Performance Assessment Task 3rd Grade: Number and Operations (Fractions)

3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Directions:

1. Put out a collection of items that contain some similarities and some differences (i.e. pencils, stickers, color tiles, Skittles, etc). 2. Students should identify the total number of items in the collection and list it as the denominator. 3. Students should come up with a way to categorize the items and list the fractions of each category (color, size, shape).

Considerations:

Watch for understanding of the term denominator. It represents the total number of items. Watch for understanding that isolating some items in a collection makes those items a fraction of the whole. Are students able to properly record a fraction in a numerator/denominator form?

Collecting Data: Student performance can be scored with a provided task rubric or a rubric created by the teacher. Data can be recorded on a score sheet.

Teacher notes:

Not yet: Student shows evidence of Got It: Student essentially misunderstanding, incorrect concept understands the target concept. or procedure

0 1 Marginal: 2 Proficient: 3 Excellent: Unsatisfactory: Partial Substantial Full Little Accomplishmen Accomplishmen Accomplishmen Accomplishmen t t t t Part of the task is Student could Strategy and The task is accomplished, work to full execution meet attempted and but there is lack accomplishment the content, some of evidence of with minimal process, and mathematical understanding or feedback from qualitative effort is made. evidence of not teacher. Errors demands of the There may be understanding. are minor. task or concept. fragments of Further teaching Teacher is Student can accomplishment is required. confident that communicate but little or no understanding is ideas. May have  Elementary Mathematics Office • Howard County Public School System • 2013-2014 success. Further adequate to minor errors that teaching is accomplish the do not impact the required. objective with mathematics. minimal assistance.

Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65