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Parabola Raft Performance Task W Rubric

1) The document provides a sample performance task that asks students to write a RAFT (Role, Audience, Format, Topic) about the relationship between different aspects of a parabola. 2) In the example provided, the role is the vertex, the audience is the x-intercepts, the format is an angst-y letter, and the topic is about how the vertex is always halfway between the x-intercepts. 3) The letter is from the vertex's perspective, expressing frustration about always being stuck in the middle of the two x-intercepts when they are fighting or getting along.

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892 views3 pages

Parabola Raft Performance Task W Rubric

1) The document provides a sample performance task that asks students to write a RAFT (Role, Audience, Format, Topic) about the relationship between different aspects of a parabola. 2) In the example provided, the role is the vertex, the audience is the x-intercepts, the format is an angst-y letter, and the topic is about how the vertex is always halfway between the x-intercepts. 3) The letter is from the vertex's perspective, expressing frustration about always being stuck in the middle of the two x-intercepts when they are fighting or getting along.

Uploaded by

api-280937676
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: ______________________________________________________________ Date:

___________ Pd:______
RAFT Performance Task
Directions: Today I will ask you to write a RAFT. You will pick from a list of
roles and audiences below to write a letter regarding the effect the
audience has on the writer
Roles
Parabola
Equation of a parabola

Audience
x-intercepts
a-value of the equation
vertex (max/min)
c-value of the equation
factored form of the equation
x-axis and/or y-axis

My example:
Role: Vertex
Audience: x-intercepts
Format: angst-y letter
Topic: your effect on me (Big Idea: the vertex is always halfway between the
x-intercepts)
My dearest x-intercepts,
It pains me to write this letter to you. I am very tired of the way you
always put me in the middle of things. When you fight, I am always right in
the center. It does not matter if I am happy (concave up) or sad (concave
down). I always fall right in the middle of you two. Sometimes I wish that I
was a parabola with no solutions. I cant even believe I said that. I wish I
never even TOUCHED THE X-AXIS. This is what pain you cause me. Oh! To be
a concave up curve with a minimum above the x-axis! Oh! To be a concave
down curve with a maximum below the x-axis sigh
I am tired of being always in between you two, but I know that there is
nothing any one of us can do about it. I only hope that you stop fighting. I
find it much easier to be stuck exactly between the two of you when you are
getting along. Enclosed, find a picture of us during one of the good times.
Forever stuck in the middle,
-Vertex

Name: ______________________________________________________________ Date:


___________ Pd:______

Criterion C: Communicating

The student does not reach a standard described by any of the


descriptors below.

12

The student is able to


i. use limited mathematical language
ii. use limited forms of mathematical representation to present
information
iii. communicate through lines of reasoning that are difficult to
interpret.

34

The student is able to


i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to
present information adequately
iii. communicate through lines of reasoning that are complete
iv. adequately organize information using a logical structure.

56

The student is able to


i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical
representation to present information correctly
iii. usually move between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete
and coherent
v. present work that is usually organized using a logical
structure.

Name: ______________________________________________________________ Date:


___________ Pd:______

78

The student is able to


i. consistently use appropriate mathematical language
ii. use appropriate forms of mathematical representation to
consistently present information correctly
iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete,
coherent and concise
v. present work that is consistently organized using a logical
structure.

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