SBAC Geometry Assessment Questions and Performance Tasks Math and Science Performance Tasks OUSD August 2014

Analyzing A Performance Task What is its layout? How is it designed? What is the primary content domain? What are the secondary content domains? What skills are being targeted? Which standards of mathematical practice are present?

Sample Performance Task You have just built a custom soapbox racer in order to compete in the city’s teen tournament. The prize for winning is $1,000. Over the course of the next week, you are going to test your car and see if there is anything you can do to make it faster and better than it already is. Then, you are going to race it against all the other competitors. Good Luck.

Sample Performance Task Part A: On your first test run your car travels down the 1,500 meter hill in 2 minutes and 26 seconds. What was your average velocity? You had friends at various locations on the hill tracking your time. At the 500 m mark you were moving at 7.1 m/s. What was your acceleration between this moment and when the car reached the end of the hill?

Sample Performance Task Part B: You weigh your car and discover it is 140 lbs. What is it’s mass in kg? Calculate the momentum of your car when it reaches the bottom of that 1,500 m hill. What is the difference between the momentum at the 500 m mark and the end of the hill?

Sample Performance Task Part C: You and your friends have to pull the car back up the hill at the end of every run. If you have to pull the car back up the 20 o incline with a force of 127 N the entire 1,500 m then how much work do you and your friends do after every run?

Sample Performance Task Part D: Everyone can agree that it is better to design a car that is aerodynamic in order to reduce air drag. However, there is a debate raging in the soap box derby world about whether or not it is better to have a heavier car or a lighter car? Using your knowledge of physics, give your opinion on the subject. Be sure to reference specific concepts and formulas to make your arguments.

Tips For Designing Performance Tasks Use a graphic organizer to help you plan Ideas can be found in textbooks. Look for word problems with multiple steps to help you generate ideas. Develop engaging themes – Pet ownership – Trip to space – Designing a pool – Looking for hidden treasure

Tips For Designing Performance Tasks Connect your math to the sciences. – Collecting and graphing data – Calculating distances and molecules using scientific notation – Geometric growth using bacteria – Finding unknown quantities using formulas When creating your different sections, design it so that one section does not depend on another’s section for correct answers.

Performance Task Sample Prompts In this task you will assume the role of consultant for a farmer. You will analyze the options available to the farmer for handling the storage of shelled field corn. In the past, the farmer has sold the corn as it was harvested, and did not store the corn to be sold in the future. The farmer has increased the number of acres used to grow corn, and now is exploring the cost of storing the corn until after the harvest is complete and then selling it. You will analyze two storage options available to the farmer for storing the grain that is harvested. The corn can be stored in grain bins constructed on the farm. The corn can be stored in rental storage close to the farm.

Task Design (Individual Parts) Brainstorm A List: What types of math can be incorporated into this task? Which ones are the most authentic? What guiding questions can you ask to help scaffold the learning for the students? Do you need to include any blank charts or graphs for the students to work on?

Create An Anchor Paper Decide on the weight of each section. – Is part A more rigorous or demand more time than part B? If so, you can weight it by making part A worth 3 points and part B worth 2 points. Write a perfect response to each part. What makes it perfect?

Design The Rubric Responses to Part A will receive 0-4 points based on the following: 4 points: The student demonstrates a thorough understanding of the 3 major concepts assessed in this part: complete investigation of choice in size of the bins; use of right triangle trigonometry (or Pythagorean Theorem) to calculate missing heights; and a combination of strategies used in earlier grades (linear functions and proportional relationships) to analyze costs. 3 points: The student demonstrates a thorough understanding of 2 of the 3 major concepts assessed in this part and a limited understanding of the 3rd. This limited understanding could be an inappropriate choice for the size of the bins by picking one that doesn’t hold enough, OR the student will demonstrate a thorough understanding of all 3 of the major concepts assessed in this part with minor arithmetic errors. 2 points: The student demonstrates a thorough understanding of 1 of the 3 major concepts assessed in this part and a limited understanding of the other two. A student receiving 2 points for this part may thoroughly determine the correct size of the bins but makes significant errors in the other two parts. 1 point: The student demonstrates a limited understanding of all of the 3 major concepts assessed in this part OR a thorough understanding of 1 of the 3 concepts and little to no understanding of the other 2. A student receiving 1 point for this part may thoroughly determine the correct size of the bins but only be able to guess at a cost for the rest of the project based on conjecture. 0 points: The student demonstrates little to no understanding of any of the 3 major concepts assessed in this part. HAVE A WONDERFUL REST OF THE DAY!!!!