# Unit 4 Test

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## Objective

SWBAT show what they know about factoring and solving multi step equations on Unit 4 Test.

#### Big Idea

Students complete Unit 4 test; data is analyzed and extra practice problems are created to continue working on priority standards and skills

## Unit Test 4

60 minutes

Students enter silently according to the Daily Entrance Routine. All students are spread out around the room so that they are sitting at isolated spots. Some noise canceling headphones and dividers are provided. A timer on the SmartBoard displays the amount of time left until the end of class. The timer is not started until all students receive their test books and bubbles sheets.

The 4 lowest mastered standards according to the data are 7.EE.4 (though only 1 question was linked to it), 7.EE.3 and 7.G.4.

The following are some sample questions per standard listed above:

7.EE.4

Danny opens a savings account and makes an initial deposit of \$150. He plans to deposit \$20 each week after that.

Part A: Write an equation which can be used to find the number of weeks Danny would have to make deposits of \$20 for his total balance to equal \$510.

7.EE.3

There were 4 questions tied to this standard. These questions included multiple steps for completion and are ideally solved through the use of equations or expressions. These problems also included skills in operations with rational numbers, as well as easily converting between fractions and decimals to compare. For example:

Marni is grocery shopping for a family dinner. She buys 3 ½ pounds of potatoes, ¼ pound of mushrooms, 1 1/3 pounds of leeks, and ¾ pound of garlic. On her way home she hits a pothole and loses 1 ¼ pound of her purchased items. How many pounds are left for the family dinner?

7.G.4

The four questions tied to this standard all included multiple steps needed to complete a circumference or area of a circle problem. Each was included in a word problem that directly asked for the area/circumference, or asked a question that required students to apply distinct steps to solve. Two of the questions linked to this standard are also the two lowest mastered questions on the test. Only 19% of my students correctly answered #5. It included a picture of three smaller circles, equal in size, inside a larger circle. Students were to report the area of the shaded region within the larger circle which did not include the areas of the smaller circles. It was a multiple choice question where all the answers were in terms of pi. Question #10 was correctly answered by 31% of my students. This question did not include a picture; it only included a description of a circular lake by giving its circumference and asking for the area of the lake. The multiple choice answers were all rounded to the nearest square mile. The following is an example:

The diagram below shows two small circles each with a circumference of 22 cm. To the nearest square centimeter, what is the diameter of the larger circle?

• What is the area of the shaded region only?

The skills that appear to need more practice on this test are:

• Writing equations to represent two step solutions to real world problems
• Multistep problems including operations with rational numbers
• Geometry problems involving multiple steps with circles, area, and circumference

Notice the reoccurring theme that binds all of these standards: multiple steps and lots of reading.

I use this data to create the attached skill sheets for use in drilling as well as additional word problems compiled across internet resources.  The “Skills and Drill” sheets are created using Kuta software and are meant to increase fluency with rational numbers, a skill I believe continues to affect endurance and perseverance throughout these rigorous assessments. The word problem sheets aim to expose students to rigorous multi step problems that require a sound plan of the steps to be taken and the order in which to take them. I distribute these sheets to students during our remediation and study hall periods.