Name _______________________________________________________ Class _____________ Date ________________________________________________
Performance Based Assessment for Operations on Decimal Numbers – Dream Vacation
General Outcome: Developing Number Sense
Demonstrate an understanding of the addition, subtraction, multiplication and division of decimals to solve problems.
Criteria
Beginning
(Basic)
Acceptable
(Limited)
Calculations
The student demonstrates
an understanding of the
following calculations from
the data collected:
□ Addition
□ Subtraction
□ Multiplication
□ Division
□ BEDMAS equation
used in calculating
the total cost of the
vacation
 There is no solution, or the solution
has no relationship to the task.
 Inappropriate concepts are applied
and/or procedures are used.
 The solution addresses none of the
mathematical components presented
in the task.
 Develops an unworkable strategy for
calculating costs.
 There is no use, or mostly
inappropriate use, of mathematical
terminology and notation (math
symbols).

Communication and
Representation
□ Mathematical
calculations are
represented
□ Research
information
displayed
□ Reasoning for
choices included
 There is no explanation of the
solution, the explanation cannot be
understood or it is unrelated to the
problem.
 No connections are made.
 No attempt is made to construct
mathematical representation
(diagrams, models, chart, etc.) or
representation is disorganized and
ineffective.
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Proficient
(Strong)
The solution is not complete
indicating that parts of the problem
are not understood.
The solution addresses some, but not
all of the mathematical components
presented in the task.
Develops a workable strategy to
calculate costs leading to solutions
with substantial errors.
There is some use of mathematical
terminology and notation (math
symbols) appropriate of the problem.

There is an incomplete explanation;
it may not be clearly presented.
Some attempt to relate the task to
own interest and experiences made.
An attempt is made to construct
mathematical representation
(diagrams, models, charts, etc.) to
communicate strategy and reasoning.
Display of information is simplistic.

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Mastery
(In-depth)
The solution shows that the student
has a broad understanding of the
problem and major concepts
necessary for its solution.
The solution addresses all
mathematical components
presented in the task.
Develops a practical strategy to
calculate costs however solutions
contain minor errors.
There is effective use of
mathematical terminology and
notation (math symbols).
 The solution shows a deep
understanding of the problem
including the ability to identify the
appropriate mathematical concepts
and the information necessary for its
solution.
 The solution completely addresses all
mathematical components presented
in the task.
 The solution puts to use the
underlying mathematical concepts
upon which the task is designed.
 Develops and demonstrates an
efficient strategy to calculate costs
and produce correct solutions.
 There is a precise and appropriate use
of mathematical terminology and
notation (math symbols).
There is a clear explanation.
Mathematical connections or
observation are recognized.
Appropriate mathematical
representation (diagrams, models,
charts, etc.) is constructed to
communicate strategy and
reasoning.
All necessary labels are evident and
data is accurate, systematic and
logical.
 There is a clear, effective explanation
detailing how the problem is solved.
All steps are included so the intended
audience does not need to infer how
and why decisions were made.
 Mathematical connections or
observations are used to extend the
solution.
 Appropriate mathematical
representation(s) (diagrams, models,
chart, etc.) are constructed to
communicate, verify, clarify or extend
strategy and reasoning.
 All necessary labels are evident and
data is accurate, skillful and
purposeful.
Name _______________________________________________________ Class _____________ Date ________________________________________________