Performance Assessment Task
3rd: Measurement and Data
3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Directions:
1. Study the movie time schedule (attached).
2. Read each movie’s start and end time.
3. Determine the length time for each movie.
4. Record the elapsed time for each movie.
Extensions:
Students make up story problems for each movie (ie, If the movie begins at 7:30 and it takes 30 minutes to get there, what time would you need to leave your house?)
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.
Considerations:
Students may need to use an open number line to calculate/show hours and minutes passed.
Provide a Judy clock as an additional resource if needed.
Movie Title / Start Time / End Time / Movie LengthAttack of the Broccoli / 7:10 / 9:05
Saving Frankenstein’s Lunch / 6:40 / 8:10
Nuthouse Rocks / 5:45 / 7:37
Freeze Dried Astronauts! / 7:25 / 9:03
Cheese Balls / 1:35 / 3:15
Not yet: Student shows evidence of misunderstanding, incorrect concept or procedure / Got It: Student essentially understands the target concept.
0 Unsatisfactory:
Little Accomplishment
The task is attempted and some mathematical effort is made. There may be fragments of accomplishment but little or no success. Further teaching is required. / 1 Marginal:
Partial Accomplishment
Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. Further teaching is required. / 2 Proficient:
Substantial Accomplishment
Student could work to full accomplishment with minimal feedback from teacher. Errors are minor. Teacher is confident that understanding is adequate to accomplish the objective with minimal assistance. / 3 Excellent:
Full Accomplishment
Strategy and execution meet the content, process, and qualitative demands of the task or concept. Student can communicate ideas. May have minor errors that do not impact the mathematics.
Adapted from Van de Walle, J. (2004) Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Pearson Education, 65
Ó Elementary Mathematics Office • Howard County Public School System • 2013-2014