## EngageNY_math-g7-m1-full-module_RatiosProportionalRelationships.pdf - Section 1: The Assessment

*EngageNY_math-g7-m1-full-module_RatiosProportionalRelationships.pdf*

*EngageNY_math-g7-m1-full-module_RatiosProportionalRelationships.pdf*

# Mid Module Assessment

Lesson 2 of 8

## Objective: Students take an assessment on the first two weeks of lessons.

*30 minutes*

#### The Assessment

*30 min*

At my school we are using the EngageNY assessments for the proportional relationships units. The mid module assessment can be found on PDF pages 96-98 (pages 93-95 on the actual document).

If there is a staff member available, I will send a group of students who receive the "read aloud" accommodation out of the room. If no one is available, I will do one of three things: 1) Read the entire assessment with the class before beginning; 2) Offer to read any question to any student who asks - with no paraphrasing; 3) Read the entire test aloud during the test.

My preference is #2, but sometimes students are too timid to actually ask for help. Choice #3 can be disruptive for students who do not need the read-aloud. Choice #1 is helpful for all students but sometimes it takes too much time. Since #2 is my preference, I will encourage all students to ask me for a read aloud when necessary. Of course, I will not be allowed to do this on unit assessments or state assessments.

Problems 1 and 2 assess 7.RP.2.a. As students are working, I will make sure they do not overlook using a table in problem 1 and a graph on problem 2. Students often miss little details like these but I do not remind them.

Problem #3a assesses 7.RP.2.b.

Problem #3b assesses 7.RP.2.c.

Problems #3c-d assess 7.RP.2.d.

The assessment is a nice summary of the work we have done so far this unit.

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A rubric for the assessment is provided on PDF pages 99-100 (96-97 on the actual document). Each problem is worth 4 levels of success.

Problem 1

For a student to receive 4 points, they should include at least two entries on the table. I think the assessment itself should say this so I may tell my students to show at least 3 values before taking the test.

Problem 2

For a student to recieve 4 points, they must have a graph that is correctly labeled and plotted. Students must also answer with 2 pieces of evidence as to why the graph shows a proportional relationship: 1) straight line; 2) through the origin.

Problem 3a

The rubric says a student should have k = 1/5 with error free work to earn 4 points. I will accept 1/5 on its own or its equivalent value of 0.2; "k =" is not necessary.

Problem 3b

I'm not sure if I agree with the rubric here. They only offer 3 points for an equation in the form of x = 5y which is equivalent to the correct answer of y = x/5 or y = 1/5x. I think the question itself would need to be re-written if it is necessary to eliminate x = 5y as a possible answer choice.

Problem 3c-3e are problem free to me. They are self-explanatory with no revision, though (1, 02) should also be an acceptable answer on part e. I assume this is their intention.

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- LESSON 1: Putting It All Together - Problem Solving Day
- LESSON 2: Mid Module Assessment
- LESSON 3: Unit Rates for Ratios of Fractions on a Double Number Line
- LESSON 4: Unit Rates for Ratios of Fractions - Additional Practice
- LESSON 5: Unit Rates for Ratios of Fractions by Multiplying by the Reciprocal
- LESSON 6: Writing Equations to Solve Rate Problems - Ratios of Fractions
- LESSON 7: Unit Assessment Feedback Lesson
- LESSON 8: Using a Table to Write an Equation of a Proportional Relationship (RETEACH)