##
* *Reflection: Unit Exams
Unit Test - Section 2: Unit 2 Test

I evaluated the open response question A from the test and grouped them in the following way:

**Novice:** This student said he disagreed with Marco, but said that Marco needed to change the nines to eights because of regrouping. This is not correct. This student fails to notice that Marco does not line up the place values correctly. If he made an estimate he would see that 1199.03 does not make sense as the answer to 12.0001 - .98. From this response, this student does not understand subtracting decimals and how to use estimates to check your work. Unit 2.15 ORQ A Novice.jpg

**Approaching Mastery:** This student says that she disagrees with Marco because he put the decimal in the wrong place. She also says that it was totally wrong for Marco to put a decimal in front of 98. This student understands, at a basic level, that she needs to align place values in order to subtract them. She comes up with an answer of 11.9903. Her confusion is with the value of .98. She doesn’t realize that .98 should be aligned under the tenths and hundredths place of 12.0001. For some reason she instead aligns 98 under the thousandths and ten-thousandths place and does not include a decimal. Unit 2.15 ORQ A Approaching Mastery.jpg

**Proficient:** This student disagrees with Marco because “he lined it up wrong”. She rewrites the problem and correctly aligns .98 under 12.0001. She regroups correctly and figures out that the actual answer is 11.0201. It is clear that she understands how to subtract decimals. This work is not advanced, because she fails to provide an in-depth explanation of *why* what Marco did was incorrect. Unit 2.15 ORQ A Proficient.jpg

**Advanced: **This student disagrees with Marco because he did not “set up the numbers correctly”. He says that he could’ve put a zero [after] 98 hundredths because it will still have the same value”. He understands that .98 and .9800 have the same value. He rewrites the problem and finds the correct answer is 11.0201. From this student’s work and explanation it is clear that he not only knows *how *to subtract decimals but he also understands *why *he must line up the place values. Unit 2.15 ORQ A Advanced.jpg

*Unit Exams: Student Work: Open Response Question A*

# Unit Test

Lesson 16 of 16

## Objective: SWBAT: • Show what they know on the unit 2 test.

## Big Idea: What have students learned during this unit? What gaps do students have in their understanding? Students take the Unit 2 test.

*60 minutes*

#### Do Now

*7 min*

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Here I want students to take a few minutes to identify equivalent values. Students participate in a **Think Pair Share** with their partner to talk about their matches. I am looking to see what connections students make and how they justify them. Do they recognize that 1/20 is equivalent to 5/100 or 5%? Do they realize that 0.055 is equal to 5.5% and 55/1000?

*expand content*

#### Unit 2 Test

*53 min*

I review testing expectations and students move their desks apart. I pass out the test and students work quietly. Students are engaging in **MP1: Make sense of problems and persevere in solving them **as well as **MP6: Attend to precision**.

When students finish, I ask them to check their work. Once they have done this they can choose to read quietly, work on other school work, or work on the dot-to-dot puzzles.

If students do not finish the test, I set up a time (preferably today or the next day) for them to complete their work.

*expand content*

*Responding to Jennifer Lindley*Is the dot to dot the test for Chapter 2? | one month ago | Reply

*Responding to Diane Curtin*Did anyone come up with something for the test? | 3 months ago | Reply

*I love your lessons and I am also looking for the unit 2 test. Thank you! | 3 months ago | Reply*

*Hey Andrea, I have been using CPM for several years now. I love the way you break it down for the kids. Can you tell me where I could find the CH 2 test? | 4 months ago | Reply*

*Hi Andrea! I was also wondering how to access the test? Thanks, Mary | one year ago | Reply*

*Hi Andrea! Could you please tell me where the Unit 2 test is located? Having trouble finding it! | one year ago | Reply*

*expand comments*

##### Similar Lessons

Environment: Urban

###### Converting Fractions and Decimals

*Favorites(13)*

*Resources(12)*

Environment: Urban

Environment: Urban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: Pretest
- LESSON 2: Going to College
- LESSON 3: Adding and Subtracting Decimals
- LESSON 4: Multiplying with Decimals
- LESSON 5: Multiplying with Decimals Day 2
- LESSON 6: Dividing with Decimals
- LESSON 7: Dividing with Decimals Day 2
- LESSON 8: Dividing with Decimals Day 3
- LESSON 9: Mixed Operation Practice + Scholarships
- LESSON 10: Show what you know + Equivalency
- LESSON 11: Loans and Savings
- LESSON 12: Budgets
- LESSON 13: College Project Wrap Up
- LESSON 14: Unit Review Stations
- LESSON 15: Unit Closure
- LESSON 16: Unit Test