Authentic Assessment Workbook. Math Grade 3 SOL 3.3

Transcription

1 Authentic Assessment Workbook Math Grade 3 SOL 3.3 Flexible Creativity, Inc.

2 Overview This authentic assessment workbook provides performance tasks for student completion. All items focus on authentic, real- world situations that begin to prepare students for college and career readiness. Teachers are encouraged to engage with each student response to determine the how and why of the student s thinking when responding to the task. In that regard, since multiple responses may be correct, no answer key is provided. A rubric for student and teacher use is provided with each task. Additionally, the mastery of these tasks can provide documentation toward the completion of the essential knowledge, skills and processes, as outlined in Flexible Creativity s Mathematics Observation Form for the given grade level. Further, when appropriate, material from previous grades is incorporated to build on the natural spiral of mathematics content. This document represents the essential knowledge, skills and processes related to Math 3.3 The student will: a) name and write fractions (including mixed numbers) represented by a model; b) model fractions (including mixed numbers) and write the fractions names; and c) compare fractions having like and unlike denominators, using words and symbols (>, <, =). These tasks can be found on the following pages within this document: Task 1: Flower Garden (EKS 3.3aa, 3.3cc)... 2 Task 2: Running Laps (EKS 3.3bb, 3.3cc)... 4 Task 3: Pizza Palace (EKS 3.3aa, 3.3bb, 3.3cc)... 6 Task 4: Neighborhood Book Club (EKS 3.3aa, 3.3bb, 3.3cc)... 8 Task 5: Doughnut Contest (EKS 3.3aa, 3.3cc) Task 6: Cereal Health (EKS 3.3aa, 3.3bb) Task 7: Cooking Class (EKS 3.3bb) Task 8: Orchard Treats (EKS 3.3aa, 3.3bb) Task 9: Cupcake Decorations (EKS 3.3aa, 3.3cc) Flexible Creativity, Inc All rights reserved Page 1

3 Task 1: Flower Garden Mrs. Wu owns a flower shop and grows flowers in a local garden. The garden is divided into sections. Each section grows a different color flower. 0 Part A: Mrs. Wu needs to determine what fraction of the garden is used to grow each different color. A1. Write the fraction represented by each section of color of flower in the garden. White Flowers Yellow Flowers Pink Flowers A2. Write a comparison of the fractional part of white flowers to yellow flowers using the < symbol provided. < Part B: The flower shop wants to use half the garden for pink flowers and half the garden for yellow flowers. B1. Explain what change would need to be made for the flower shop to use half the garden for pink flowers and half the garden for yellow flowers. Flexible Creativity, Inc All rights reserved Page 2

4 Task 1: Flower Garden Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Identifying the wrong numerator or denominator in 1 or 2 fractions Minor numerical error Part B 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Multiple errors in fractional representations Incorrect explanation in Part B 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 3

5 Task 2: Running Laps Keaton wants to train to run in the local half marathon. Her training will also allow her to join the school running team. Keaton trains by running around the block of her home. Keaton ran around the block of her home 8 times to complete 1 mile. Part A: Use the number line below to show the distance Keaton ran. A1. Label each mark on the number line to show the fraction of the mile each time Keaton ran around the block. A2. How many times will Keaton need to run around the block to complete! of a mile? Explain! how you found your answer. Part B: Keaton marked the number line with an A to show the distance she ran on Tuesday. B1. On Wednesday, Keaton ran! of a mile. Create a comparison using <, > or = to represent the! distance Keaton ran on Tuesday and the distance she ran on Wednesday. Flexible Creativity, Inc All rights reserved Page 4

6 Task 2: Running Laps Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incorrectly labeling part of the number line Minor error in fractional comparison in Part B 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Incorrectly labeling the number line Error in identifying factional representations in Part B 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 5

7 Task 3: Pizza Palace Pizza Palace serves a variety of pizza, cheese sticks, and chocolate chip cookies. Part A: You are the manager of Pizza Palace and need to know how much of each item is being sold. A1. A cheese pizza is cut into 12 slices. Meg, a customer, bought 2 slices and another customer, Ben, bought 3 slices. What fraction of the pizza was sold? Provide a fraction and create a model to explain your answer. Who purchased a greater amount of pizza? Create a comparison using <, >, or = and then explain your answer. A2. The Johnson family buys 1 box of cheese sticks. There are 10 slices of cheese sticks in a box. Mr. Johnson eats 4 cheese sticks and his daughter, Whitney, eats 3 cheese sticks. Create a model to show the number of cheese sticks Mr. Johnson and Whitney each ate. Part B: Pizza Palace bakes the chocolate chips cookies fresh in the store. They bake them on a tray with 8 cookies at a time and then sell each one individually. B1. After baking an extra tray of cookies, you decide to let the people working in the store eat them. George eats 2 of the cookies. Darcy eats! of all the cookies baked on the tray. Who! ate the most cookies? Create a comparison using <, >, or = and then explain your answer. Flexible Creativity, Inc All rights reserved Page 6

8 Task 3: Pizza Palace Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incomplete understanding of fractions 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Mathematical misconceptions 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 7

9 Task 4: Neighborhood Book Club You are the librarian at the Main Branch Library. You have decided to start a neighborhood book club to try to get more people to read books. You decide to divide the book club into groups by genre, or kind, of book (for example, fiction, nonfiction, poetry, autobiography, etc.) to be read. As the librarian you want to keep data on the number of people reading different kinds of books. join the book club. Part A: When the book club starts in July, 12 people from the neighborhood A1. You have chosen the fiction book, Morning Sun, as the first book to be read in the fiction group. 6 people sign up to read the book for the fiction group of the book club. What fraction of the book club reads, Morning Sun? Provide a fraction and create a model explaining your answer. A2. Mr. Washington, is a nonfiction book about the first president of the United States. 9 people sign up to read the book in this group and participate in the book club activities. Is this more or less than the number of people reading fiction? Create a fractional comparison and explain your answer. Part B: In September, 4 people leave the book club. B1. For the fall, you have chosen another fiction book, The Great Escape. 5 people from the club join the group reading this book. Using <, >, or =, compare the fraction of the number of people in the fiction group in July to fraction of the number of people in the fiction group in September. Flexible Creativity, Inc All rights reserved Page 8

10 Task 4: Neighborhood Book Club Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incorrect fractions 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Incorrect solutions with incomplete work Many calculation errors or mathematical misconceptions 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 9

11 Task 5: Doughnut Contest Dozens of Doughnuts is a new doughnut shop in the city of Centerville. As the owner of Dozens of Doughnuts, you decide to have a doughnut eating contest as part of your store s grand opening celebration. You offer to give the winner of the contest a free box of doughnuts every Saturday for one year. There are 12 doughnuts in one box. Part A: Two people, Kirk and Mary, sign up to participate in the doughnut contest. The contest will be to see who can eat the most doughnuts in 5 minutes. Each participant is given one box of doughnuts for the contest. A1. Kirk eats a total of 10 doughnuts. What fraction of the box did Kirk eat? Use the doughnuts shown to model your answer and then write the fraction of doughnuts he ate. A2. Mary eats a total of 8 doughnuts. What fraction of the box of doughnuts did Mary eat? Use the doughnuts shown to model your answer and then write the fraction of doughnuts she ate. Part B: As the store owner, you need to determine the winner of the doughnut contest. B1. Using <, >, or =, compare the number of doughnuts eaten by Kirk and Mary. Then, write a summary explaining your comparison and tell who wins the doughnut eating contest. Flexible Creativity, Inc All rights reserved Page 10

12 Task 5: Doughnut Contest Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incomplete understanding of fraction models 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Incorrect solutions with incomplete work Many calculation errors or mathematical misconceptions 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 11

13 Task 6: Cereal Health The United States Department of Agriculture (USDA) is a government group in charge of meeting the needs of farmers and ranchers, promoting trade of food, keeping food safe and ending hunger in the United States. Further, the USDA has created a food pyramid to help people understand how much and what kinds of food to eat to stay healthy. The USDA recommends eating little sugar because it has almost no nutritional value. You are the owner of a grocery store and want people to know about the amount of sugar in each serving of cereal. Part A: You select the 4 most popular kinds of cereal that people purchase from your store and create this chart. Name of Cereal Sugar Pops Rice Puffs Honey & Almond Crunch Rainbow Circles Number of Grams of Sugar in Each Serving 12 grams 9 grams 8 grams 16 grams A1. What fraction of the cereals shown has 12 or less grams of sugar per serving? A2. What fraction of the cereals shown that have more than 15 grams of sugar per serving? Shade the model to show your answer. Explain how you found your answer. A3. What fraction of the cereals has exactly 9 grams of sugar per serving? Flexible Creativity, Inc All rights reserved Page 12

14 Task 6: Cereal Health Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Minor error in writing fraction 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Errors in identifying and writing fractions Error in modeling fraction 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 13

15 Task 7: Cooking Class You have decided that you want to become a pastry chef at a very popular restaurant in town. To be a pastry chef you must earn a certificate of the local community college. Your first college class is Basic Baking. Part A: The teacher assigns the first baking project a dessert, called a Trifle that uses brownies, pudding, whipped topping, and strawberries. A1. The directions say to cut a tray of brownies into 12 equal pieces. Then, you ll use! of the! brownies as the bottom layer of the dessert. Use the diagram below to model the fraction of brownies to use on the bottom layer of the dessert. Write a summary to explain your answer. A2. The recipe says the dessert needs 12 strawberries. You are to take! the strawberries and! cut them up, putting them between a layer of brownie and a layer of pudding. Use the model to show how many strawberries will be used between the two layers? Explain your answer. Flexible Creativity, Inc All rights reserved Page 14

16 Task 7: Cooking Class Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incomplete justification for written responses Incorrect identification of fraction 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Errors in noting fractions 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 15

17 Math 3.3 Authentic Assessment Workbook Task 8: Orchard Treats An orchard is a group of trees that grow fruit. Mountain Fresh Apple Orchard grows both red and green apples. They sell their apples to visitors who come to the orchard and to local stores. Part A: You work at the orchard and make special apple treats to share with visitors who come to pick and buy apples. A1. You are given the apples shown below to use to make different apple desserts. You want to use the green apples to make an apple pie. How many green apples are there? Create a model to show the fraction of green apples to the total number of apples. Part B: You decide to make chunky applesauce with the red apples. B1. You need to peel two red apples and cut two red apples. What fraction of the red apples do you need to cut? Then create a model to show your answer. F l e x i b l e C r e a t i v i t y, I n c A l l r i g h t s r e s e r v e d Page 16

18 Task 8: Orchard Treats Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incomplete understanding of fractional representation Incomplete understanding of fraction models 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Incorrect solutions identifying fractions Many errors or mathematical misconceptions 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 17

19 Task 9: Cupcake Decorations You work at Fun Creations Bakery. Mrs. Gonzalez calls the bakery and orders 12 cupcakes with yellow faces. The bakery makes the cupcakes shown below. Part A: Before she comes to pick up the cupcakes, Mrs. Gonzalez calls and asks about the order. You take the call and answer Mrs. Gonzalez s questions. A1. What fraction of cupcakes faces has only 1 eye? A2. What fraction of cupcake faces has 2 eyes? A3. Compare the fraction of cupcake faces with 1 eye and 2 eyes. Use <, >, or = and explain your answer in writing. Flexible Creativity, Inc All rights reserved Page 18

20 Task 9: Cupcake Decorations Scoring Rubric Score Description 4 Exceeds Expected Proficiency I have answered completely and correctly all aspects of the question. My responses effectively communicate my mathematical understanding. My strategies and ability to carry out my strategies meet the content demands of all parts of the task. 3 Proficient I have answered some aspects of the question completely and correctly. My responses demonstrate adequate evidence and understanding necessary to complete the task with minor errors in execution. I demonstrate some mathematical understanding and will be able to revise my work with discussion and/or feedback from my peers or teacher. My errors may include: Incomplete justification for written response Incomplete understanding of fractions 2 Not Yet Proficient Many of my answers do not provide complete and correct responses. I demonstrated effort to complete the task; however, there are many conceptual errors throughout the task. My work will require significant revisions. My errors may include: Many calculation errors or mathematical misconceptions Incomplete solutions with incomplete work 1 Limited Proficiency I attempted to complete the task, but do not understand the concepts or the directions of the task. I demonstrated some effort, and made some connections to the content. After discussing the task with my peers or the teacher, I will need to re- attempt the task. 0 No Proficiency I did not attempt the task. I do not understand the concepts or the directions of the task. Comments: (Student Notes) (Teacher Notes) Flexible Creativity, Inc All rights reserved Page 19