4th Grade Assessment Task Sending the Right Signal MCC4.MD.6 Measure angles in whole‐number degrees using a protractor. Sketch angles of specified measure. MCC4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non‐overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Time Taken: 45 minutes Materials required. Protractors Paper Pencil Task: T-Rizon Cell Phone Company is planning to build a new cell phone tower in Henry County. Through surveying current customers of other companies and extensive research they have to determine the best positioning for their tower and the angle in which their satellite will provide the best signal. The worst signals are transmitted when the satellite is angled more than 120° from the ground. Calls are dropped most often when the satellite is angled between the largest acute angle and the smallest obtuse angle. Signal bars receive the highest rating when the satellite is 45° less than a right angle or no more than 30° higher than a right angle. What could be a possible angle for T-Rizon’s new cell phone tower satellite? Draw a model to show the angle of the satellite to the ground. Assessment: Assess according to the MATHEMATICS ASSESSMENT TASK RUBRIC. Sending the Right Signal T-Rizon Cell Phone Company is planning to build a new cell phone tower in Henry County. Through surveying current customers of other companies and extensive research they have to determine the best positioning for their tower and the angle in which their satellite will provide the best signal. The worst signals are transmitted when the satellite is angled more than 120° from the ground. Calls are dropped most often when the satellite is angled between the largest acute angle and the smallest obtuse angle. Signal bars receive the highest rating when the satellite is 45° less than a right angle or no more than 30° higher than a right angle. What could be a possible angle for T-Rizon’s new cell phone tower satellite? Draw a model to show the angle of the satellite to the ground. MCC4.MD.6 Measure angles in whole‐number degrees using a protractor. Sketch angles of specified measure. MCC4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non‐overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. MATHEMATICS ASSESSMENT TASK RUBRIC 1 NOVICE Content Standard(s) SMP 1 Make sense of problems and persevere in solving them. SMP 6 Attends to precision SMP 2, 3 Reasoning and explaining SMP 4,5 Models and use of tools SMP 7, 8 Seeing structure and generalizing 2 APPRENTICE Little or no understanding of the content standard(s) addressed in the task Unable to explain the problem Showed minimal perseverance even with teacher prompting Unclear in their thinking Unable to communicate mathematically Unable to express or justify their opinion using numbers, pictures, charts or words. Unable to select appropriate tool OR Drew an incorrect representation to reason or justify their thinking Unable to identify patterns, structures or connect to other areas of mathematics and/or real-life contexts 3 PRACTITIONER Limited understanding of the content standard(s) addressed in the task Partially complete/accurate solution Explained the problem and showed some perseverance in identifying the purpose of the problem; however, the explanation did not fully align with the intent of the problem Clearly described their actions and strategies Used some everyday, real life vocabulary to explain, but was weak on the mathematical justification Expressed or justified their opinion either quantitatively OR abstractly using numbers, pictures, charts OR words. Selected an appropriate tool or drew a correct representation of the tools used to reason Provided a weak justification for their response Identified a pattern OR Noticed connections to other areas of mathematics or real-life contexts 4 EXPERT Displayed complete understanding of the content standard(s) addressed Complete/accurate solution Explained the problem and showed perseverance Selected an appropriate strategy that led to a correct solution Clearly described their actions and strategies Used grade-level appropriate, mathematical vocabulary Expressed and justified their opinion using numbers, pictures, charts and/or words. Makes connections between models and equations. Selected an efficient tool and/or drew a correct representation of the efficient tool used to reason AND justifies their response Identified patterns or structures in the number system Noticed connections to other areas of mathematics and reallife contexts Displayed complete understanding of the content standard(s) addressed Provided a correct answer demonstrated through more than one method Explained the problem and showed perseverance Selected and applied an appropriate strategy that led to a correct solution Checked answer using another appropriate method Clearly described their actions and strategies using pictures, words and correct mathematical symbols Used precise, grade-level appropriate, mathematical vocabulary Expressed and justified their opinion using a variety of numbers, pictures, charts and/or words. Connects quantities to written symbols and creates a logical representation with precision. Selected multiple, efficient tools and correctly represented the tools to reason and justifies their response Explained why their tool/ model was efficient Identified patterns or structures in the number system and generalized understanding to another mathematical idea Noticed connections to multiple areas of mathematics and real-life