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    Mathematics 10 Performance Task 1

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    Snow
    This performance task asks students to analyze test score data from a mathematics class containing 30 students. Students are asked to: [1] Construct a frequency distribution table with intervals of 10 points for the scores provided; [2] Calculate the mean and mode from the frequency table; [3] Identify the percentile rank of a student who scored 85, and calculate and interpret the results of Q3, P40, and P60. Students will be assessed on accurately completing these analysis tasks and interpreting the results.

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    Mathematics 10 Performance Task 1

    Uploaded by

    Snow
    40 views2 pages
    This performance task asks students to analyze test score data from a mathematics class containing 30 students. Students are asked to: [1] Construct a frequency distribution table with intervals of 10 points for the scores provided; [2] Calculate the mean and mode from the frequency table; [3] Identify the percentile rank of a student who scored 85, and calculate and interpret the results of Q3, P40, and P60. Students will be assessed on accurately completing these analysis tasks and interpreting the results.

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    MATHEMATICS-10-PERFORMANCE-TASK-1

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    This performance task asks students to analyze test score data from a mathematics class containing 30 students. Students are asked to: [1] Construct a frequency distribution table with intervals of 10 points for the scores provided; [2] Calculate the mean and mode from the frequency table; [3] Identify the percentile rank of a student who scored 85, and calculate and interpret the results of Q3, P40, and P60. Students will be assessed on accurately completing these analysis tasks and interpreting the results.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    40 views2 pages

    Mathematics 10 Performance Task 1

    Uploaded by

    Snow
    This performance task asks students to analyze test score data from a mathematics class containing 30 students. Students are asked to: [1] Construct a frequency distribution table with intervals of 10 points for the scores provided; [2] Calculate the mean and mode from the frequency table; [3] Identify the percentile rank of a student who scored 85, and calculate and interpret the results of Q3, P40, and P60. Students will be assessed on accurately completing these analysis tasks and interpreting the results.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    MATHEMATICS 10 PERFORMANCE TASK (QUARTER 4)

    PERFORMANCE STANDARD: The learner will be able to use different measures of position
    In solving the measures and position of data given. Also, they will be able to organize, analyze and
    interpret the data and its result.

    PERFORMANCE TASK: This task will be done individually. You are a teacher who has just finished
    grading your grade 10 mathematics test. You have 30 students in the class, and their scores range
    from 40 to 95. You want to analyze the data to get a sense of how well the class performed overall
    and how individual students did on the test. Here is ungrouped data of the scores:
    86, 75, 62, 78, 40, 85, 79, 92, 68, 73, 60, 71, 89, 91, 80, 88, 83, 70, 84, 95, 72, 77, 69, 67, 64,
    81, 87, 61, 63, 82
    Using the data provided, complete the following task:
     Construct a frequency distribution table for the scores, with intervals of 10 points (e.g., 40 –
    49, 50 – 59, etc.)
     Calculate the mean and mode of the data using the frequency distribution table you’ve
    made.
     Identify the percentile rank of a student who scored 85 on the test, calculate the position
    and value of Q 3, P40 , and P60. Interpret the results of each data.
    Write the given data, the frequency distribution table, and the complete solution of each of the
    following items in a short bond paper.
    TRANSFER GOAL: Students will be able to apply their knowledge of frequency distribution tables,
    measures of central tendency and position, and data interpretation to real-world situations and
    problems. They will also be assessed on their ability to draw conclusions and make decisions based
    on their results. The rubrics will be used to assess their performance in the four categories
    mentioned below.

    Criteria Excellent Satisfactory Developing Beginning


    4 3 2 1
    Frequency Students Student created Student Student did not
    Distribution accurately a frequency attempted to create a
    Table created a distribution table create a frequency
    frequency with intervals of frequency distribution table
    distribution table 10 points, but distribution table or did so
    with intervals of may have with intervals of incorrectly.
    10 points, and omitted some 10 points, but
    include all information or made significant
    relevant made minor errors or omitted
    information. errors. important
    information.
    Measures of Student Student Student made Student did not
    central tendency accurately attempted to significant errors attempt to
    and measures of calculated the calculated the or omitted calculate
    position measures of measures of important steps measures of
    calculation central tendency central tendency when calculating central tendency
    of the exam of the exam the measures of and measures of
    scores and scores, but may central tendency position or did so
    included all have minor and measures of incorrectly.
    relevant steps. errors and position.
    omitted some
    steps.
    Percentile rank Student Student Student made Student did not
    calculation accurately attempted to significant errors attempt to
    identified the identify the or omitted identify the
    percentile rank percentile rank important steps percentile rank
    of a student who but may have when identifying or did so
    scored 85 on the minor errors or the percentile incorrectly.
    exam and omitted some rank.
    included all steps.
    relevant steps.
    Interpretation of Student provided Student provided Student provided Student did not
    data a thorough and a reasonable a basic provide an
    insightful interpretation of interpretation of interpretation of
    interpretation of the results, but the results, but the results or did
    the results and may have did not so incorrectly.
    demonstrated a overlooked some demonstrate a
    clear important strong
    understanding of aspects of understanding of
    its meaning in provided a less its meaning in
    the context of the detailed the context of the
    data. explanation. data.

    Prepared by: Anne Patrice A. Briones


    Math Teacher

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