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* *Reflection: Performance Tasks
Performance Task (2 days) - Section 2: Performance Task (2 days)

The performance task was not exactly what I expected it to be. The task itself really assesses their understanding of ratios, rates and unit rates. I was expecting the students to be able to completely do this on their own and it turned out they needed a little more support than expected. I believe this happened, not because of inability, but because this is a language based assignment and I have low students with reading issues. The pacing of the task was on target, except for the writing piece. Many of them did not even get to this part of the task.

Task 1: I needed to help students figure out what to do with chart. The got confused with unit price and the price for one pizza. We had a lot of discussion about the different ways to find each piece of information. Students did use ratio tables and I was very impressed with the students who used just one table to find the missing parts of the table. Students were very comfortable converting pounds to ounces and they were able to discover this on their own. By the end of the first day, most students had task 1 done and were starting on task 2. The students that did not have task 1 done are the ones that typically had problems throughout this whole unit.

Task 2: This part needed a lot of support. I had to remind students that the first column (requesting the unit price per pizza) came from their first chart. They were not making the connection that unit price per pizza meant that it came from the price per pizza column. Then we had to have a discussion about how to find the amount of pizzas needed. They neglected to read the part that 1 pizza served 4 students. Finally, I had to help them set up the final table comparing price for pizzas. I continually asked the students "what are you comparing" to help them set up their tables.

On a better note, I had many students start making the multiplicative connection. For example, they could tell me , if you need 15 pizzas you can multiply the unit rate by 15 to get your total price. I was impressed by this.

Example of an Expert Performance task.

*Performance Tasks: How to manage the performance task*

# Performance Task (2 days)

Lesson 25 of 25

## Objective: SWBAT apply their understanding of ratios and rates.

#### DO NOW (day 1 and 2)

*15 min*

**Day 1: Methaphorical Duel**

In this do now problem, I’m going to have students demonstrate their flexibility in thinking by using a tool called metaphorical duels (Math tools, 2012) Methaphorical duels increases flexibility in thinking, reasoning and precision in communication of ideas. Students will be required to pick which metaphor they most identify with then justify their answer in writing. Students will then share their responses with other students to compare ideas.

The Metaphorical Duel I will be using is this: Are percentages more like money or more like probabilities? Both of the concepts are familiar to students. There is no right/wrong answer. Student justification will determine the strength of their opinion. (**MP2 and 3)**. I chose this metaphorical duel because it requires students to think outside of the box. They also need to convince me that their metaphor makes the most sense which is a strategy used in MP 3.

**Day 2: Cinquains**

Time: 15 minutes

For day 2, do now, I’m going to have students create their own Cinquain (Math Tools, 2012). Cinquains are used in poetry and they make connections in a creative way. Today we are going to make a math Cinquain and the topic is ratio.

Two adjectives:

Three action verbs (“ing”)

Four-word sentence or phrase

One-word conclusion or summary

**FOR EXAMPLE:**

Ratio

Useful, easy

Comparing, multiplying, dividing

Used to compare quantities

Fractions

It will be a good idea to have a cinquain ready for the students to see. Additionally, I would make one with them so they get a good feel for how this should work. Allow time for students to share their mathematical poetry

*expand content*

#### Performance Task (2 days)

*60 min*

Students will be creating a pizza recipe and planning the ingredients to make pizza for 12,60, and 240 students. Students will be using unit prices for the ingredients, preparing a budget, and calculating the cost to feed varying numbers of people. Using ratio/rate language, each student writes a proposal to persuade the cafeteria manager to use his/her recipe. Students may work in small groups, but all written work must be completed independently to assess student learning. All work should be done during class. If students do not finish, they will be taking their final assessment the following day and can finish after the test. All work should be graded when the task is completed.

Task 1: Cost to make Pizza (Day 1)

Task 2: Cost to feed 12, 60, 240 students (Day 1 and finish Day 2)

Task3: Proposal to the cafeteria manager (day 2)

Before students begin working on this project, remind them to use their notes if they get stuck and to use a diagram or table to keep track of the information. Also, have the students pay attention to the labels as some ingredients are being measured in ounces while others are being measured in pounds.

In order to determine mastery, students will be able to demonstrate a thorough understanding of computing unit costs and costs for multiple servings and displaying the information in a table. Additionally, their writing will demonstrate a strong use of mathematical language, will be organized, and will be convincing, clear and focused.

Students that are performing at grade level will show minor errors in computation but these errors do not interfere with overall accuracy. The writing portion is focused and clear. Mathematical language is used correctly and their argument is convincing.

Struggling students will demonstrate a weak understanding of ratios and unit rates. Their table is unclear and there are many mathematical errors. Their proposal has limited mathematical language and it is difficult to follow. Their argument is ineffective and does not support the evidence given.

Student letters will be collected for a grade and be used as evidence of student learning.

#### Resources

*expand content*

#### Closure (Day 1 and 2)

*10 min*

Day 1: After the first day of working on this performance task, I’m going to have students take some time and make a list of the things they will need to do to complete the tasks for tomorrow. This will give the students some down time and gather their thoughts for the next day. I will also be taking any questions about concepts they are concerned about from today and any questions they may have about tomorrow’s task.

Day 2: I’m going to be letting the students use this last 10 minutes to put the finishing touches on their performance task including the letter. I will advise students to re-read what they wrote to make sure it makes sense. I will ask them to edit their work along with reading for mathematical understanding and the language used.

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Hi! I'm a 1st year teacher. I just completed this with my 6th grade classes! They are advanced. I haven't graded them yet but I watched them closely as they worked. Here are some comments:

I wish I had read the teacher reflection on the performance task. I had all of the same problems with my students. I expected them to read the directions and they did not, so next time I would read the directions out loud with them beforehand. I also didn't realize this would be so hard for my students. It's probably because the level of critical thinking required is very high. They have to figure out what number their looking for, and how to get it. I definitely did this too early for my students, but I don't think it was completely useless. It gave me a chance to see where they were struggling and stop to give them one-on-one instruction. I used green/yellow/red cups for them to let me know when they needed help. We will need to go back and review carefully, but I think that this challenge early on will have them expecting to work hard for the rest of the year. The only change I made was instead of task 3, I gave them the choice of making a poster to advertise. (Mostly because I needed student work for open house!)

Thanks for the lesson!! I loved it.

| 2 years ago | Reply

Hi! I'm a 1st year teacher. I just completed this with my 6th grade classes! They are I haven't graded them yet but I watched them closely as they worked. Here are some comments:

I wish I had read the teacher reflection on the performance task. I had all of the same problems with my students. I expected them to read the directions and they did not, so next time I would read the directions out loud with them beforehand. I also didn't realize this would be so hard for my students. It's probably because the level of critical thinking required is very high. They have to figure out what number their looking for, and how to get it. I definitely did this too early for my students, but I don't think it was completely useless. It gave me a chance to see where they were struggling and stop to give them one-on-one instruction. I used green/yellow/red cups for them to let me know when they needed help. We will need to go back and review carefully, but I think that this challenge early on will have them expecting to work hard for the rest of the year. The only change I made was instead of task 3, I gave them the choice of making a poster to advertise. (Mostly because I needed student work for open house!)

Thanks for the lesson!! I loved it.

| 2 years ago | Reply

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