infantolino+performance

Performance Assessment - This assessment is taken from my second grade math lesson plan.

** Chocolate Chip Cookie Rubric ** Above the Standard || Criteria ||  3 Meets the Standard ||  2 Approaching the Standard ||  1 Below the Standard || || The student provided 5 possible coin combinations to make exactly 50 cents. || The student provided 3-4 possible coin combinations to make exactly 50 cents. || The student provided 0-2 possible coin combinations to make exactly 50 cents. || || The student used manipulatives to aid in formulating some of his/her answer. || The student did not use manipulatives to aid in formulating his/her answer. || ** Chocolate Chip Cookie ** Redbrook School is selling chocolate chip cookies for fifty cents a bag. Benny reaches into his pocket for his money. He takes out a handful of quarters, nickels, and dimes. What are 5 possible combinations of quarters, nickels, and dimes that Benny can use to have exactly enough money to buy a chocolate chip cookie? Use the chart strategy to solve this problem. Explain your mathematical thinking on the back of this page.
 * 4
 * The student used the chart strategy to solve the problem and provided reasoning for each step. || ** The student will use a chart as a strategy to solve a problem regarding multiple coin combinations. ** || The student used the chart strategy to solve the problem. || The student used some of the chart strategy to solve the problem. || The student did not use the chart strategy to solve the problem. ||
 * The student provided more than 5 possible coin combinations to make exactly 50 cents. || ** The student will discover that there is more than one way to make forty cents using nickels and dimes. **
 * The student provides pictures to show how manipulatives were used. || ** The student will use manipulatives to represent mathematical concepts. ** || The student used manipulatives to aid in formulating her/his answer.
 * The student provides a clear, detailed explanation of his/her reasoning. || ** The student will explain their mathematical reasoning. ** || The student provides a clear explanation of his/her reasoning. || The student provides a hard-to-follow explanation of his/her reasoning. || The student does not provide any explanation of his/her reasoning. ||
 * Name: __ **
 * Adapted from Investigations, Grade 2 **