Performance Task Items for Standard
Title
Focused Information:
Standard: (List the Standard being measured by the constructed response. Use the naming
convention provided.)
7.RP.2, 7.EE.4
Learning Targets: (List the learning targets/supporting standard(s) that reflect what the
standard requires the student to know and do when it is broken down into “chunks of learning.”
Student will be able to:
 I can identify the unit rate in tables, graphs, equations, and verbal descriptions of proportional
relationships.
 I can use variables to solve equations.
 I can use variables to construct equations.
Learning
Target
4 Mastery
3 Approaching
Mastery
2 Proficient
1 Approaching
Proficiency
0 Basic
7.RP.2 I can
identify the unit
rate in tables,
graphs, equations,
and verbal
descriptions of
proportional
relationships.
Student is able
to use the unit
rate to
accurately
create a table,
graph, and
equation from a
verbal
description.
Student is able to
use the unit rate to
accurately create a
table OR graph from
a verbal description.
Student is able to
identify the unit
rate in tables,
graphs, equations,
and verbal
descriptions of
proportional
relationships.
Student
understands that a
unit rate is also the
constant rate and
can identify it in
tables, graphs,
equation, OR verbal
descriptions.
Student does not
understand unit
rate and/or
cannot identify it
in any form yet.
7.EE.4 I can use
variables to
construct
equations.
Given an
equation, student
is able to provide
a description that
fits the
parameters of the
equation.
Student is able
substitute quantities
for correct variables in
the equation they
created.
Student is able to
use variables to
construct equations
Student is unable
to identify
variables and/or
cannot recognize
any form of an
equation
7.EE.4 I can use
variables to solve
equations.
Given an
equation,
student is able
to provide a
description that
fits the
parameters of
the equation.
Student is able to
check the validity of
the solution.
Student is able to
use variables to
solve equations
Student is able to
correctly identify
variables but is
unable to
consistently
construct an
equation correctly
assigning the
dependent and
independent
variables.
Student is able to
correctly identify
variables but is
unable to
consistently solve
an equation
Student is unable
to identify
variables and/or
cannot recognize
any form of an
equation
Performance Task Items for Standard
Title
Student Sheet with directions and Performance Task Items
Name_______________________ Date_______________________Teacher__________________________
Students want to have a dance at our school. When asked, most students responded
that they would like to hire a professional DJ. Five DJ’s sent information about their
cost. DJ 1 charges a fee of $175. DJ2 charges a $50 set up fee plus $15 per hour. DJ3
charges $44 per hour. The cost for a DJ4 is provided in the table. DJ5 sent a graph
that describes his cost
Part 1. Complete the table below based upon the information for each DJ.
Hours
0
DJ1
DJ2
DJ3
DJ4
$0
$55
$110
$165
$220
DJ5
Graph of DJ5 Cost
200
180
160
Cost in Dollars
140
120
100
80
60
40
20
0
1
2
3
4
5
6
Time in hours
7
8
9
10
Performance Task Items for Standard
Title
Part 2. Calculate the unit rate for DJ3 and DJ4.
Part 3. Create a graph displaying each DJs cost. Label each axis appropriately.
`
Performance Task Items for Standard
Title
Part 4. Create an equation that calculates the cost (c) for each situation based upon
how long the dance will last in hours (h) for each DJ.
Part 5. Using the equations from Part 4, if the dance lasts 3 hours, which DJ would be
the best value?
Part 6. DJ Dr. G heard about the dance and quoted a price based upon the equation
C = 15 + 22h. Explain how this equation can be used to calculate the total of DJ Dr. G.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Performance Task Items for Standard
Title
Teacher Notes and Answer Key
Learning
Target
4 Mastery
3 Approaching
Mastery
2 Proficient
1 Approaching
Proficiency
0 Basic
7.RP.2 I can identify
the unit rate in
tables, graphs,
equations, and
verbal descriptions
of proportional
relationships.
Student is able to
use the unit rate
to accurately
create a table,
graph, and
equation from a
verbal
description.
Student is able to use
the unit rate to
accurately create a
table OR graph from a
verbal description.
Student is able to
identify the unit rate
in tables, graphs,
equations, and
verbal descriptions
of proportional
relationships.
Student understands
that a unit rate is also
the constant rate and
can identify it in
tables, graphs,
equation, OR verbal
descriptions.
Student does not
understand unit rate
and/or cannot identify
it in any form yet.
School Dance
Problem
Part 1
Correct table
Part 3
Graph Correctly
Part 4
Correct Equations
Part 1 or Part 3
Completed correctly
Part 2
DJ3 $44/hour
DJ4 $55/hour
Part 6
Identify correct rate
as $22/hour
Part 1, Part 2, or Part
3 partially or
completed correct.
Unable to do Part 1,
Part 2, or Part 3.
7.EE.4 I can use
variables to
construct equations.
Given an
equation, student
is able to provide
a description that
fits the
parameters of the
equation.
Student is able
substitute quantities
for correct variables in
the equation they
created.
Student is able to
use variables to
construct equations
Student is able to
correctly identify
variables but is unable
to consistently
construct an equation
correctly assigning the
dependent and
independent
variables.
Student is unable to
identify variables
and/or cannot
recognize any form of
an equation
School Dance
Problem
Part 6
Student is able to
recognize that
there is an initial
charge of $15
that increases by
$22 every hour.
Given an
equation, student
is able to provide
a description that
fits the
parameters of the
equation.
Part 5
DJ1 $175=$175
DJ2 $95 =50+15(3)
DJ3 $132=44(3)
DJ4 $165=55(3)
DJ5 $160=40+40(3)
Part 4
DJ1 c=175
DJ2 c=50+15h
DJ3 c=44h
DJ4 c=55h
DJ5 c 40+40h
Part 4
Student constructed
equations however
they are not accurate.
Part 4
Student made no
attempt.
Student is able to
check the validity of
the solution.
Student is able to
use variables to
solve equations
Student is able to
correctly identify
variables but is unable
to consistently solve
an equation
Student is unable to
identify variables
and/or cannot
recognize any form of
an equation
Part 6
Student is able to
recognize that
there is an initial
charge of $15
that increases by
$22 every hour.
Part 5
DJ1 $175
DJ2 $95
DJ3 $132
DJ4 $165
DJ5 $160
Part 5
DJ1 $175=$175
DJ2 $95 =50+15(3)
DJ3 $132=44(3)
DJ4 $165=55(3)
DJ5 $160=40+40(3)
Part 5
Student makes an
attempt but is unable
to solve all of the
equations.
Part 5
Student made very
little or no attempt
7.EE.4 I can use
variables to solve
equations.
School Dance
Problem