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Chapter 7 Performance Assessment

The table shows the heights, in inches, of 8 students in Ms. Changs class. Height of 8 Students in Inches Susan 52 3 8 Morgan 50 1 8 Ricky 56 1 8 Jamie 54 7 8 George 52 1 4 Amy 56 1 2 Sarah 50 1 4 Trey 56 3 4

1. List the heights in order from least to greatest. Who is the tallest? Who is the shortest?

2. Explain how you could compare the heights of 50 1 inches 8 and 50 1 inches without finding a common denominator. 4 Do the same for 56 1 inches and 56 3 inches. 8 4

3. Change each height to decimal form. Write your answers in the table above. 4. List the decimal forms of the heights in order from least to greatest. Is it easier to order the numbers in fraction form or decimal form? Explain.
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5. Plot a point for each of the four greatest heights on the number line below. Label each point with the fraction and decimal forms of the height.
54 55 56 57

Chapter 7 Performance Assessment

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Chapter 7 Performance Assessment

Teacher Notes
Concepts and Skills This activity requires students to: order mixed numbers. explain how to compare fractions either by using a common numerator or by comparing each to one half. change mixed numbers to decimal form. order decimals. show fractions and decimals on a number line. Guiding the Activity The activity may be more interesting if you use the heights of 8 to 10 students in your class. Measure the heights to the nearest eighth of an inch, before the test. You may want to write the heights on the test before copying it. Answers 1. 50 1 , 50 1 , 52 1 , 52 3 , 54 7 , 56 1 , 56 1 , 56 3 ; 4 4 8 8 8 2 4 8 Trey is the tallest and Morgan is the shortest. 2. The heights of 50 1 in. and 50 1 in. have the 8 4 same whole number part, so compare the fractions. Since 1 and 1 have the same 8 4 numerator and 8 > 4, 1 < 1 and 50 1 < 50 1 ; 8 4 8 4 The heights of 56 1 and 56 3 also have the 8 4 same whole number part, so compare the fractions. Since 1 < 1 and 3 > 1 , 1 < 3 and 8 2 4 2 8 4 56 1 < 56 3 . 8 4 3. 52.375; 50.125; 56.125; 54.875; 52.25; 56.5; 50.25; 56.75 4. 50.125, 50.25, 52.25, 52.375, 54.875, 56.125, 56.5, 56.75; Sample answer: It is easier to order the heights in decimal form because you can use place value. 5. 54 7 56 1 56 1 56 3
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Scoring Rubric
Level 4 Standard to be achieved for performance at specified level Full Achievement The student ordered mixed numbers and decimals, changed mixed numbers to decimal form, and showed mixed numbers and decimals on a number line, without error. The student showed a thorough understanding of comparing fractions and mixed numbers. Explanations were well written. Substantial Achievement The student ordered mixed numbers and decimals, changed mixed numbers to decimal form, and showed mixed numbers and decimals on a number line, with only minor errors. The student showed considerable understanding of comparing fractions and mixed numbers. Explanations were basically well written. Partial Achievement The student made errors ordering numbers, changing mixed numbers to decimal form, and showing numbers on a number line. The student showed some understanding of comparing numbers. Explanations were fairly complete, but not well written. Little Achievement The student made numerous errors ordering numbers, changing mixed numbers to decimal form, and showing numbers on a number line. The student showed little or no understanding of comparing numbers. Explanations were missing or unclear. No Achievement The student provided a completely incorrect response, one that was not interpretable, or no response at all.

54

55 54.875

57 56.5 56.125 56.75

56

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Chapter 7 Performance Assessment

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