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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with a small group, or with the whole class.
 The teacher asks the student to complete the problem on the Comparing Rectangles worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student does not have a clear understanding of the concept of a ratio. 
Examples of Student Work at this Level The student is unable to determine that Student C is correct while Students A and B are incorrect. The student may determine that:
 All three students are correct because each is making a true statement about the relationship between the lengths or widths.
 Some combination of Student C and Student A or B is correct.
 Student C is incorrect while Students A and B are both correct.
 All three students are incorrect.

Questions Eliciting Thinking What is a ratio?
How would you have written the ratio between the lengths of the rectangles?
Suppose the ratio of the lengths of two rectangles is 1:4. What would that mean? 
Instructional Implications Provide basic instruction on ratios. Define the term ratio and illustrate it with many examples from a variety of contexts. Model the use of ratio language to describe or explain ratios. For example, explain that if the ratio of the lengths of two rectangles is 1:4, then there are 4 units of length in one rectangle for every 1 unit of length in the other. Provide opportunities for the student to write specified ratios in problem contexts. Demonstrate how wording in the problem may indicate the order in which the ratio is written. Make explicit the multiplicative relationship between two quantities compared in a ratio and guide the student to use this relationship to find unknown quantities in ratio problems. Give the student additional opportunities to write and interpret ratios in the context of a variety of problems.
Consider using MFAS tasks Interpreting Ratios (6.RP.1.1) and Writing Ratios (6.RP.1.1). 
Making Progress 
Misconception/Error The student is unable to completely and clearly justify his or her responses. 
Examples of Student Work at this Level The student says that Student C is correct but is unable to provide a clear justification. The student may also be unable to explain why Students A and B are incorrect.

Questions Eliciting Thinking How did you know that Student C was correct?
What made the responses of Students A and B incorrect?
What would be the meaning of the ratio 1:14 given by Student A? What would the ratio 1:8 mean in Student B's answer? What does the ratio 1:3 mean in Student C's answer? 
Instructional Implications Model explaining why the ratios described by Students A and B are incorrect while the ratio described by Student C is correct. Emphasize the use of ratio language when describing and explaining ratios. Provide additional opportunities to write and interpret ratios in the context of a variety of problems. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student determines that Students A and B are incorrect while Student C is correct. The student justifies each conclusion using ratio or multiplicative reasoning. For example, the student says that Students A and B wrote ratios that compared one inch to the differences in the lengths or widths rather than compared lengths to lengths or widths to widths. Student C compared the widths of the two rectangles multiplicatively resulting in a ratio of 1:3. The student may determine that the ratio of the lengths is also 1:3.

Questions Eliciting Thinking How did you determine Student C to be correct? Are the lengths also in a ratio of 1:3?
What is the ratio of the perimeters of the rectangles?
How would you determine the ratio of the areas of the rectangles? 
Instructional Implications Introduce the student to unit rates. Define unit rate and challenge the student to determine the unit rate of a given ratio.
Have the student explore ratios of lengths and ratios of areas in two (similar) twodimensional figures. Challenge the student to describe the relationship between the ratio of lengths and the ratio of areas. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Comparing Rectangles worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.