Second Grade Performance Task

Subject: Math   Topic: Multiplication
Created by J. Binford  April 2009

Performance Task – GRASPS

Goal – Students will be able to understand to operation of multiplication and multiply numbers more efficiently. Students will run a store where everything is the same price. Students will use repeated addition and multiplication to find the total.

Role – The students will also be customers and cashiers. Teacher and other students will observe the procedure of acquiring the total.

Audience – The teacher will be the audience. The audience will also participate by solving the multiplication problem as well as the cashier. The teacher will observe the work of the students.

Situation – The store will be incorporated through calendar time towards the middle of the unit. Each day, the store will change. One day the store could be “Everything’s $1.” The next day the store could be called “Everything’s $3.” The store will change from day to day to provide multiplication practice for the students. The students will use repeated addition and/or multiplication to find the total. But the students will also use the skills of practicing counting out money and distributing change.

Product/Performance – The students will use charts and white boards to work out the answers of each total. The class will keep a purchase ledger to log all purchases from the “Everything’s a ____” store.

Standard/Criteria for Success – See rubric.

“Everything’s _____” Store Rubric

Multiplication Evaluation

	4 – Demonstrates a Mastery	3 – Demonstrates Satisfactory	2 – Demonstrates Little	1 – Does not Demonstrate
Mathematical way of thinking and explanation	Shows complete understanding of multiplication.	Shows a satisfactory of understanding of multiplication.	Shows little understanding of multiplication.	Shows no under-standing of multiplication.
Correct math answers	Makes little to no errors in computation.	Makes few errors in computation.	Makes many errors in computation.	Does not computation correctly.
Use of diagrams and sketches	Uses and under-stands the proper diagrams and sketches to represent multiplication.	Uses the proper diagrams and sketches to represent multiplication, but does not show full understanding.	Attempts to use the proper diagrams and sketches to represent multiplication.	Does not use the proper diagrams and sketches to represent multiplication.
Working with others	Works excellent with others	Works well most of the time with others	Works well with others	Does not work with others