Week 3 Problem/Assessment Bank Rubrics
1. ME02--B
2. ME03--B
3. PS03--C
4. ME02--A
5. NS02--B
6. NS02--B
7. NS04--C
8. NS03--B
9. PS01--A
10. AS03--B
11. AS03--D
12. PS02--B
13. AS02--D
14. AS02--D
15. NS01--C
16. PS03--C
17. MC01--D
18. NS01--D
19. MC01--B
20. PS02--C
21. PS02--C
22. PS02--D
23. NS04--C
24. MC01--B
25. ME04--C
26. ME03--C
27. (SR02) A 2-point response: The student shows understanding of selecting and organizing relevant information, using a strategy and answer the question by doing the following:
Understanding
· shows an understanding of the problem by using the relevant information—Plan A $25.90 cell phone, $39.99 per month, long distance in-state Sat-Sun of $20.00, long distance all Mon-Fri of $40.00 plus an activation fee of $25.00 gives a first month total, then the plan will cost $99.99 per month for 11 months. Plan B $90.00 cell phone, $49.99 per month, long distance all Mon-Fri of $10.00 plus an activation fee of $15.00 gives a first month total, then the plan will cost $59.99 per month for 11 months.
Strategy
· uses a strategy appropriately to obtain the total cost for one year for Plan A of $1250.89 and Plan B $824.88.
Answer
· writes an answer of Plan B.
Note: Allow for one calculation error with an answer that is consistent with the one error
A 1-point response: The student does two of the following:
Understanding
· shows an understanding of the problem by using the relevant information—Plan A $25.90 cell phone, $39.99 per month, long distance in-state Sat-Sun of $20.00, long distance all Mon-Fri of $40.00 plus an activation fee of $25.00 gives a first month total, then the plan will cost $99.99 per month for 11 months. Plan B $90.00 cell phone, $49.99 per month, long distance all Mon-Fri of $10.00 plus an activation fee of $15.00 gives a first month total, then the plan will cost $59.99 per month for 11 months.
Strategy
· uses a strategy appropriately to obtain the total cost for one year for Plan A of $1250.89 and Plan B $824.88.
Answer
· writes an answer of Plan B.
A 0-point response: The student shows very little or no understanding of how to select and organize relevant information, use a strategy and answers the question asked.
28. (PS01) A 2-point response: The student shows an understanding of probability of independent events by doing the following:
· writes 25% or equivalent
· explains or shows how to correctly use probability to obtain the answer.
A 1-point response: The student does one of the following:
· writes 25% or equivalent
· explains or shows how to correctly use probability to obtain the answer.
A 0-point response: The student shows very little or no understanding of probability of independent events.
29. (SR01) A 2-point response: The student shows an understanding of how to recognize when information is missing or extraneous by doing the following:
· writes that we need to know how much money was pledged per mile
· writes that knowing that the circumference of each of the tires on his bicycle is 4 feet is unnecessary information.
A 1-point response: The student does one of the following:
· writes that we need to know how much money was pledged per mile
· writes that knowing that the circumference of each of the tires on his bicycle is 4 feet is unnecessary information.
A 0-point response: The student shows very little or no understanding of how to recognize when information is missing or extraneous.
30. (PS01) A 2-point response: The student shows an understanding of how to determine and use theoretical probability by doing the following:
· writes 0
· shows work that supports the answer by showing that a person would win $390.00 and lose $390.00.
Note: Allow for one computation or transcription error with an answer that is consistent with the one error
A 1-point response: The student does one of the following:
· writes 0
· shows work that supports the answer by showing that a person would win $390.00 and lose $390.00
· shows work that could have lead to a correct answer, but had more than one computational error.
A 0-point response: The student shows very little or no understanding of how to determine and use theoretical probability.
31. (ME02) A 2-point response: The student shows understanding of how to convert within the US system to achieve an appropriate level of precision by doing the following:
· circles A
· shows work that supports the answer by multiplying 216 cubic yards by 36^3 OR uses a strategy that creates a rectangular prism with dimensions that would have a volume of 216 cubic yards, makes the proper conversions to inches and multiples to obtain the answer of 10,077,696 cubic inches.
A 1-point response: The student does one of the following:
· circles A
· shows work that supports the answer by multiplying 216 cubic yards by 36^3 OR uses a strategy that creates a rectangular prism with dimensions that would have a volume of 216 cubic yards, makes the proper conversions to inches and multiples to obtain the answer of 10,077,696 cubic inches.
A 0-point response: The student shows very little or no understanding of how to convert within the US system to achieve an appropriate level of precision.
32. (SR01) A 2-point response: The student shows an understanding of how to recognize when information is missing or extraneous by doing the following:
· writes that a person needs to know the cost of the different types of fish so that he would know how many fish he could purchase with the $10.00 he had after purchasing the filters and large rock for a total of $20.00
· writes that a person doesn’t need to know that he already has 7 fish in the tank
A 1-point response: The student does one of the following:
· writes that a person needs to know the cost of the different types of fish so that he would know how many fish he could purchase with the $10.00 he had after purchasing the filters and large rock for a total of $20.00
· writes that a person doesn’t need to know that he already has 7 fish in the tank
A 0-point response: The student shows very little or no understanding of how to recognize when information is missing or extraneous.
33. (AS01) A 2-point response: The student shows an understanding of how to recognize and create a pattern to answer a question by doing the following:
· writes 127
· supports the answer by finding the pattern of 64, 32, 16, 8, 4, 2, 1.
A 1-point response: The student does one of the following:
· writes 127
· supports the answer by finding the pattern of 64, 32, 16, 8, 4, 2, 1
· shows work that could have lead to a correct answer, but had more than one computational error.
A 0-point response: The student shows very little or no understanding of how to convert within the US system to achieve an appropriate level of precision and find the surface area of a prism.
34. (ME02) A 2-point response: The student shows understanding of how to calculate rate and use the rate to answer a question by doing the following:
· writes one-half mile
· supports the answer by showing that the train travels 1/12 of a mile in 5 seconds, that there are 5-1/12 sections remaining in the tunnel plus the 1/12 section that the train presently occupies OR supports the answer by showing 60 mph = 1 mile per minute.
A 1-point response: The student does one of the following:
· writes one-half mile
· supports the answer by showing that the train travels 1/12 of a mile in 5 seconds, that there are 5-1/12 sections remaining in the tunnel plus the 1/12 section that the train presently occupies OR supports the answer by showing 60 mph = 1 mile per minute.
A 0-point response: The student shows very little or no understanding of how to calculate rate and use the rate to answer a question.