##
* *Reflection: Shared Expectations
Number System Quiz - Section 2: Administering the Quiz

My students often have quiz/test anxiety. Before previous exams, I gave students a 5-10 minute opportunity to review their notes. But, what I've noticed is that this additional time isn't really useful to students. Although they've studied the previous night, they try to cram any forgotten information and this only makes them more nervous.

I tried something different for this quiz; I called it the "I Know" game. I posted the quiz topics on the board so students could be reminded of what they were expected to know. I asked them to think of helpful information/facts that they could share with the class. I gave them the example, "I know that a coordinate plane has 4 quadrants that are numbered in counterclockwise order." Then I selected students to share these facts with the class.

Some of examples of what students shared are:

- I know that the opposite of a positive number is a negative number.

- I know that to change a decimal to a fraction the place value is important.

- I know that the absolute value of a number is the distance from 0.

I believe that this short activity was more helpful than a normal review of notes, because it positively focused on what students knew.

*Quiz Anxiety*

*Shared Expectations: Quiz Anxiety*

# Number System Quiz

Lesson 9 of 9

## Objective: SWBAT show their knowledge of the number system.

*35 minutes*

#### Quiz Topics

*5 min*

This quiz will cover the following topics:

- Plotting ordered pairs

- Area of a rectangle

- Finding the distance between 2 points

- Finding the opposite of a number

- Finding the absolute value of a number

- Finding the percent of a quantity

- Converting decimals to fractions

- Ordering rational numbers

*expand content*

#### Administering the Quiz

*30 min*

Students should be given about 30 minutes to complete the Number Systems Quiz. They should be given a ruler to use.

**Misconceptions and Difficulties**

- Students may have difficulty with problem 1, because there are several steps involved. It may be helpful to remind the students to read the directions carefully and look for the verbs.

- Although the directions specify "write an equation", students may not do so for problem 2.

- Students may only give one quadrant for problem 5, when there should be two.

- For problem 6, students need to simplify completely.

- Students often have difficulties ordering/comparing rational numbers. For problem 7, it may be helpful to create a number line to determine the order.

* If students should finish early, students should check their work. In the past I've explained to students that to check their work, sometimes it's necessary to redo the problem completely. If necessary, I will give students loose leaf to complete their checks.

#### Resources

*expand content*

##### Similar Lessons

Environment: Urban

###### Pre Test

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*Resources(9)*

Environment: Urban

Environment: Urban

- UNIT 1: First Week of School
- UNIT 2: Properties of Math
- UNIT 3: Divisibility Rules
- UNIT 4: Factors and Multiples
- UNIT 5: Introduction to Fractions
- UNIT 6: Adding and Subtracting Fractions
- UNIT 7: Multiplying and Dividing Fractions
- UNIT 8: Algorithms and Decimal Operations
- UNIT 9: Multi-Unit Summative Assessments
- UNIT 10: Rational Numbers
- UNIT 11: Equivalent Ratios
- UNIT 12: Unit Rate
- UNIT 13: Fractions, Decimals, and Percents
- UNIT 14: Algebra
- UNIT 15: Geometry

- LESSON 1: Identifying Integers
- LESSON 2: Absolute Value
- LESSON 3: Ordering Rational Numbers
- LESSON 4: Understanding the Coordinate Plane
- LESSON 5: Reflection of Coordinates
- LESSON 6: Distance Between Two Points, Day 1
- LESSON 7: Distance Between Two Points, Day 2
- LESSON 8: Coordinate Plane and Shapes
- LESSON 9: Number System Quiz