Reflection: Unit Exams Rates and Unit Rates Assessment - Section 2: Assessment

 

This assessment went well, however, I did some adjusting as my students were taking a long time to get through the test.  

I assigned the test 20 points and I used the last page (Allison's grocery store trip) as extra credit (5 points).  

Question 1:  5 points (2 points for answer, 2 points for strategy, 1 point for explanation.)

part (a): no difficulties

Part (b): students didn't read/understand that this was the per dollar rate.  Highlight the per dollar or state that the question is asking "if I only had a dollar in my pocket, how much gas could I get". 

part (c): I excepted any reasonable answer

Question 2: 2 points (1 for the answer, 1 for the strategy)

Students struggled with what numbers to put together.  Remind students they are looking for the rate.  Ask them "what is a rate".  They should say a comparison of 2 different measurements.  Then say, "where do you see two measurements being compared". This helped focus them to 15 miles per hour. 

Question 3: 2 points (1 point for answer, 1 point for the strategy)

Students did pretty well with this.  I was anticipating some difficulty with the change from minutes to seconds, but they rolled with it. 

Question 4: 6 points (3 points for answers, 3 points for strategies)

I wanted to hurt myself trying to get them to understand this question.  I felt that this was a great application of learning.  My students didn't want to make the leap.  It was painful, but they got through it.

part (a):  They wanted to put this in a ratio table.  I asked them how far it was to their grandmas house.  They answered.  Then I said, how many numbers did you give me.  They said one.  With that, I had to do a lot of explaining of what 70 miles/hour meant.  I made them read the ratio and that helped.  For every 1 hour you go 70 miles.  This made sense to them.  

part (b): they had to use the information from part a to solve.  To help, I asked them how many numbers are needed for a rate?  They said 2. I said, what does a rate mean? They said a comparison of 2 measurements.  I asked, what 2 measurements is the problem comparing.  This helped focus their learning.

part (c): This was challenging and again it came down to understanding what 70 miles/hour meant.  I focused their understanding by asking them to find their target number.  Many of them wanted to use 350 miles because 70 x 5 hours makes 350. 

Question 5: 5 points (4 points for the answer, 1 point for the strategy)

The students did well with this problem.  The only concern I had was when they set up the ratio table, they wanted to get to 6 miles right away so they were trying to force the math instead of using the strategies we learned in class(doubling, halving, multiply, divide).  I also liked that some students used one ratio table to solve all of the questions. This was nice to see that they made the expert leap. 

Question 6: 5 points extra credit

1 point - got a few unit rates

2 points - found unit rates, but some were wrong

3 points - found unit rates, only 1 or 2 wrong

4 points - found unit rates, but didn't answer the question

5 points - found unit rates and said which store to shop at based upon what they found.

  Assessment Reflection
  Unit Exams: Assessment Reflection
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Rates and Unit Rates Assessment

Unit 3: Ratios and Proportions
Lesson 17 of 25

Objective: The students will be able to solve problems involving rates and unit rates.

Big Idea: The students will be taking a summative assessment about rates and unit rates.

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