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* *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*

# Rates and Unit Rates Assessment

Lesson 17 of 25

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

*85 minutes*

#### DO NOW

*20 min*

I’m going to take this time before the test to go over their study guide and answer any final questions they may have. First, I will allow students to go over answers with a partner. They can discuss any answers they do not have in common. Once this is done, I will go over the answers with them. I like to do this because it’s a check, re-check situation. This way, if the solution is still incorrect, they will know to ask for an explanation about the solution.

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#### Assessment

*60 min*

During assessments, students will work independently. They will be required to show work and provide explanations as needed. I will be giving the students calculators to assist with problems that require decimal answers as we have not covered this yet. I don’t want students getting caught up in the computation when their strategy is clearly working for them. Additionally, some of the problems on the assessment are leveled questions. If you see an a,b, or c this would be a leveled response. When students are answer (a) level questions they will show understanding of the concept. When students answer (b) level questions they will build upon their thinking and (c) level questions are an extension to their understanding. As long as students can answer (a) and (b) level question, they have mastered the concept. For struggling students, this can be modified so they only have to answer one or two levels.

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#### After the Test

*5 min*

I always like to have the students have something to do after the test. This allows quiet time for students that are still working on the assessment. Sometimes the after test activity is review of a previously learned concept and sometimes it is just a random logic type question. Today, I’m going to have the students working on a logic problem, which focuses on number sense, to help them explore their thinking. You can use this as extra credit or just extra learning.

#### Resources

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##### Similar Lessons

Environment: Urban

###### Finding Equivalent Ratios

*Favorites(8)*

*Resources(11)*

Environment: Urban

- LESSON 1: Introducing Ratios!
- LESSON 2: Introducing Ratios - Stations
- LESSON 3: Writing Ratios the Right Way!
- LESSON 4: Writing Ratios the right way - Stations
- LESSON 5: Making Equivalent Ratios!
- LESSON 6: Equvalent Ratios Again!
- LESSON 7: Real-World Ratios Day 1
- LESSON 8: Real-World Ratios Day 2
- LESSON 9: Ratio Review for 6.RP.1, 6.RP.3a, 6.RP.3d
- LESSON 10: Ratio Assessment (6.RP.1,6.RP.3a,6.RP.3d)
- LESSON 11: Making the Most of Rates and Unit Rates!
- LESSON 12: Understanding Rates and Unit Rates Stations Activity
- LESSON 13: Using Rates
- LESSON 14: Are You a Good Consumer?
- LESSON 15: Using Rates Stations
- LESSON 16: Review of Rates and Unit Rates
- LESSON 17: Rates and Unit Rates Assessment
- LESSON 18: Scale Drawings
- LESSON 19: Constant Speed
- LESSON 20: Give me 100%.
- LESSON 21: Percents and double line diagrams and tape diagrams (Day 1)
- LESSON 22: Visually representing percent word problems (Day 2)
- LESSON 23: Solving Percent Problems (Day 1)
- LESSON 24: Solving Percent Problems (Day 2)
- LESSON 25: Performance Task (2 days)