. If a student has an incorrect placement - meaning they did not earn points in part A - they can still earn 1 point in part B if they correctly found the distances based on their incorrect placement. Fluency is an important aspect to the new Common Core curriculum and it is important to practice with assignments like this to improve flexibility and efficiency with number operations.

Therefore the students will eliminate choices C and D. Then they are asked to pack everything up except for a writing utensil. This two-part task presents a recipe context in an atypical way that requires students to demonstrate a deep understanding of proportionality to be successful. All students are provided with an answer sheet and they are responsible for discussing the work also shown on the paper with a partner. I know that some students will want to rewrite a difference as a sum. Grade 08 Mathematics Sample Items.

Interpret sums of rational numbers by describing real-world contexts. But again, to save time students here are only required to select the 3 negative expressions out of the 6 given. Students must reason proportionally with fractions to solve each part of the task. In the task, students apply securely held content from previous grades decimal operations to solve a problem involving rate and elapsed time. Once information has been reviewed, students are paired up using data from results on quiz 5 to pair by ability, mid-lo, mid-mid, mid-hi. Could use these for morning bell work. Multiple choice items have been included, though some teachers may prefer to remove these items.

There are no instructional notes answer keys, rubrics, student work samples. Part C is also worth 2 points. Tasks are handed out and students are asked to read and review the top portion of the handout, including the table, independently. I will accept that as long as it represents the distance. This task asks students to analyze graphs of functions and interpret rates of change, intersections, and points on the curves of different functions. Originally, these items except the last were presented as open response items.

This does not mean that I expect all students to be able to perform tasks like this in the prescribed amount of time. Thus it is important to ou tline the expectations of this work time explicitly, perhaps by writing them on a piece of chart paper and placing it close to this part of the class. Students are expected to write two valid expressions to represent the given distance. I will wrap up the discussion by asking students to always report the answer in simplest form unless the question indicates otherwise. . After 3-4 minutes of silent review of the facts within the table students are allowed to ask questions about the information provided on the table. I have included a few samples.

Anything equivalent to the samples would be acceptable. From New York State Testing Program, a 15 page pdf file with sample questions and solutions. Many math problems on various skills are available here to download. Problem 2 was originally written so that a student must explain each of their choices. Corcoran pays his employees and the ay Mr. I also select a few students to copy their work and answers on the board. I added the multiple choice items after feedback from colleagues.

Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Students who answer all problems correctly earn three. Personally speaking, I like the fact the a student can reason their way through these items, but feel free to remove them if you would prefer. Distances are to be positive. In level C, students are given a problem that requires an understanding of divisibility and may be determined by using knowledge of relatively prime factors.

The work I included on the answer sheet involves some reducing, but only within a single fraction. Some students have figured out how to reduce diagonally before multiplying by identifying common factors in the numerator and the denominator. Change the context of the problem if this bothers you! A students may know that adding a positive 5 results in moving to the right of -15 on a number line - it creates a greater value. This can sometimes lead to incomplete work due to excessive socializing. I changed the names given to reflect our principal and assistant principal. Solving problems relating to using the measures of the exterior and interior angles of polygons.