# Number System Assessment

## Objective

SWBAT simplify expressions by combining like terms and using the distributive property and to solve variable expressions using the correct order of operations

#### Big Idea

Students solve when given the value of a variable and simplify when the values of variables are unknown.

## Warm up

15 minutes

The warmup today is a math family group warm up Practice quiz number system for the test they are about to take. They should work together to make sure everyone in their family gets questions answered and clarified. They work on combining like terms, distributive property, and order of operations with variables. I
circulate to make sure students are remembering to put the terms in the correct standard order and also that students are multiplying by all terms inside parentheses. I also want to make sure they notice that I have given the value for the last two and that they can actually solve and not just simplify. After we go over the warmup I ask students to share helpful advice they received from a
math brother or sister with the class. This helps uncover common misconceptions or errors. It also helps them explain their ideas clearly (mp3) and view one another as a resource.

## Assessment

30 minutes

Students work on the simplifying quiz. When they are finished they turn it over in the center of the table group and I bring them their homework which they can work on the remainder of the period. I used to have students get up and turn in their tests and pick up their homework. The problems with that
are that it is distracting and intimidating to other students who worry that everyone else is finishing quickly and will know how long it took them to finish. In addition, it keeps me circulating through the class to keep voices down.

When I grade tests I never put the score at the top. Instead I just mark problems wrong. I put the score in my grade book, but I find that if they see the score they just look at it and turn it over so no one will see. They don’t try to figure out what they did wrong and fix it. When I mark it wrong with out the score they are more likely to compare their tests and ask what they did wrong. I always make them fix the mistakes and hand it back. If they still get one wrong I go over it with them. If a particular problem was tricky for a lot of them, I go over it with the class.

## Homework

14 minutes

The homework homework consecutive sums.docx tonight is a brain stretcher, which I remind students may be too tough to figure out completely with a single brain. I encourage them to get families involved at home and bring ideas about what they tried and may have learned when we come back together in the next class. It consists of a single problem, the consecutive sums problem, which asks what type of numbers can not be made as the sum of consecutive positive whole numbers. Students may want to ask about the vocabulary, but I encourage them to think about what they think the meaning is and use my examples for how to get started. I am willing to redirect them back into the problem to get clues for how to start and I just tell them to try something and see if anything can be noticed or learned from it that might suggest what to try next. This is all about building perseverance and making sense of the problem. (MP1)

The other reason I give them this particular problem is because it deals with factors (the numbers that can't be made as consecutive positive whole number sums are the powers of 2) and we are moving on to using the distributive property to factor expressions.