Apply: 6th - 8th Grade Sample Task

Grade 6 Performance Task

Taking a Field Trip

1. Classroom Activity

2. Student Task

3. Task Specifications

4. Scoring Rubric
 Grade 6 Performance Task

Classroom Activity

Note:
Since performance tasks span different parts of the assessment system (summative, interim, and as part of
the digital library of resources), here are some suggestions for turning “Taking a Field Trip” into a rich,
classroom-based learning task:

 Change the information to reflect locations that are within driving distance of your school.
 Ask students to collect the necessary information to inform the important variables.
o How far is each location?
o How many does a bus hold? What is the cost?
o How much will we have to pay to enter? Are teachers and other adults free?
 Collect student data on preferences for these locations similar to the provided data in the task.

Setting the Context

Teacher: “Today, we are going to complete a task about planning a field trip.”

Teacher asks: “Have you ever been on a field trip with your school or a youth group? Or perhaps a trip to an
interesting place with your family?” [For example, a museum or an aquarium, a natural park or an
amusement park, a zoo, etc.]

Teacher: “Think back to the last time you went on a field trip with your school or on a trip with your family.
What were the things that you liked best about the field trip? If you have not been on a field trip, what are
some of the things you think would be fun about going someplace with your school class or your family?”
[Teacher: Ask the class for volunteer responses or do a 2-minute pair share and then ask students to share
some of their ideas.] For example:

 Being with friends

 Being with family

 Learning something new

 Seeing new places

 Getting out of school

Teacher asks: “What are some of the places you think you would like to go on a field trip?”

[Teacher: Record students’ responses on the board or ask one or more students to help record the list on the
board or an overhead (whatever is the tool of choice in that classroom) while you are managing the
discussion.]
 Grade 6 Performance Task

Modeling a Process

After writing the list of places on the board or overhead, Teacher asks: "Let's assume our class is going on a
field trip. Looking at this list, I would like to know for each of you, what would be your first choice for a place
to go and what would be your second choice. You can vote two times. As I call out each of these possible
places to go on a field trip, I'll ask you to raise your hand if it is your first choice.”

[Teacher: Show the chart below on the overhead or chalkboard]

Teacher: “Then I'll ask again for you to raise your hand if it is your second choice." [Teacher: Ask for first and
second choices for each destination and record (or ask a student to record) the first and second choices.]

Teacher: “I'm curious about the things that we might base our decision on. Let's talk about the top choices
here. What are some of the reasons you voted for particular destinations? We call those things ‘criteria’ for
making a decision.”

[For each of the top 2 or 3 choices, ask students why they voted for that choice.] Teacher: “What did you
particularly like about that destination?” [Teacher: Record reasons on a separate list.]

Teacher: "There are other things we might need to consider in taking a field trip. What do you think some of
the other things are that the school and the students and parents might need to consider?" [Let students
brainstorm—teacher can add these to the list. Issues like proximity, safety, and costs may come up. If costs
don't come up, the teacher will introduce it.]

Teacher: "Among the things we have to think about is how much it costs. We may need to do fund-raising to
afford to go on a field trip. What will we have to pay for? [Take suggestions if there are some.] If not
mentioned, the teacher should include: "We will have to pay for the cost of getting to the destination and the
cost of admission, if there is one.

Teacher says: “There are many ways to make decisions about where we would go on a field trip based on the
information we have talked about. This will be part of the thinking you will need to do to complete the Taking
a Field Trip task.”
 Grade 6 Performance Task

Student Task

Your class and your teacher are going on a field trip. There are three possible choices for the field trip: an
aquarium, a science museum, or a zoo. Your teacher asked students to write down their first and second
choices. In this task, you will determine where the class should go on the field trip based on the survey
results and the cost per student.

This is a map of your school and the three different field trip locations.
 Grade 6 Performance Task

The class voted on which place to visit. These tables show the results.

1. Based only on the results of the class votes, where would you recommend the class go on the field trip?
Show your work or explain how you found your answer.
 Grade 6 Performance Task

Here are some more facts about the trip.

o The teacher and parent helpers do not pay an entrance fee.

o There are 30 students in the class.
o Only 1 bus is needed.
o The bus charge is for the entire busload of students (not for each student).
o Each student will pay the same amount.
o The school fund will pay the first $200 of the trip.

2. Now we will think about the costs of the trip. How much will each student pay to go on each trip?
Show your work or explain how you found your answer.

3. Daniel thinks that it will cost less to go to the zoo because the entrance fee is only $2.50 per person.
Explain why you agree or disagree with Daniel’s thinking.

4. Write a short note to your teacher stating where you think the class should go on its field trip, based
on how you would evaluate all the different factors, including student votes, costs, distance, and
what you think would be fun.
 Grade 6 Performance Task

Task Specifications
Item Id: MAT.6.FIELDTRIP.PT

Title: Taking a Field Trip

Grade: 6

Content Domain(s):
Ratios and Proportional Relationships

Assessment Target(S): Claim 2, Target A: Apply mathematics to solve problems arising in

everyday life, society, and the workplace.

Claim 2, Target C: Interpret results in the context of a situation.

Claim 2, Target D: Identify important quantities in a practical situation

and map their relationships (e.g., using diagrams, two-way tables,
graphs, flowcharts, or formulas).

Claim 3, Target C: State logical assumptions being used.

Claim 3, Target F: Base arguments on concrete referents such as

objects, drawings, diagrams, and actions.

Claim 4, Target D: Interpret results in the context of a situation.

Score Points: See Scoring Rubric

Task Purpose: The purpose of this task is to assess students’ ability to use
mathematics to make a decision based on understanding of
proportional reasoning, including application of unit rates.
 Grade 6 Performance Task

Scoring Rubric
Scoring Criteria for Field Trip Task

Scorable Parts Points Claims

0–1 Point

Full credit for correctly answering “Zoo”

based on total 1st place votes OR correctly Contributes
1. Based only on the results of
answering “Aquarium” based on total 1st and evidence to
the class votes, where would
you recommend the class go 2nd place votes OR correctly answering Claim 3,
on the field trip? Show your “Science Museum” based on a weighted Communicating
work or explain how you found total for votes. Reasoning
your answer.
Accept other valid responses.

0–4 Points

Full credit for total cost per destination

calculated, award 1 point. Total distance per
2. Now we will think about the destination calculated, award 1 point. Cost Contributes
costs of the trip. How much will per student per destination calculated,
evidence to
each student pay to go on award 1 point. Final answer expressed in
each trip? Show your work or Claim 2,
correct units, award 1 point. Problem-solving
explain how you found your
answer.

For minor errors (omitting roundtrip mileage,

school fund) deduct 1 point for this section.

0–1 Point

Full credit for using the calculations in the

response above; the student would disagree
3. Daniel thinks that it will cost Contributes
with Daniel and make the argument that the
less to go to the zoo because evidence to
the entrance fee is only $2.50 Zoo option is $2.10 more than the Science
per person. Explain why you Museum option. Claim 4,
agree or disagree with Daniel’s Modeling
thinking.
Full credit for correct reasoning based on
incorrect #2.
 Grade 6 Performance Task

4. Write a short note to your

teacher stating where you 0–1 Point Contributes
think the class should go on its evidence to
field trip, based on how you Full credit for a note that includes a
recommendation based on reasoning that Claim 3,
would evaluate all the
different factors, including includes votes, costs, distance, and personal Communicating
student votes, costs, distance, opinion. Reasoning
and what you think would be
fun.
Sample 1
Sample 2
Sample 3
 Task  Analysis  Tool  
Understanding  Language  Initiative,  Stanford  University  
 
Name  of  Task:  Taking  a  Field  Trip         Grade  Level:  6th             Subject:  Math    
 
Task  
Analysis   Guiding  Questions  and  Resources   Analysis  
Step  
Guiding  Questions:   Is  this  an  appropriate  task  for  analysis?  Why?  
Identify  Appropriate  
Step  1:  Examine  and  

Instructional  Task  

Is/does  this  task:    

o Clear  in  its  expectations?     Yes,  because  it  is  a  grade-­‐level  math  task,  aligned  to  grade-­‐level  standards,  that  
o Grade-­‐level  appropriate?     requires  students  to  use  language  and  analytical  skills  to  justify  and  explain  their  
o Aligned  to  the  standards?     reasoning.  
 

o Require  students  to  use  language  and  

analytical  skills  to  demonstrate  their  
content  knowledge?    
 Guiding  Questions:   What  do  students  need  to  do  and  know  in  terms  of…?  
• Write  down  everything  that  students    
need  to  demonstrate,  know,  or  do  in   Content  Knowledge   Analytical  Skills     Language    
order  to  successfully  complete  this   Read  a  map   Calculate     Explain  in  writing  how  
task.   Read  a  table   Interpret  a  graph   you  found  your  answer    
• To  do  this,  read  (or  watch)  the  task   Solve  real  world   Interpret  a  map   Compare  
instructions.   problems  using  math   Interpret  results   Explain  why  you  agree  
  Solve  multistep   Show  your  work   or  disagree  
Resources:   problems   Compare     Develop  a  logical  
• For  Content  Knowledge:  Common   Identify  important   Develop  a  logical   argument  
Core  State  Standards,  Next   quantities   argument   Express  argument  
Generation  Science  Standards,  or   Use  addition   Cite  evidence   Support  argument  with  
other  relevant  standards  (e.g.,   Use  multiplication   Critique   evidence  
district,  state,  etc.)   Use  proportional   Prove   Support  argument  with  
• For  Analytical  Skills:  Depth  of   reasoning,  including   Analyze   reasoning  
Knowledge  (DOK)  Levels  (Find  in   application  of  unit  rates   Write  a  note  expressing  
Resources)     argument  with  
• For  Language:  Language  Functions   Relevant  Content   reasoning  
and  Forms  PDF  (Find  in  Resources)   Standards:  CCSS  Math   Explain  interpretation  
6.RP.A.3   of  results  
Step  2:  Identify  Task  Demands  

Use  ratio  and  rate    

reasoning  to  solve  real-­‐  
world  and   Potential  vocabulary:  
mathematical  problems,   Science  museum  
e.g.,  by  reasoning  about   Aquarium  
tables  of  equivalent   Location  
 

ratios,  tape  diagrams,   Entrance  fee  

double  number  line   Bus  charge  
diagrams,  or  equations.  
6.RP.A.3.B  
Solve  unit  rate  
problems  including  
those  involving  unit  
pricing  and  constant  
speed.  
 
 
 
 
 
 
 Guiding  Question:   What  are  the  relevant  disciplinary  analytical  practices  for  this  task:  
Step  3:  Identify  Disciplinary   What  disciplinary  practice(s)  are  most    
relevant  to  this  task?   Math  Practice  1:  Make  sense  of  problems  and  persevere  in  solving  them.  
  Math  Practice  2:  Reason  abstractly  and  quantitatively.  
Practice(s)  

Resources:   Math  Practice  3:  Construct  viable  arguments  and  critique  the  reasoning  of  others  
• Core  Disciplinary  Practices  PDF   Math  Practice  5:  Use  appropriate  tools  strategically.    
 

(Find  in  Resources)   Math  Practice  6:  Attend  to  precision.      

• Interactive  Correspondence  between    
Practices,  Tasks,  and  Functions  PDF    
(Find  in  Resources)  
 Guiding  Questions:   What  are  the  relevant  ELP  standards  for  this  task?  Please  include  your  reasoning  
What  English  Language  Proficiency   behind  selecting  these  standards.  
Standards  are  reflected  in  this  task?    
  ELP  Standard   Your  Reasoning  
Which  of  these  ELP  standards  do  you   ELP  1   Corresponds  to  MP.1.    This  task  is  a  very  complicated  
feel  comfortable  measuring  or  intend  to   one  to  understand,  as  are  the  informational  textual  
assess?     materials  associated  with  it.    
  ELP  3   For  question  #2,  students  must  describe  the  steps  
Resources:   they  took  to  do  the  calculations.    Corresponds  to  MP.6  
• The  ELP  Standards   in  that  students  must  be  precise  in  their  explanation.  
• Alternative  Organization  of   ELP  4   Corresponds  to  MP.3,  questions  #1  and  #4  involve  
Step  4:  Identify  ELP  Standard(s)  

Standards   making  and  supporting  claims.  

• The  K-­‐12  Practices  Matrix  (Find  in   ELP  6   Question  #3  involves  critiquing  Daniel’s  claim  
Resources)   ELP  7   Question  #4  requires  students  to  use  the  format  of  a  
  “short  note”  to  their  teacher,  which  involves  a  
  particular  register  and  audience.    Also  requires  
writing  using  “mathematical  language.”  
ELP  8,  9,  10   There  are  a  lot  of  complex  language  demands  in  this  
lengthy  task,  which  necessitate  understanding  of  
vocabulary,  well-­‐organized  and  accurate  writing  to  
effectively  communicate  precision  of  mathematical  
reasoning.  
 
We  would  feel  comfortable  addressing  and  assessing  the  following  standards:    
 
ELP6  -­‐  Analyze  and  critique  the  arguments  of  others  orally  and  in  writing:  In  
question  #3,  students  are  asked  specifically  to  critique  a  claim  and  explain  their  
thinking  
ELP7  -­‐  Adapt  language  choices  to  purpose,  task,  and  audience  when  speaking  and  
writing:  In  question  #4,  students  must  decide  how  to  choose  relevant  
information  and  compose  a  letter  that  is  appropriate  for  informing  and  
persuading  their  teacher.    
 
 
 Using ELP Standards Level Descriptors (PLDs)
to Interpret Student Work
Understanding Language/SCALE, Stanford University
October 2016

Task: Taking a Field Trip Grade Level: 6

Step 1 Examine the Identified ELP Standard(s) and Corresponding Level
Descriptors
Consulting ELP  Examine the identified ELP Standard(s) and corresponding level descriptors for the
Standards and task
Level Descriptors  If there are many applicable standards, choose one or two that relate to your
students’ areas of growth.

Notes:

Standards 1, 3, 4, 6, 7, 8, 9, and 10 were identified as during the task analysis as

relevant to this task.

To narrow it down a bit, focusing on Standards 1, 4, 6 and 9

 Standard 1 - students need to construct meaning from a series of problem
statements math word problems
 Standard 4 - students need to state a claim about mathematical reasoning and
support it
 Standard 6- in word problem #2 the students must agree or disagree with a
stated conclusion and support their reasoning
 Standard 9 – students’ response must use sequencing and linking words in their
responses to several of the math word problems
Step 2 Interpret Student Work Using the Standards Level Descriptors
Using ELP  Do the same standards apply when you examine your students’ output?
Standards Level  What level(s) most accurately describe your students’ work?
Descriptors as  Remember that the interpretation only tells you the level of this specific piece of
rubrics to student work; your students’ levels might shift based on different tasks or learning
interpret student objectives.
work  Identify patterns (similarities or differences) in your students’ work if you are
interpreting multiple pieces.

Notes:

In reviewing all 3 student work samples, the identified standards apply to all 3 work
samples. The task itself has multiple steps and multiple questions that students must
answer, some involving mathematical reasoning and/or computation in addition to
requiring students to explain their work or justify their answer with a short narrative
response.

Understanding Language/SCALE, Stanford University

 Question 1- All 3 student work samples addressed standard 4 as each student made a
recommendation for which place to select for the field trip and used data from the
word problem to justify their recommendation

Question 2- All 3 student work samples documented that students chose to respond to
the question with step by step mathematical computation and none of the students
chose to explain their cost estimates. It was a choice to show work or explain their
answer.

Question 3- All 3 student work samples addressed standard 6 as each student had to
either agree or disagree with a problem statement. Students #1 and #2 disagreed but
listed different reasons to support their conclusion and cited differing numerical
evidence to support their claim. Student #3 agreed and described the logic used to
arrive at that conclusion with supporting numerical evidence.

Question 4- All 3 student work samples address standard 7 as each student writes a
short note to their teacher which requires a specific language register and also
requires students to know their “audience”. The students also needed the academic
language of math in order to make the recommendation to their teacher, using
distance, compare and contrasting number of responses, etc.

ELP level of each student when considering their performance on each item related to
this very complex math task, is summarized below:
 Student 1 performed at a level 4
 Student 2 performed at a high level 4 or low level 5 (hard to tell with the short
text but uses higher level transition words and wide use of writing mechanics)
 Student 3 performed at a level 4
Step 3 Identify strategies to support student needs
Identifying  Use the identified level (and perhaps the next level) to provide student with
instructional formative feedback.
supports to  Use the identified patterns in student work to plan for instructional adjustments.
improve student  Consult relevant state/district resources for suggested strategies.
learning
Notes:

Some strategies and resources I might use to support this student's language
development would include Jeff Zwiers Math Constructive Conversation Skills poster
focusing on the Explain and Support, and Multiple Methods for Solving boxes. Using
Zwier’s Stronger and Clearer Each Time could help students with the requirement to
explain their answers. Additionally, Zwiers’ Pro-Con Improv or Argument & Evidence
scale might be useful in question #3 where students had to evaluate Daniels claim and
agree or disagree and provide evidence to support their reasoning.

Understanding Language/SCALE, Stanford University