Apply: 6th - 8th Grade Sample Task Grade 6 Performance Task

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Apply: 6th - 8th Grade Sample TaskGrade 6 Performance TaskTaking a Field Trip1. Classroom Activity2. Student Task3. Task Specifications4. Scoring Rubric

Grade 6 Performance TaskClassroom ActivityNote:Since performance tasks span different parts of the assessment system (summative, interim, and as part ofthe digital library of resources), here are some suggestions for turning “Taking a Field Trip” into a rich,classroom-based learning task: Change the information to reflect locations that are within driving distance of your school.Ask students to collect the necessary information to inform the important variables.o How far is each location?o How many does a bus hold? What is the cost?o How much will we have to pay to enter? Are teachers and other adults free?Collect student data on preferences for these locations similar to the provided data in the task.Setting the ContextTeacher: “Today, we are going to complete a task about planning a field trip.”Teacher asks: “Have you ever been on a field trip with your school or a youth group? Or perhaps a trip to aninteresting place with your family?” [For example, a museum or an aquarium, a natural park or anamusement park, a zoo, etc.]Teacher: “Think back to the last time you went on a field trip with your school or on a trip with your family.What were the things that you liked best about the field trip? If you have not been on a field trip, what aresome of the things you think would be fun about going someplace with your school class or your family?”[Teacher: Ask the class for volunteer responses or do a 2-minute pair share and then ask students to sharesome of their ideas.] For example: Being with friends Being with family Learning something new Seeing new places Getting out of schoolTeacher asks: “What are some of the places you think you would like to go on a field trip?”[Teacher: Record students’ responses on the board or ask one or more students to help record the list on theboard or an overhead (whatever is the tool of choice in that classroom) while you are managing thediscussion.]

Grade 6 Performance TaskModeling a ProcessAfter writing the list of places on the board or overhead, Teacher asks: "Let's assume our class is going on afield trip. Looking at this list, I would like to know for each of you, what would be your first choice for a placeto go and what would be your second choice. You can vote two times. As I call out each of these possibleplaces to go on a field trip, I'll ask you to raise your hand if it is your first choice.”[Teacher: Show the chart below on the overhead or chalkboard]Teacher: “Then I'll ask again for you to raise your hand if it is your second choice." [Teacher: Ask for first andsecond choices for each destination and record (or ask a student to record) the first and second choices.]Teacher: “I'm curious about the things that we might base our decision on. Let's talk about the top choiceshere. What are some of the reasons you voted for particular destinations? We call those things ‘criteria’ formaking a decision.”[For each of the top 2 or 3 choices, ask students why they voted for that choice.] Teacher: “What did youparticularly like about that destination?” [Teacher: Record reasons on a separate list.]Teacher: "There are other things we might need to consider in taking a field trip. What do you think some ofthe other things are that the school and the students and parents might need to consider?" [Let studentsbrainstorm—teacher can add these to the list. Issues like proximity, safety, and costs may come up. If costsdon't come up, the teacher will introduce it.]Teacher: "Among the things we have to think about is how much it costs. We may need to do fund-raising toafford to go on a field trip. What will we have to pay for? [Take suggestions if there are some.] If notmentioned, the teacher should include: "We will have to pay for the cost of getting to the destination and thecost of admission, if there is one.Teacher says: “There are many ways to make decisions about where we would go on a field trip based on theinformation we have talked about. This will be part of the thinking you will need to do to complete the Takinga Field Trip task.”

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.

Grade 6 Performance TaskScoring RubricScoring Criteria for Field Trip TaskScorable PartsPointsClaims0–1 Point1. Based only on the results ofthe class votes, where wouldyou recommend the class goon the field trip? Show yourwork or explain how you foundyour answer.Full credit for correctly answering “Zoo”based on total 1st place votes OR correctlyanswering “Aquarium” based on total 1st and2nd place votes OR correctly answering“Science Museum” based on a weightedtotal for votes.Contributesevidence toClaim 3,CommunicatingReasoningAccept other valid responses.0–4 PointsFull credit for total cost per destinationcalculated, award 1 point. Total distance perdestination calculated, award 1 point. Cost2. Now we will think about thecosts of the trip. How much will per student per destination calculated,each student pay to go onaward 1 point. Final answer expressed ineach trip? Show your work orcorrect units, award 1 point.explain how you found youranswer.Contributesevidence toClaim 2,Problem-solvingFor minor errors (omitting roundtrip mileage,school fund) deduct 1 point for this section.0–1 Point3. Daniel thinks that it will costless to go to the zoo becausethe entrance fee is only 2.50per person. Explain why youagree or disagree with Daniel’sthinking.Full credit for using the calculations in theresponse above; the student would disagreewith Daniel and make the argument that theZoo option is 2.10 more than the ScienceMuseum option.Full credit for correct reasoning based onincorrect #2.Contributesevidence toClaim 4,Modeling

Grade 6 Performance Task4. Write a short note to yourteacher stating where youthink the class should go on itsfield trip, based on how youwould evaluate all thedifferent factors, includingstudent votes, costs, distance,and what you think would befun.0–1 PointContributesevidence toFull credit for a note that includes aClaim 3,recommendation based on reasoning thatincludes votes, costs, distance, and personal CommunicatingReasoningopinion.

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0–4 Points Full credit for total cost per destination calculated, award 1 point. Total distance per destination calculated, award 1 point. Cost per student per destination calculated, award 1 point. Final answer expressed in correct units, award 1 point. For minor errors (omitting roundtr