Shaina Eloisa N.

Caunin
3SEDM-1

Prof. Elca
MS4

Algebra
Performance Task: Rose Bouquets
LEVEL 1 Anchor
Knowledge and Understanding
demonstrates some knowledge of the concept of a linear growing pattern
demonstrates a good understanding of how to represent linear growing patterns using diagrams and
tables
demonstrates some understanding, in Question 4 part b), of how to translate statements describing
mathematical relationships in a linear growing pattern into algebraic expressions and equations
demonstrates some understanding, in Question 4 part b), of the procedure for evaluating a linear
expression in one variable by substituting a value for the variable
demonstrates limited understanding of the concept of a linear equation involving a one-variable term
Thinking
demonstrates some understanding of the problem
shows no evidence of a plan and uses an inappropriate strategy when attempting to develop a pattern
rule for the number of white roses
shows no evidence of a plan involving the use of algebraic equations in a real-life context and uses an
incomplete strategy when determining the bouquet number for the largest bouquet that could be bought
for the given amount of money
Communication
communicates with limited effectiveness; provides solutions that lack clarity of thought
uses variable names with limited effectiveness to describe relationships between the numbers of red and
white roses
provides unclear solutions and demonstrates poor mathematical form in Question 3 part c), but does
include most concluding statements

Application
demonstrates some ability to apply patterning skills and tables to determine the number of white roses in
a given bouquet

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

demonstrates a lack of ability to make connections between solving equations and determining the
bouquet number for a given number of white roses
demonstrates some ability to apply substitution skills to determine the total number of roses in a bouquet
when given an algebraic expression for this total
demonstrates a lack of ability to apply equation solving skills to determine the bouquet number for the
largest bouquet that can be bought for a given amount of money.

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Performance Assessment Task Coffee Grade 10

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

This task challenges a student to represent a context by constructing two equations from a table. A stude
nt must be able to solve two equations with two unknowns and interpret the results in terms of the context
of the situation including identifying the correct monetary units.
Common Core State Standards Math Content Standards
High School Functions Building Functions Build a function that models a relationship between two
quantities.
F BF.1 Write a function that describes a relationship between two quantities. a.
Determine an explicit expression, a recursive process, or steps for calculation from a context.
High School Algebra Reasoning with Equations and Inequalities Solve systems of equations
AREI.6 Solve systems of linear equations exactly and approximately (e.g. using graphs), focusing on pairs
of linear equations in two variables.
Common Core State Standards Math Standards of Mathematical Practice
MP.2 Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situa
tions.
They bring two complementary abilities to bear on problems involving quantitative relationships: the ability
to decontextualizeto abstract a given situation and represent it symbolically and manipulate the
representing symbols as If they have a life of their own, without necessarily attending to their referents an
d the ability to contextualize,to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent
representation of the problem at hand; considering the units involved; attending to the meaning of
quantities, not just how to compute them; and knowing and flexibly using different properties of operations
and objects.
MP.4 Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising i
n everyday life, society, and the workplace. In early grades this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a
school event or analyze a problem in the community. By high school, a student might use geometry to sol
ve a design problem or use a function to describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they know are comfortable making assumptions a
nd approximations to simplify a complicated situation, realizing that these may need revision later. They a
re able to identify important quantities in a practical situation and map their relationships using such tools
as diagrams, twoway tables, graphs, flowcharts, and formulas. They can analyze those relationships mat
hematically to draw conclusions. They routinely interpret their mathematical results in the context of the s
ituation and reflect on whether the results make sense, possibly improving the model if it has not served it
s purpose.

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Performance Assessment Task Photographs

Grade 7
This task challenges a student to reason about geometric relationships in a diagram and use
proportions to find missing dimensions of a photograph. A student must develop, analyze, and

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

explain methods for solving problems involving proportional reasoning such as scaling and finding
equivalent ratios.
Common Core State Standards Math Content Standards
Ratios and Proportional Relationships
Analyze proportional relationships and use them to solve real world and mathematical problems.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and
other quantities measured in like or different units. For example, if a person walks mile in each hour,
compute the unit rate as the complex fraction / miles per hour, equivalently 2 miles per hour.
7.RP.2 Recognize and represent proportional relationships between quantities. a.
Decide whether two quantities are in a proportional relationship, e.g., by testing for
equivalent ratios in a table or graphing on a coordinate plane and observing whether the
graph is a straight line through the origin. b.
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams,
and verbal descriptions of proportional relationships. c.
Represent proportional relationships by equations. For example, if total cost t is proportional to the
number n of items purchased at a constant price p, the relationships between the total cost and the
number of items can be expressed as t=pn.
Common Core State Standards Math Standards of Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.
They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try
special cases and simpler forms of the original problem in order to gain insight into its solution. They
monitor and evaluate their progress and change course if necessary. Older students might,
depending on the context of the problem, transform algebraic expressions or change the viewing
window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs or
draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize and
solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, Does this make sense? They can understand
the approaches of others to solving complex problems and identify correspondences between
different approaches.
MP.4 Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising
in everyday life, society, and the workplace. In early grades this might be as simple as writing an
addition equation to describe a situation. In middle grades, a student might apply proportional

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

reasoning to plan a school event or analyze a problem in the community. By high school, a student
might use geometry to solve a design problem or use a function to describe how one quantity of interest d
epends on another. Mathematically proficient students who can apply what they know are
comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later.
They are able to identify important quantities in a practical
situation and map their relationships using such tools as diagrams, twoway tables, graphs,
flowcharts, and formulas. They can analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the context of the situation and reflect on
whether the results make sense, possibly improving the model if it has not served its purpose.

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

Performance Assessment Task Party

Grade 8
The task challenges a student to demonstrate understanding of the concepts of relations and
functions. A student must be able to analyze mathematical situations and use models to solve
problems involving quantity and change. A student must be able to formulate an equation to
represent given situations. A student needs to understand inverse operations and the strategy of

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

working backwards. A student must determine how the different parts of a given graph represent
different parts in the equation.
Common Core State Standards Math Content Standards
Functions Define, evaluate, and compare functions.
8.F.1 Understand that a function is a rule that assigns to each input exactly one output.
The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.1 Use functions to
model relationships between quantities.
8.F.5
Describe qualitatively the functional relationship between two quantities by analyzing a graph
(e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits
the qualitative features of a function that has been described verbally.
Common Core State Standards Math Standards of Mathematical Practice
MP. 2 Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem
situations. They bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualizeto abstract a given situation and represent it
symbolically and manipulate the representing symbols as if they have a life of their own, without
necessarily attending to their referentand the ability to contextualize, to pause as needed during
the manipulation process in order to probe into the referents for the symbols involved. Quantitative
reasoning entails habits of creating a coherent representation of the problem at hand; considering
the units involved; attending to the meaning of quantities, not just how to compute them; and
knowing and flexibly using different properties of operations and objects.

MP.3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a logical
progression of statements to explore the truth of their conjectures. They are able to analyze
situations by breaking them into cases, and can recognize and use counterexamples. They justify
their conclusions, communicate them to others, and respond to the arguments of others. They reason
inductively about data, making plausible arguments that take into account the context from which
the data arose. Mathematically proficient students are also able to compare the effectiveness of two
plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is
a flaw in an argumentexplain what it is.
Elementary students can construct arguments using
concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

and be correct, even though they are not generalized or made formal until later grades. Later,
students learn to determine domains to which an argument applies. Students at all grades can listen
or read the arguments of others, decide whether they make sense, and ask useful questions to clarify
or improve the arguments.

Shaina Eloisa N. Caunin

3SEDM-1

Student A:

Prof. Elca
MS4

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

PERFORMANCE
BASED

Shaina Eloisa N. Caunin

3SEDM-1

Prof. Elca
MS4

ASSESSMENT