Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1 3.G.1 3.MD.8 3.OA.8 Student may or may not answer any questions correctly. Strategy or reasoning in Parts (b) and (c) is inappropriate for the problem. OR Student may answer questions correctly, but student work or reasoning is missing entirely from Parts (b) or (c). Student answers at least two questions correctly. Strategy or reasoning in Parts (b) and (c) may be unclear. Parts (a) and (b) are completely correct. There may be a calculation error in Part (c), but work demonstrates strategy or reasoning appropriate to the problem. Student correctly: Draws and labels a diagram with a letter to represent the unknown length. Finds 34 feet and shows with equations (e.g., 16 + 16 + 34 + b = 100, 100 – 66 = 34 ft) or written explanation (e.g., the shape is a rectangle because opposite sides of a rectangle are equal, so the missing side must be 34 feet) how they know the missing side length. Answers 81 sq ft. Work demonstrates strategy or reasoning appropriate to the problem (e.g., all four sides of a square are equal, so the sides can be found using 36 ÷ 4 = 9. 9 9 = 81). 2 3.MD.8 Student may calculate the missing side length of one or no shapes correctly. Student correctly calculates the missing side length for two or three shapes. Student correctly calculates the missing side length for at least four shapes. Student correctly answers 6 cm as the missing side length for each shape.
3 3.MD.8 Student is unable to answer either part of the question correctly. Student makes an error in calculating either area or perimeter in Part (a) that makes the example unhelpful for explanation in Part (b). OR Student may or may not calculate Part (a) correctly. In Part (b), the explanation is unspecific and may simply state that Part (a) proves John is wrong. Student answers Part (a) correctly, and identifies that John is incorrect in Part (b), but the explanation may specifically mention area or perimeter. Student correctly: Finds 14 sq cm as the area of each shape, and perimeters of 20 cm and 18 cm. Identifies that John is not correct. Explanation includes the argument that area is based on total square units and stays constant as long as the total stays the same, but when square units are rearranged more sides may be exposed, which can change the perimeter. 4 3.MD.4 3.MD.8 Student is unable to answer any part of the question completely correctly. Student: Attempts to find perimeters, but makes errors in calculation. Provides an unclear or no explanation. Completed line plot correctly based on the chart. Student completes all parts of the question correctly, but may provide an unclear explanation in Part (a). Student correctly: Finds all the possible perimeters as 24 cm, 26 cm, 30 cm, 40 cm, and 74 cm. Explanation is appropriate to the problem (e.g., includes finding the factors of 36 and then drawing rectangles with corresponding perimeters and referencing with the chart). Correctly plots the number of students on the line plot. 5 3.G.1 3.MD.8 Student is unable to answer any question correctly. Student answers at least one question correctly. Student answers at least two questions correctly. Student correctly: Answers 4 cm. Explanation includes that a square has four equal sides. Draws a figure with a perimeter of 32