## Day 19 - unit test.jpg - Section 1: Test

# Unit 1 Test

Lesson 19 of 20

## Objective: SWBAT assess what they know about Unit 1: Integers numbers on Unit 1 Test.

*60 minutes*

#### Test

*60 min*

Students enter silently. Answer sheets and test booklets are already on their desks. Additional directions are on the board. These directions instruct students to write their name on the test booklet. I need them to do this because I will need to hand score two of the questions on the test. Directions also instruct students to bring their completed tests and bubble sheets to the front of the room. Arrows indicate where to place each sheet.

Additionally, students must place their signed quizzes from last week and their khanacademy.org permission letters in two baskets at the front of the room. I only have 60 minutes per math class and the Unit Tests usually take an hour or more to complete. So I use the boards to instruct students about directions that need to be followed independently to save time. Once a student finishes a unit test they may read independently until the end of class.

The following are two sample questions from the assessment, created by Intel Assess. I chose to include the a question with the lowest percentage of correct answers (#20 – 24%) and a question with the highest percent of correct answers (#10 – 85%).

Question #20

Part A: Write numbers in the boxes to make the number sentences true. You may choose numbers from –30 to 30, and you must choose at least one negative number for each sentence.

Sentence 1: _____ + _____ – _____ = 7

Sentence 2: _____ × _____ = 18

Sentence 3: _____ ÷ _____ – _____ = –4

Part B: Use the number line to represent your equation for sentence 1 above. Show or explain how to add and subtract the numbers you chose on the number line to get the answer. Be sure to label the number line appropriately.

Most students lost at least one point in this question. Their reasons indicate a misunderstanding of the directions "you must choose at least one negative number for each sentence". The most common mistake was to use only a negative number in one of the sentences. Number lines also posed a problem as students continue to struggle with understanding the depiction of a number sentence on a number line.

Question #10:

A hot air balloon leaves the ground and rises to an elevation of 1,100 feet. During the next 30 minutes, it descends 500 feet, rises 950 feet, descends 375 feet, and finally passes over a school. What is the elevation of the balloon when it passes over the school?

**A. **1,025 feet

**B. **1,100 feet

**C. **1,175 feet

**D. **1,550 feet

Students who drew the number lines often were the same students who answered this problem correctly. They were celebrated in class with praise from students and a class prize (a colorful eraser).

Other questions in the exam included:

- questions about distance on the number line (i.e.
*x is located 4 units to the left of -5*) - order of operations questions
- writing/translating expressions given word problem
- word problems with rational numbers
- numeric expressions with absolute value
- multi-step integer operations word problems
- rules of multiplying/dividing integers

These questions are highly rigorous in terms of the wording used in each word problem. Students will be using **MP1** as they decipher word problems to algorithms and numeric sentences. They will need to be able to interpret the meaning of each operation and also understand what integers, the additive inverse and absolute value represent in real world situations.

*expand content*

Greetings,

I was looking through your work -- amazing! I am going to be creating lessons this summer. I would love to be able to talk with you and ask you questions. Let me know if that would be OK with you.

Laura Rigby

LauraWilliamsRigby@gmail.com

(562) 577-1215

| 2 years ago | Reply##### Similar Lessons

###### Adding and Subtracting Integers on a Number Line

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- UNIT 1: Integers
- UNIT 2: Operations with Rational Numbers
- UNIT 3: Expressions and Equations - The Basics
- UNIT 4: Multi-step Equations, Inequalities, and Factoring
- UNIT 5: Ratios and Proportional Relationships
- UNIT 6: Percent Applications
- UNIT 7: Statistics and Probability
- UNIT 8: Test Prep
- UNIT 9: Geometry

- LESSON 1: The Numbers Game: Playing by the Rules
- LESSON 2: The Numbers Game: Playing by the Rules
- LESSON 3: Exponents: It's Gotta Be the Power of 3
- LESSON 4: Rolling with the Order of Operations
- LESSON 5: Bingopposites
- LESSON 6: Øriginal Distance: Absolute Value and Additive Inverse
- LESSON 7: Order Up! Ordering and Comparing Integers
- LESSON 8: All That and a Bag of Chips! Using Counters to Combine Integers
- LESSON 9: Lines Around the World: Combining and Graphing Integers on a Number Line
- LESSON 10: MAP it Out
- LESSON 11: What's up with that? The Connection Between Addition and Subtraction of Integers
- LESSON 12: Note the Arrows: Modeling Addition and Subtraction of Integers on Number Lines
- LESSON 13: Man Your Station! Adding and Subtracting Integers in Real World Situations
- LESSON 14: Lines and Patterns: Difference, Change, and Multiplication
- LESSON 15: We Are a Family!
- LESSON 16: Trashketball!
- LESSON 17: Quiz Day
- LESSON 18: Rewind! Reviewing Integer Operations and Critical Thinking
- LESSON 19: Unit 1 Test
- LESSON 20: Error Analysis: Unit 1 Test