##
* *Reflection: Unit Exams
Summative Assessment - Section 2: Testing!

I expected that some of my students would struggle with the last two problems because they are "story problems" but only one student was completely lost. All the others demonstrated a good understanding of using the geometric sum formulas but made arithmetic mistakes and/or misinterpreted the question. I did not anticipate that only one student would get problem #5 correct. Apparently we needed to spend more time working with rational numbers as shown in this sample of student work on Problem #5! This actually follows what my students indicated they were concerned about on yesterday's notecards so I will try to provide more opportunities to work with rationals as we move forward. This reflection will also serve as reminder when I get to this unit next year!

# Summative Assessment

Lesson 11 of 11

## Objective: SWBAT demonstrate understanding of algebraic structure by successful completion of an assessment.

## Big Idea: Hurdle the first unit test of the year with an assessment created to truly assess what you've been teaching.

*55 minutes*

#### Ready, Set, Go

*5 min*

My students know before the exam that it will be individual and will include both skill and application questions. My Assessment video discusses why I chose those options for this assessment. They've had an opportunity during class time to organize their notes, review and ask questions. Today is about demonstrating what they know and understand. I have the Algebraic Structure Exam face-down on the desks as my students come in and they know they can begin as soon as the bell rings but not before. I also have graphing calculators, blank and lined paper, and graph paper available for any student who requests such items.

****

*expand content*

#### Testing!

*50 min*

During the testing time I walk around observing and answering those questions that I can. I also observe which problems are giving my students the most difficulties and which seem to be fairly easy. This part always intrigues me because it's not the same with every class even though I try to be as consistent as possible. I advise my students when they have only ten minutes left so that they have time to wrap up their work and at least attempt all of the problems.

There is no significant activity to close this assessment other than to have students turn in their exams as they leave.

*expand content*

##### Similar Lessons

###### The Cell Phone Problem, Day 1

*Favorites(7)*

*Resources(20)*

Environment: Suburban

###### The Fractal Tree

*Favorites(8)*

*Resources(10)*

Environment: Suburban

###### Graphing Linear Functions in Standard Form (Day 1 of 2)

*Favorites(46)*

*Resources(16)*

Environment: Urban

- UNIT 1: First Week!
- UNIT 2: Algebraic Arithmetic
- UNIT 3: Algebraic Structure
- UNIT 4: Complex Numbers
- UNIT 5: Creating Algebraically
- UNIT 6: Algebraic Reasoning
- UNIT 7: Building Functions
- UNIT 8: Interpreting Functions
- UNIT 9: Intro to Trig
- UNIT 10: Trigonometric Functions
- UNIT 11: Statistics
- UNIT 12: Probability
- UNIT 13: Semester 2 Review
- UNIT 14: Games
- UNIT 15: Semester 1 Review

- LESSON 1: Whatchamacallit
- LESSON 2: Puzzle it Out
- LESSON 3: Polynomial Rewrite
- LESSON 4: More Puzzles
- LESSON 5: Rational Rewriting
- LESSON 6: Formula 1
- LESSON 7: Geometric Series Formula, Too
- LESSON 8: Working the Formula
- LESSON 9: Infinity and Beyond!
- LESSON 10: Algebraic Structures Review
- LESSON 11: Summative Assessment