Performance Assessment Task: Team 2

Trent Olesen, Mahera Sherzai, Samantha Matheson, Courtney Hogan, Britt Cupples

Performance Task 2
Specific Outcomes: 2
Criteria - Brainstorm: 2
Sort & Categorize: 2

Step 1: Identify Outcomes and Context 3

Step 2: Establish Assessment Criteria 4

Step 3: Write the Student Task 4

Step 4: Create a Formative Assessment Tool 5

Criteria 1: 5
Criteria 2: 6

Step 5: Develop a Rubric 7

Step 6: Use the Task with Students 7

Cookies Galore! 8
 Performance Task
Grade 5 Mathematics
Team 2: Mahera Sherzai, Samantha Matheson, Britt Cupples, Trent Olesen, Courtney Hogan

Specific Outcomes:
2. Use estimation strategies in problem-solving contexts.
• front-end rounding
• compensation
• compatible numbers in problem-solving contexts

4. Apply mental mathematics strategies for multiplication

• annexing then adding zero
• halving and doubling
• using the distributive property.

7. Demonstrate an understanding of fractions by using concrete, pictorial and symbolic

representations to:
• create sets of equivalent fractions
• compare fractions with like and unlike denominators.

Criteria - Brainstorm
Demonstrate, Apply, Use
Compare Apply/Use
Order Practice
Recognize Manipulate
Sort/Categorize Exercise

Sort & Categorize

2. Use estimation strategies in problem-solving contexts.
• front-end rounding
• compensation
• compatible numbers in problem-solving contexts
[C, CN, ME, PS, R, V]
4. Apply mental mathematics strategies for multiplication
• annexing then adding zero
• halving and doubling
• using the distributive property.
[C, CN, ME, R, V]
 7. Demonstrate an understanding of fractions by using concrete, pictorial and symbolic
representations to:
• create sets of equivalent fractions
• compare fractions with like and unlike denominators.
[C, CN, PS, R, V]

Step 1: Identify Outcomes and Context

Specific Learner Outcomes:

2. Use estimation strategies in problem-solving contexts.

• front-end rounding
• compensation
• compatible numbers in problem-solving contexts
[C, CN, ME, PS, R, V]
4. Apply mental mathematics strategies for multiplication
• annexing then adding zero
• halving and doubling
• using the distributive property.
[C, CN, ME, R, V]
7. Demonstrate an understanding of fractions by using concrete, pictorial and symbolic
representations to:
• create sets of equivalent fractions
• compare fractions with like and unlike denominators
[C, CN, PS, R, V]

Context: Math Class, Fractions Unit

Students will be applying their problem-solving strategies to adapt cookie recipes that yield 24
cookies to feed 168 grade five students. Students will create their new, equivalently larger,
recipe and record the modifications that they made in a graphic organizer.
Step 2: Establish Assessment Criteria
Many to one Correspondence
One to one Correspondence
Outcome Criteria

2. Use estimation strategies in problem- 2-1

solving contexts. Calculates increased recipe
• front-end rounding measurements by first using mental math
• compensation and estimation strategies, communicated
• compatible numbers in problem-solving through graphic organizer and reflection.
contexts
[C, CN, ME, PS, R, V]

4. Apply mental mathematics strategies for

multiplication
• annexing then adding zero
• halving and doubling
• using the distributive property.
[C, CN, ME, R, V]

7. Demonstrate an understanding of 1-1

fractions by using concrete, pictorial and
symbolic representations to:
• compare fractions with like and unlike
denominators.
[C, CN, PS, R, V]
Compare fractions of ingredients with like
and unlike denominators by accurately
ordering measurements.

Step 3: Write the Student Task

Cookies Galore!
Students will select a recipe and adapt it to yield 168 cookies (enough for all the students in
their grade). Students have three recipes to choose from and each recipe has been
differentiated to include varying degrees of difficulty. The simplest recipe having the fewest
fractions to the most difficult having a variety of fractions with different denominators. Students Commented [1]: Differentiated recipes based on
will be applying their problem-solving strategies to adapt cookie recipes that yield 24 cookies to complexity of fractions.
feed 168 grade five students. Students will create their new, equivalently larger, recipe and
record the modifications that they made in a graphic organizer.
Step 4: Create a Formative Assessment Tool
Formative Assessment Tools

Criteria 1:
Calculates increased recipe measurements by first using mental math and estimation
strategies, communicated through graphic organizer and reflection.

Students will use the graphic organizer to record their estimation strategies. One side of the
graphic organizer will be included in the summative assessment (Initial Measurement, Adapted
Measurement + Mathematical Process, Order You Ingredients) and the other side (Estimating)
will be used as the formative tool.

The students will engage their mental mathematics and estimation strategies here before
moving onto the other side of the graphic organizer, included in the summative assessment.
This is an opportunity to check for understanding (peer and peer) and for the student to use
their reasoning and problem-solving skills in a low-stakes environment.

Students will use this formative assessment tool as a peer coaching exercise:
Indicate your level of understanding on the continuum based on the explanation provided by the
students you are coaching.

Student Coach

Provide an On a scale of 1-5, indicate your understanding of the explanation.

explanation for the 1 2 3 4 5
mental math and I still Your
estimation strategy have explanation
you used for questions makes sense
increasing your to me
recipe.
I think this because…

After students have provided feedback to one another and had the opportunity to reflect,
students will hand in the peer coaching sheet and graphic organizer for the teacher to review
and assess the students understanding of the task.
Criteria 2:
Compare fractions of ingredients with like and unlike denominators by accurately ordering
measurements.

After students have determined how to order the ingredients on their graphic organizer, they will
pair up to discuss the formative tool questions. Students will use this formative assessment tool
as a peer coaching exercise:
Find a classmate to help you practice. One person will ask the questions below and the other
person will answer them.

How do you know your graphic organizer accurately orders the

ingredients?

Explain how you compared the different units of measurement (ie

cups vs tbsp) and how you used that to determine the order.

Explain how the order of your ingredients would or would not

change if you increased or decreased the recipe.
 Step 5: Develop a Rubric

Level Excellent Proficient Adequate Limited Insufficient

Criteria

Calculates Strategy Strategy Strategy Strategy No score is

increased recipe described described described described awarded
measurements by provides an in- provides a provides a provides an because there
depth explanation considerable basic undeveloped is insufficient
first using mental
using precise explanation explanation explanation evidence of
math and estimation mathematical using relevant using partially with student
strategies, language and mathematical correct substantial performance
communicated symbols. language and mathematical errors in based on the
through graphic symbols. language and mathematical requirements
organizer and symbols. language and of the
reflection. symbols. performance
task.
(Reasoning,
Communication,
Mental Mathematics
and Estimation).

Compare fractions Provides an Provides a Provides a Provides a No score is

of ingredients with accurate practical generally flawed awarded
like and unlike comparison of like comparison of accurate comparison of because there
and unlike like and unlike comparison of like and unlike is insufficient
denominators by
denominators. denominators. like and unlike denominators. evidence of
accurately ordering Organization of Organization of denominators. Organization of student
measurements. measurements measurements Organization of measurements performance
(Reasoning, Problem and rationale is and rationale is measurements and rationale is based on the
Solving) purposeful. logical. and rationale is irrelevant. requirements
appropriate. of the
performance
task.

Step 6: Use the Task with Students

● Collect samples of student work to review with peers,along with your task and rubric.
● Revise your task as needed.
 Cookies Galore!
You have been hired to make cookies for all the students in your grade.
There are six Grade 5 classes, each of which has 28 students.

You have three recipes to choose from:

Chunky Chocolatey Chip, Positively Better Peanut Butter, Opa’s Over-The-Top

Oatmeal

After choosing your recipe, you will record the measurements required to make
your cookies in the graphic organizer that you have been given under the Initial
Measurement category.
Then on the flip side of your graphic organizer, you will record your Estimating.
Include your mathematical process, notes, and any strategies you used.

Our problem is that your recipe can only make enough cookies for 24 students but
you will have to feed all 168 Grade 5 students. So instead of making this recipe 24
cookies at a time, to save yourself time in the kitchen you will have to make your
recipe bigger so that you can make all of the cookies at once. Under the Adapted
Measurement category in your graphic organizer you will write your new, bigger
measurement for each ingredient. Once you have adapted your recipe to feed 168
students, Order Your Ingredients and provide a brief rationale justifying the order
that you recorded them in.

Finally, discuss your process with a partner and write a reflection of these answers:
Why did you choose this recipe?
What estimation or mental math strategies did you use to begin this task?
How many times would you have baked the cookies if not for increasing
your recipe?
What was the trickiest measurement to convert?
If you did this again, would you have chosen a different recipe?
Why did you order your ingredients the way you did?