Assessment Task: Cals Dinner Card Deals

Klaressa Howery
Dave Mroue
Andi Steaban

Assessment Task - Cals Dinner Card Deals

Course:

Algebra I

Unit:

Linear Functions

Standards:

HSF-BF.A.1. Write a function that describes a relationship between two quantities.

HSF-IF.B.4. For a function that models a relationship between two quantities, interpret key
features of graphs and tables in terms of the quantities, and sketch graphs showing key features
given a verbal description of the relationship.
HSA-REI.C.6. Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variables.

Specific Learning Targets Assessed:

Students will be able to write a function rule from a graph of a linear function.
Students will be able to relate the slope and y-intercept of a linear function to their meanings in a
real life situation.
Students will be able to use multiple representations to determine when one function has a
greater value than the other and when two functions are equal.

Practices:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.

Description of Assessment Task: This task has been created for use with Algebra I students to complete
individually. The overall idea centers on making a decision on which dinner plan to choose when living on
campus in a college setting. The teacher should begin by giving background information on how dinner plans
work.
Strengths of Task:

The problem is from the real world students will be excited by the idea of considering
college meal plans
Students may be able to relate to the context of the problem if they have older siblings or
have been in a setting where they needed to use a meal plan
Graph includes multiple data sets which are coded using different shapesno need to
worry about reproducing in color
Inquiry based so every student has an entry point

Multiple assessment points so that even if a student makes a mistake at the beginning of
their work mathematical understanding can still be measured through the rest of their
work
Accommodations for students with learning needscould connect the points, could print
in color, could eliminate one plan, could assess orally
Could easily adapt to another scenario

Weaknesses of Task:
Student lack of background knowledge
Open ended nature may create anxiety
Students who struggle with writing may have trouble conveying their thinking

Name: __________________________________________________________ Hour: ________________

Cals Dinner Card Deals

The graph below shows data for three dinner plans. Make observations about each of
the plans.

Which plan should Cal choose? Explain your reasoning for choosing that plan as well as
reasoning for not choosing the others. Make sure to provide mathematical justification
by explaining all three plans.

Name:__________________________________________________________ Date:_____
Scoring Rubric: Cals Dinner Card Deal
CCSS

Learning Target

HSF-BF.A.1.
Write a
function that
describes a
relationship
between two
quantities.

Students will be
able to write a
function rule from
a graph of a linear
function.

HSF-IF.B.4.
For a function
that models a
relationship
between two
quantities,
interpret key
features of
graphs and
tables in
terms of the
quantities,
and sketch
graphs
showing key
features
given a
verbal
description of
the
relationship.

Students will be
able to relate the
slope and yintercept of a
linear function to
their meanings in a
real life situation.

HSA-REI.C.6.

Students will be

No
Evidenc
e Given
(0)
None of
the
functio
n rules
are
written
correctl
y.

Beginning
(1)

Developing
(2)

Proficient
(3)

Exemplary
(4)

Function
rule is
written
correctly for
one of the
three plans.

Function
rule is
written
correctly for
two of the
three plans.

Function
rule is
written
correctly for
all plans.

None of
the
slopes
or yinterce
pts are
linked
to any
plan
correctl
y.

Slope is
linked to
cost per
dinner and
y-intercept
is linked to
initial fee
correctly in
some
places.

Slope is
linked to
cost per
dinner and
y-intercept
is linked to
initial fee
correctly in
most places.

Slope is
linked to
cost per
dinner and
y-intercept
is linked to
initial fee
for all three
plans
correctly.

Function rule
is written
correctly for
all three
plans.
Variables N
and T are
used like on
the graph
given OR
alternate
variables
used but
defined as
equivalent
OR function
notation is
used with
each
function
having a
unique
name.
Slope is
linked to
cost per
dinner and
y-intercept is
linked to
initial fee for
all three
plans
correctly.
Elaboration
is provided
on how the
differences
in the slopes
and yintercepts

Solve
systems of
linear
equations
exactly and
approximatel
y (e.g., with
graphs),
focusing on
pairs of linear
equations in
two variables.

able to use
multiple
representations to
determine when
one function has a
greater value than
the other and
when two
functions are
equal.

Math
Practice

Beginning
(1)

Developing
(2)

Proficient
(3)

Exemplary
(4)

Student
explains only
one
representation.

Student explains
correspondence
between two
representations.

Student explains
correspondences
between
equations,
verbal
descriptions and
graphs.

Reason
No attempt
abstractly
at reasoning
and
is evident.
quantitatively
.

Student can use

information
from the graph
to draw
conclusions. No
use of
equations or
mathematical
symbols is
evident.

Student can
write function
rules for each
plan but cannot
or does not
manipulate
those
representations
mathematically.

Student can
write function
rules for each
plan and can
manipulate
those
representations
mathematically.

Student can
explain
correspondences
between
equations, verbal
descriptions,
tables, and
graphs. They
analyze givens,
constraints,
relationships,
and goals.
Student makes
sense of
quantities and
their
relationships in
the problem.
They can
contextualize
and
decontextualize
elements from
the problem and
creates a
coherent
representation of
the problem at
hand;
considering the
units involved;
attending to the
meaning of
quantities, not
just how to
compute them;
and knowing and
flexibly using
different
properties of
operations and
objects.

Construct
viable
arguments.

Student
explanation is
vague and
details may not
accurately
support claim.

Student
explanation
includes a clear
position but is
not supported
with relevant
mathematical

Student
explanation
includes a clear
position and
includes
accurate
mathematical

Make sense
of problems
and
persevere in
solving them.

No Evidence
Given
(0)
Student
explanation
is missing.

No position
communicat
ed.

Student
understands and
uses stated
assumptions,
definitions, and
previously
established

Model with
mathematics
.

Student
does not
attempt to
model
problem.

Student uses
one model to
analyze and
explain
mathematical
relationships.

ideas or
vocabulary.

vocabulary.
They support
their claim with
adequate
details.

Student uses
multiple models
as needed to
analyze and
explain
mathematical
relationships.
Student chooses
a model that
may not be the
most effective or
efficient model
for solving the
problem.

Student uses
multiple models
as needed to
analyze and
explain
mathematical
relationships.
Student chooses
most efficient
model for solving
the problem.

results in
constructing
arguments. They
justify their
conclusions and
communicate
them to others.
They provide
definitions for
variables and
relate
mathematical
terms to the
context of the
problem.
Student uses
multiple models
as needed to
analyze and
explain
mathematical
relationships.
Student chooses
most efficient
model for solving
the problem.
They routinely
interpret their
mathematical
results in the
context of the
situation and
reflect on
whether the
results make
sense, possibly
improving the
model if it has
not served its
purpose.