Performance Assessment Task

3rd Grade: 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.

Materials and Directions:

1.  Put an elapsed time story problem on chart paper.

2.  Read it aloud to your students.

3.  Then give each student a number line with start time and end time marked on it. (attached, see lesson on wiki for diagram model)

4.  Have students draw a representation of how they solved for the elapsed time on the number line. You may want to slide the number line inside a sheet protector, so you can repeat the activity.

Considerations:

·  Observe what strategies students use on the number line to solve for the elapsed time.

·  Think about having the students explain their number line strategy aloud or with a partner. Then consider having partners read each other’s strategy aloud.


Teacher notes:
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