Rates and Unit Rates Assessment
Objective
Big Idea
DO NOW
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.
Assessment
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.
After the Test
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.
