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Grade 6 Performance TaskStudent TaskYour class and your teacher are going on a field trip. There are three possible choices for the field trip: anaquarium, a science museum, or a zoo. Your teacher asked students to write down their first and secondchoices. In this task, you will determine where the class should go on the field trip based on the surveyresults and the cost per student.This is a map of your school and the three different field trip locations.

Grade 6 Performance TaskThe class voted on which place to visit. These tables show the results.1.Based only on the results of the class votes, where would you recommend the class go on the field trip?Show your work or explain how you found your answer.

Grade 6 Performance TaskHere are some more facts about the trip.o The teacher and parent helpers do not pay an entrance fee.o There are 30 students in the class.o Only 1 bus is needed.o The bus charge is for the entire busload of students (not for each student).o Each student will pay the same amount.o The school fund will pay the first 200 of the trip.2.Now we will think about the costs of the trip. How much will each student pay to go on each trip?Show your work or explain how you found your answer.3.Daniel thinks that it will cost less to go to the zoo because the entrance fee is only 2.50 per person.Explain why you agree or disagree with Daniel’s thinking.4.Write a short note to your teacher stating where you think the class should go on its field trip, basedon how you would evaluate all the different factors, including student votes, costs, distance, andwhat you think would be fun.

Grade 6 Performance TaskTask SpecificationsItem Id: MAT.6.FIELDTRIP.PTTitle: Taking a Field TripGrade: 6Content Domain(s):Ratios and Proportional RelationshipsAssessment Target(S): Claim 2, Target A: Apply mathematics to solve problems arising ineveryday life, society, and the workplace.Claim 2, Target C: Interpret results in the context of a situation.Claim 2, Target D: Identify important quantities in a practical situationand map their relationships (e.g., using diagrams, two-way tables,graphs, flowcharts, or formulas).Claim 3, Target C: State logical assumptions being used.Claim 3, Target F: Base arguments on concrete referents such asobjects, drawings, diagrams, and actions.Claim 4, Target D: Interpret results in the context of a situation.Score Points: See Scoring RubricTask Purpose: The purpose of this task is to assess students’ ability to usemathematics to make a decision based on understanding ofproportional reasoning, including application of unit rates.