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PRIMARY EXIT PROFILE (PEP) CAMP PERFORMANCE TASK

September 2018

MoEYI-COS

Table of Contents

Language Arts Training Package ................................................................................... 3

Brief Description of Grade 5 Mock Performance Tasks in Language Arts.................... 4

Grade Five Mock Performance Tasks (Language Arts) ........................................... 5

The legend of Don Quarrie lives on at University of Southern California .... 6

Biography ........................................................................................................................... 8

Science Training Package ............................................................................................... 18

Brief Description of the Grade 5 Mock Performance Task for Science ................... 20

Grade 5 Mock Performance Task (Science) ............................................................... 21

Social Studies Training Package ................................................................................... 29

Social Studies Mock Performance Task ............................................................................. 30

Grade 5 Mock Performance Task for Social Studies ................................................ 33

Mathematics Training Package ..................................................................................... 46

Brief Description of Grade 5 Mock Performance Tasks in Mathematics ..................... 47

Grade Five Mock Performance Tasks (Mathematics) ............................................. 48


Language Arts Training Package

Brief Description of Grade 5 Mock Performance Tasks in Language

Arts

Students were provided with three sources: a newspaper article about former

Jamaican athlete, Donald Quarrie; a biography about Arthur Wint; and a table

showing the number of medals won by Jamaican athletes in the last four Olympics.

They were asked read /analyse the sources, and then note the important points from

each of the sources. Their notes should help prepare them to identify and cite

important details from each source, as well use the information from the sources to

help them write a persuasive letter.

The task had two parts: Part 1 had 2 questions, Part 2: 1 question

Part 1: question 1:

Students were given a table grid to indicate what details were located in which of

the two sources given.

Part 1: question 2:

Students were asked to use details from the three (3) sources to construct a

response supporting the idea that Jamaican athletes are ranked among the best in

the world.

Part 2:

Students were asked to write a letter convincing his/her mother to allow him or her

remain on the school‘s track team.


Grade Five Mock Performance Tasks (Language Arts)

General Instructions: This task has two parts: Part 1 has two questions and Part 2 has a letter.

Instructions to begin:

You will read three sources: a newspaper article about former Jamaican athlete, Donald Quarrie;

a biography about Arthur Wint; and a table showing the number of medals won by Jamaican

athletes in the last four Olympics. On page 6 a space is provided for you to write the important

points from each of the sources. It will help you to have your important points to look at while

answering the questions in Part 1 and for writing your letter in Part 2. You may look back at any

of the sources.

Source 1

The legend of Don Quarrie lives on at University of Southern California

BY SANJAY MYERS Observer staff reporter

August 02, 2015

A large photo of former Jamaican sprinter Donald Quarrie and some of his achievements

feature along the wall inside Heritage Hall at the University of Southern California.

CALIFORNIA, United States -- Usain Bolt, Shelly-Ann Fraser-Pryce, Veronica Campbell

Brown and Asafa Powell are world renowned Jamaican athletes. They deserve all the praise they

receive for carrying the hopes of the country at various world championships and Olympic

Games. We should never underestimate all they and others have achieved for our people.

The mark left by the former sprint great Donald Quarrie should also never be taken lightly. Here

at the University of Southern California, he certainly appears to be highly thought of. The

evidence is clearly emblazoned inside the walls of the Heritage Hall.

The other day I just happened to be whisking through the quiet and luxurious hall when a very

familiar face jumped at me from the wall just as I passed. I stopped, then backpedalled in slow


motion. There he was. None other than Don Quarrie, baton in hand, and in fine form.

I ran into it by chance and what a proud feeling it brought!

These US schools famously cherish their basketballers, baseball players and American football

stars. And Quarrie is right there amongst them. Now, I've heard that iconic Jamaican athletes are

featured at universities or colleges they attended in similar fashion. But it was a new and exciting

experience for me. So excited I was, that a few times since I've deliberately walked that way so I

could sneak a few extra photos. After all, it's not every day I see such things.

Source 2

Biography

Arthur Wint, known as the Gentle Giant, was born in Plowden, Manchester, Jamaica. While at

Calabar High School, he ran sprints and did both the high jump and long jump. He later

transferred to Excelsior High School, where he finished his secondary education. In 1937 he was

the Jamaica Boy Athlete of the year, and the following year won a gold medal in the 800 metres

at the Central American Games in Panama.

In 1942 he joined the British Commonwealth Air Training Plan and set the Canadian 400 metre

record while training there. He was sent to Britain for active combat during World War II as a

pilot. He left the Royal Air Force in 1947 to attend St Bartholomew's Hospital as a medical

student.

In the 1948 London Games, Wint won Jamaica‘s first Olympic gold medal for the 400 metres

(46.2 seconds), beating his team-mate Herb McKenley. In the 800 metres he won silver, after

American Mal Whitfield's gold. Wint missed a probable third medal when he pulled a muscle in

the 4 x 400 metres relay final.

In Helsinki 1952 he was part of the historic team setting the world record while capturing the

gold in the 4 x 400 metres relay. He also won silver in the 800 metres, again coming second to

Mal Whitfield.

Wint ran his final race in 1953 at Wembley Stadium, finished his internship, and graduated as a

doctor. The following year he was made a Member of the Order of the British Empire (MBE) by

Queen Elizabeth II. In 1955 Wint returned to Jamaica, eventually settling in Hanover as the only

resident doctor in the parish. In 1973 he was awarded the Jamaica honour of the Order of

Distinction. He served as Jamaica's High Commissioner to Britain and ambassador to Sweden

and Denmark from 1974 to 1978. He was inducted in the Black Athlete‘s Hall of Fame in the US

(1977), the Jamaica Sports Hall of Fame (1989) and the Central American & Caribbean Athletic

Confederation Hall of Fame (2003).

Arthur Wint died on Heroes Day in Linstead, aged 72.

https://en.wikipedia.org/wiki/Manchester,_Jamaica

https://en.wikipedia.org/wiki/Central_American_Games

https://en.wikipedia.org/wiki/Panama

https://en.wikipedia.org/wiki/British_Commonwealth_Air_Training_Plan

https://en.wikipedia.org/wiki/United_Kingdom

https://en.wikipedia.org/wiki/World_War_II

https://en.wikipedia.org/wiki/Royal_Air_Force

https://en.wikipedia.org/wiki/St_Bartholomew%27s_Hospital

https://en.wikipedia.org/wiki/Herb_McKenley

https://en.wikipedia.org/wiki/United_States

https://en.wikipedia.org/wiki/Mal_Whitfield

https://en.wikipedia.org/wiki/Relay_race

https://en.wikipedia.org/wiki/Helsinki

https://en.wikipedia.org/wiki/Wembley_Stadium_(1924)

https://en.wikipedia.org/wiki/Order_of_the_British_Empire

https://en.wikipedia.org/wiki/Elizabeth_II_of_the_United_Kingdom

https://en.wikipedia.org/wiki/Hanover,_Jamaica

https://en.wikipedia.org/wiki/Order_of_Distinction

https://en.wikipedia.org/wiki/Order_of_Distinction

https://en.wikipedia.org/wiki/High_Commissioner_(Commonwealth)

https://en.wikipedia.org/wiki/Linstead


Source 3

Number of Olympic Medals Won by Jamaican Athletes

2004 2008 2012 2016 GOLD 2 5 4 6

SILVER 1 4 5 3

BRONZE 2 1 3 2

TOTAL 5 10 12 11

Source: Student Assessment Unit

Instructions for Part 1 (45 minutes)

Now that you have read the sources, answer the questions below. Your answers will be

scored. You may refer to the important points you made, as well as the sources. Your

answers to these questions will help you write your essay in Part 2.

Questions

1. For each of the following statements, indicate using a tick () whether the

information in Source 1, Source 2, both sources, or neither source supports each

statement (You can tick only one box for each statement).

Statement Source 1

supports

Source 2

supports

Both Source 1 and

Source 2 support

Neither Source 1

nor Source 2

support

Donald Quarrie is

considered one of the

best athletes to represent

Jamaica in track and

field.

Jamaica‘s first Olympic

gold in the 400 metres

was won in 1948

Jamaica‘s athletes have

been able to do well in

athletics as well as their

school work.


What are the skills and content being measured in Question 1 of the Task?

The objectives from the NSC associated with Question 1 of the task are:

Use evidence to deduce implicit information

Skim for main ideas

Scan for specific information

Align details to main ideas

Draw inferences

Identify main ideas

Establish cause and effect

Compare and contrast

Rubric for Scoring Question 1

Scores Description

2 All three correct responses given OR Statement 3 and one other

1 One correct response given OR Statement 1 and 2 correct

0 No correct response given OR Response cannot be interpreted


Question 1: Examples of Sample Responses by Students

Level 2

Three correct

responses

were ticked.

Level 2

Two correct

responses

were ticked

(the second

and third

statements).

The tick at the

first statement

is incorrectly

placed.

Level 2

The ticks at the

first and third

statements are

accepted. The

ticks at the

second

statement

cannot be

interpreted as

students were

required to tick

only one box for

each statement.

Level 1

One correct

response ticked

(at the first

statement). The

ticks at the

second and

third statements

are incorrectly

placed.


Level 1

One correct

response indicated

(at the third

statement). Student

indicated responses

by using ―X‖. This

is acceptable as

long as ticks were

not used also. The

indications at the

first and second

statements are

incorrectly placed.

Level 1

Two correct

responses indicated

(at the first and

second statements).

Student indicated

responses by using

lines. This is

acceptable. The line

at the third statement

cannot be interpreted

as students were

required to tick only

one box for each

statement.

Level 0

None of the ticks

were correctly

placed.

Level 0

Student‘s

response cannot

be interpreted as

multiple marks

were made at

each statement.


Level 0

Student‘s response

cannot be

interpreted as

multiple responses

are indicated at the

third statement.

Additionally, if the

tick is taken as the

indication of the

student‘s response

as opposed to the

―X‖, the response is

still incorrectly

placed.

Science Training Package

Ministry of Education, Youth &

Information

CAMP

SCIENCE TRAINING PACKAGE


The Performance Task is a type of assessment that requires students to show what they know,

what they understand and what they are able to do. The Performance Task allows students to

produce a tangible product and/or performance that serve as evidence of learning.

The document which follows addresses one of the six items on the 2018 Mock Performance Task

for Science. This document focuses on item number four (4); its structure, what it measured and

how students were assessed. The document also provides samples of student responses for item 4

of the Performance task.

Brief Description of the Grade 5 Mock Performance Task for Science The performance task placed students in a real world situation where they became a part of a

schools coaching team. The coaching team was responsible for preparing the school team for an

Athletic Championship.

The students were required to read closely the article entitled ―Reaching the Finish Line‖ and

examine ―Coach Brown‘s Food Pyramid to pull key pieces of information before attempting the

six questions on the Performance Task.

The six questions were as follows:

Question 1 – Students were asked to determine which source (pyramid and/or article) would

provide a specific kind of information. This was done in the form of a table.

Question 2 – Students were asked to analyse a table containing information on different food

groups and their daily servings. The students were then asked to assess the accuracy of the data

using information from the pyramid.

Question 3 – Student were asked to extend a table to incorporate key pieces of information from

the article and pyramid.

Question 4 – Students were asked to critique a breakfast meal based on its suitability for an

athlete and support their position on the suitability of the meal with evidence/supporting

information form the article and pyramid.

Question 5 – Students were asked to create a meal plan for an athlete using the information they

obtained from the pyramid and article as a guide.

Question 6 – Students were asked to critique the meal plan they created in question five on the

basis of its suitability for an athlete.


Grade 5 Mock Performance Task (Science)

General Instructions:

This task has six questions. You are to complete all six questions.

FUEL FOR A WINNING ATHLETE

The school coach (Coach Brown) has invited you and two other students, John and Mary

to join the coaching team at your school. The coaching team is responsible for preparing

the school team for next year‘s Junior Athletic Championships. The boys and girls on the

school team include runners, hurdlers, high and long jumpers.

Your first task is to help the coach to decide on the athletes‘ meal plan for the first day of

competition. Coach Brown provides two documents to assist you in planning the meal,

they are:

1. a Food Pyramid with general nutritional guidelines for all persons, and

2. an article with the nutritional guidelines for young athletes.

Instructions to Begin:

Carefully examine the Food Pyramid and read the article provided by the coach. These

will help you to answer the questions which follow.

FATS

DAIRY MEATS and BEANS

FRUITS

STAPLES

VEGETABLES


Article

REACHING THE FINISH LINE

Young athletes who want to maintain proper growth and to perform well in

athletic competitions should eat a well-balanced diet. An ideal diet is made up of

45% to 65% carbohydrates, 10% to 30% protein, and 25% to 35% fat. Fluids are

very important for maintaining hydration. Good hydration begins before athletes

even set foot on the track or playing field. Student athletes should drink water or

other fluids before, during and after athletic events to prevent dehydration.

The timing of meals is important to ensuring top performance. Meals should be

eaten a minimum of three hours before an athletic event. On the day of

competition meals should focus on carbohydrates for energy. Proteins should be

spread throughout the day. Snacks should be eaten one to two hours before an

event. Recovery foods should be consumed 30 minutes after an event and again

within one to two hours after an event. Recovery foods allow muscles to rebuild.

These foods should include protein and carbohydrates.

Adapted from: Sport nutrition for young athletes

Laura K Purcell and Canadian Paediatric Society, Paediatric Sports and Exercise Medicine Section Paediatric Child Health. 2013 Apr; 18(4): 200–202

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3805623/

4. Before creating the event day meal plan, Coach Brown wants the coaching team to

analyse the favourite breakfast of his top runner, Mark Johnson.

Mark Johnson’s Breakfast

Meal Food Number of servings

Breakfast Scrambled egg

Orange

Milk

1

1

1

If Mark is running a practice race 3 hours after breakfast, is this breakfast suitable for him to

perform at his best? Use data from the article and the food pyramid to support your answer.

Explain your answer using words, numbers, charts or tables.

What is Item Four Measuring?

Whether it is the explanation of a phenomena or trend, or interpretation of data, scientist use

reasoning and arguments to make their case. For this reason it is important to measure the extent

to which students have developed the skill of engaging in arguments and supporting their

arguments with sound and relevant evidence.

This item measured students‘ ability to provide a sound argument based on evidence in order

to support a position.

The NSC objectives assessed were as follows:

Identify the food nutrients.

Describe the importance of each nutrient to the body.

Analyse meal plans to determine if they are balanced.


Level 3 The correct answer with full explanation of how the information in the

article and the pyramid supports the position. The explanation may contain

minor non-science errors.

The correct answer with full explanation of how the information in the

article and the pyramid supports the position. The response is supported

by related details from one source.

Or

Correct answer with full explanation provided. No evidence from article

or pyramid is used to support response.

Or

Incorrect answer with full explanation of how the information in the

article and/or pyramid supports the position.

Or

No answer with full explanation of how the information from at least one

source supports the position.

Correct answer with explanation is incorrect or insufficient or missing.

Or

The correct answer is supported by wrong evidence or not supported by

evidence at all.

Or

Correct answer only, no explanation.

Blank or off- topic or uninterpretable or irrelevant.

Level 2

Level 1

Level 0

Sample Student Responses for Mock Performance Task for Science

For question 4 of the Science Performance Task, a four point rubric was used to assess students‘

development of the required skills. Students were placed at a point along the rubric based on the

degree to which they demonstrated the skill being measured by the item.

The samples which follow show students‘ response to question 4 on the Mock Performance Task

for Science.

Rubric for Question 4

Level 3 Students Responses:

Student A

Student B

Level 3 – The correct

answer with full

explanation of how the

information in the

article and the pyramid

supports the position.

The explanation may

contain minor non-

science errors.

Level 3 – The correct

answer with full

explanation of how the

information in the

article and the pyramid

supports the position.

The explanation may

contain minor non-

science errors.



Student A

Student B

Level 2 – Correct answer

with full explanation

provided. No evidence from

article or pyramid is used to

support response.


with full explanation

provided. No evidence from

article or pyramid is used to

support response.


Student A

Student B


only, no explanation.


with explanation that is

incorrect or insufficient

or missing



Student A

Student B

Social Studies Training Package

Level 0 – Irrelevant.

Level 0 – Off-topic

Social Studies Mock Performance Task

Ministry of Education, Youth & Information

CAMP SOCIAL STUDIES TRAINING

PACKAGE

GRADE FIVE MOCK PERFORMANCE TASKS

__________________________________ COPYRIGHT © 2018 MINISTRY OF EDUCATION, YOUTH & INFORMATION


The Social Studies Mock Performance task presented students with a real world

scenario in which the community of Garden Tavern has been negatively affected

by the environmental issue of Soil Erosion. This task provided students with the

opportunity of demonstrating their skills of gathering, using and interpreting

information from multiple sources in order to develop arguments and draw

conclusions.

To respond to this Performance Task, student were required to carefully examine

the three sources, a passage, a cartoon and a pie chart, then answer to different

questions posed using predominately information from the different sources in

their responses.

The task consisted of two parts:-

Part 1- students were given three questions:

Question 1 – students were asked to indicate which source/sources provide

information needed to answer questions asked.

Question 2- students were presented with a question and asked to indicate

which of the three sources is most helpful in answering the question.

Question 3-students were required to state which two sources provide factual

information and which one provides an opinion about soil erosion.

Part 2 -students had the task of writing a report using information from the two

factual sources.

NSC Objectives Assessed in the Social Student Performance Task

The Performance task assessed the following NSC objectives:

define and use concepts/terms correctly: erosion, erode, sediment,

topsoil, deposition.

explain the role of wind and water in erosion and deposition.

examine different types of human activities that contribute to erosion

and deposition and propose how these activities may be modified to

reduce erosion.


Grade 5 Mock Performance Task for Social Studies


This task has two parts: Part1 has three questions, and Part 2 has a report.

EROSION IN GARDEN TAVERN

You are the leader of the environmental club of your school. Your school principal has

called you into her office to tell you about an urgent project. ―The people in your

community are concerned about erosion in the area. The plan is to have an

environmental club meeting to discuss the issue of soil erosion in the community.

Students, parents, teachers and the members of the community will be invited.‖

―I need you to summarize what you have learned about soil erosion in our community

and report to me next week.‖

You went to the library and found three relevant sources on the topic; a passage, a

cartoon, and a pie chart. You must review these sources before reporting to the

principal.

INSTRUCTIONS TO BEGIN:

You will read the passage and the cartoon and then examine the pie chart. You may

make notes from each of the sources. You can use your notes to answer questions in

Part 1 and to help you to write the report in Part 2.

SOURCE 1

Erosion in Garden Tavern

The land in the community of Garden Tavern seems to be getting smaller and smaller as

water and wind continue to remove the topsoil. Community members who are over fifty

years old are shocked to see that areas in the community where they played as children

now have deep holes.

The main economic activity in Garden Tavern is farming; over the years the farmers have

been clearing the land by weeding and burning. The farmers who plant yams on the

hillside have cut down all the trees in order to plant their crops. The main source of water

supply is a river that runs through the community. The residents use the water for all their

domestic purposes—washing, cooking, and bathing. Several years ago they caught fishes

in the river which formed part of their diet. However, persons have been dumping

garbage in the river and the river is now getting closer and closer to their homes.

Recently, the river has overflowed its bank and caused damage to many houses and

washed away crops.

The most recent concern to the members of the community is a new road which passes

through the community. Since the road was built more mud and stones have washed

through the community, removing topsoil and leaving large holes all over.

Many of the people feel that Garden Tavern might soon disappear; they want back their

community the way it was ten years ago.

Passage taken from The Environment Today Magazine


SOURCE 2

In the cartoon below, a farmer and a road construction worker discuss the issue of soil

erosion in their community.

Cartoon taken from Garden Tavern Newsletter:

SOURCE 3

The president of the Garden Tavern Citizens Association did a survey among the

members of the community to find out what they think are the causes of soil erosion. The

result is presented in the pie chart.


Write the important points from the sources

These points will not be scored

Source 1

Source 2

Source 3

Question 2

______________________________________________________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

______________________________________________________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

Which source is the most helpful in answering the question below?

What are the problems caused by soil erosion in Garden Tavern?

Explain why this source is the most helpful. In your explanation give two

details from the source.


What is this item measuring?

Question two (2) sought to measure the extent to which students‘ were able to

identify sources which provide information needed to answer to compelling

questions and use evidence to support their answer.

Specifically, students were asked to:

examine the three sources, then state the source which is most helpful in

answering the question ‗What are the problems caused by soil erosion in

Garden Tavern?’

explain why the source they selected is most helpful in answering the

question

in their explanation, provide TWO details from the source to support their

selection.

Specific Rubric Question 2

Levels Description

2 Most helpful source is identified with:

Adequate evidence-based explanation of why the source is most

helpful.

The explanation is supported by two details from the selected source or

one of the two selected details may be loosely related.

Or

Most helpful source is not identified however the explanation is

supported by two details from one source.

1 Most helpful source is identified or not identified with:

Partial or very limited evidence-based explanation of why source is

most helpful.

The explanation is supported by two loosely related details from the

selected source.

Or

The explanation is supported by only one related detail from the

selected source.

0 No explanations and details

Or

Explanations and details incorrect or irrelevant

Or

Blank

Or

Uninterpretable answer


Sample Responses Level 2

Student A

Part 1: Question 2

Level 2

Most helpful source is identified with:

Adequate evidence-based explanation of why the source is most helpful. The explanation

is supported by two details from the selected source.

Student B

Part 1: Question 2

Level 2

Most helpful source is identified with:

Adequate evidence-based explanation of why the source is most helpful.

The explanation is supported by two details from the selected source.



Student C

Student D

Part 1: Question 2

Level 1

Most helpful source

is identified with:

partial or very

limited evidence-

based explanation of

why source is most

helpful. The

explanation is

supported by only

one related detail

from the selected

source

Part 1: Question 2

Level 1

Student D has

identified the most

helpful source;

however, the

explanation

provided was

supported by TWO

loosely related

details from the

selected source.


Student E

Part 1: Question 2

Level 0

This student has not identified the most helpful and has provided explanation and

details which are incorrect.


Student F

Part 1: Question 2

Level 0

Explanation and

details provided

are incorrect.

Ministry of Education, Youth &

Information

MATHEMATICS TRAINING

PACKAGE

GRADE FIVE MOCK

PERFORMANCE TASKS

____________________________________

COPYRIGHT © 2018 MINISTRY OF EDUCATION, YOUTH & INFORMATION

Mathematics Training Package


Introduction

The Performance Task is a type of assessment that requires students to show what they

know, what they understand and what they are able to do. The Performance Task allows

students to demonstrate their knowledge and skills practically that serve as evidence of

learning.

This document addresses two of the five items on the 2018 Mock Performance Tasks for

grade 5 in Mathematics. It focuses on item number 2 and item number 3 of Part 1. The

document explores what is being measured by these items and how the students were

assessed. It also provides samples of students‘ responses to these two items on the Mock

Performance Task.

Brief Description of Grade 5 Mock Performance Tasks in

Mathematics

Students were given a real world scenario in which they were asked to fence off a place

in their backyard in preparation for a new pet (dog) they were to get. Before fencing off

the place in the backyard, the students were given several constraints and parameters to

consider. Instructions were given regarding:

The shape that both the backyard and fenced off place should be

The area of both the backyard and fenced off place

A budget within which to work

The task had three parts:-

Part 1 – students were asked to design a place for the dog (fenced off place) based on

information given.

Part 2 – students were to use the least amount of money to purchase the fencing for the

dog based on options given.

Part 3 – students were to use a table provided to make decisions as to supplies to

purchase for the dog and explain whether or not they had enough money to buy the dog

supplies and build the fence based on the budget they were given.

Grade Five Mock Performance Tasks (Mathematics)


This task has three parts: Part 1 has three questions, while Parts 2, 3, and 4 have

1 question each.

BUYING A NEW PET

You are getting a new pet. It is a dog. Your mother wants to fence off a place for the dog

in the backyard.

You will need to consider the following for your new dog:

Whether you have enough space for the dog.

The cost of items needed to care for the dog.

Your mother needs your help to fence off the place for the dog.

The fencing and the supplies you need for the dog (e.g. dog food) should cost less than

$30,000.


Part 1: Designing a Place for the Dog

A dog needs enough space to move (turn around, sit and run).

This table shows three types of dogs and how much space each dog needs.

A Place For The Dog

Types of dogs Space needed

(in Square Feet)

Terrier

4

Boxer

6

German Shepherd

10

Instructions for fencing off the place for the dog:

The backyard is 400 square feet.

The backyard is shaped like a rectangle.

The fenced off place for the dog must be shaped like a rectangle.

The fenced off place must have an area that is not larger than of the area of the

backyard.

The fenced off place must have an area that is equal to or larger than the area

needed for the type of dog you have chosen.

4

1

1. Write the type of dog you selected here: ____________________

2. On the grid, draw the outline of the backyard and show the fenced off place for the

type of dog you selected.

Label the fenced off place and the backyard. Be sure to include their measurements.

Each box in the grid represents 1 square foot.

3. Based on your design, complete the table below.

Area

(in square feet)

Perimeter

(in feet)

The fenced off place


What are the skills and content being measured in Part 1 of the Task?

The objectives from the NSC associated with Part 1 of the task are:

Solve problems based on computing the measurement of the area of a

rectangular region.

Compute the measurement of the area of rectangular regions using the

square centimetre or square metre as unit.

Find the area of polygons by counting squares.

Solve problems requiring the calculation of one of the following:

i) The perimeter; ii) Length of one side; iii) The number of sides of a regular

polygon, given the other two measures.

Estimate, measure and record distances including the perimeter of

polygons in millimetres and/or centimetres and metres.

The questions in Part 1 are used to measure how well students are able to use a

diagram to represent the information given in the task. In this case the students

were asked to draw the diagram on a square grid. Additionally, question 3 in Part

1 is being used to measure how well students are able to calculate area and

perimeter.

Scoring Rubric

Part 1; Question 2

Scores Description

3

Constructed a rectangular yard that is 400 sq. feet (e.g. 20×20; 16×25) and a

fenced off rectangular area for the dog that is not more than 100 sq. feet but

larger than or equal to the space needed for the dog. Space should be clearly

labelled and have dimensions. Minor error: only 1 space labelled/incomplete

labelling.

2

Made a mistake in a construction of either the yard or the fenced off area.

Or

Did construction of both areas correctly but did not label.

Or

Correctly constructed either backyard or the fenced area with correct and

complete labelling and dimensions.

1

Made a mistake in construction of both yard and fenced off area.

Or

Draws one rectangle without labels or dimensions.

0

Off-topic (i.e., response is unrelated to the task)

Or

No response

Or

The response is uninterpretable.

Scoring Rubric

Part 1; Question 3


Scores Description

3

Correct calculation of the area and the perimeter of the fenced off area

designed in Question 2.

Scores do not depend on the correctness of the design.

2

Incorrect calculation of either the area or the perimeter.


1

Both the area and the perimeter are incorrect.


0

Off-topic (i.e., response is unrelated to the task)

Or

No response

Or

The response is uninterpretable

Sample Responses

Student A

Part 1; Question 2

Level 3

Constructed a rectangular yard

that is 400 sq. feet (16×25) and

a fenced off rectangular area

for the dog that is not more

than 100 sq. feet but larger

than the space needed for the

dog (10 x 9). Space is clearly

labelled and dimensions are

stated.

Part 1; Question 3

Level 3

Correct calculation of the area

and the perimeter of the fenced

off place designed in question 2.


Part 1; Question 3

Level 1

Both the area and the perimeter

are incorrect based on area

designed in question 2.

Student B

Part 1; Question 2

Level 3

Constructed a rectangular yard

that is 400 sq. feet (20×20) and

a fenced off rectangular area

for the dog that is not more

than 100 sq. feet but larger

than the space needed for the

dog (9×7). Space is clearly

labelled and dimensions are

stated. Minor error – only 1

space labelled.

Student C

Part 1; Question 2

Level 2

Correctly constructed the

fenced off area with correct

and complete labelling and

dimensions.


Student D

Part 1; Question 3

Level 2

Incorrect calculation of the area

of the fenced off place

Part 1; Question 3

Level 1

Both the area and the perimeter

are incorrect based on area

designed in question 2

Part 1; Question 2

Level 2

Did construction of both areas

correctly but did not label


Part 1; Question 3

Level 2

Incorrect calculation of the

perimeter of the fenced off place

Student E

Part 1; Question 2

Level 1 –

Made a mistake in construction

of both the yard and the fenced

off area. Rectangles have no

labels

Part 1; Question 3

Level 0

No appropriate response

Student F

Part 1; Question 2

Level 1 –

Draws one rectangle without

labels or dimensions

primary exit profile (pep) camp performance taskaug 02, 2015 · page 1 of 60 moeyi/grade 5...

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