Assessment

Pre

Post

Criteria: A & D
Summative Due Date: Friday 12/5/14

Learning Targets (Standards: NS 1)

I can simplify fractions.
I can convert between mixed numbers and
improper fractions.
I can add and subtract fractions.
I can multiply fractions.
I can divide fractions and explain why my method
makes sense.
I can solve word problems with dividing fractions.
I can use visuals to represent dividing fractions.
I can use equations to represent dividing fractions.
I can estimate effectively.
I can round appropriately.
I can explain my answers to the inquiry questions
below:

Inquiry Questions:
Factual: How do we solve problems involving operations with
fractions?
Conceptual: How do we visually represent operations with
fractions?
Debatable: If there is only 1 right answer, is there only 1 right
process to get there?

Unit 3

Statement of We can use creative expression to model

quantities in a variety of forms.
Inquiry
Global
Personal & Cultural Expression
Context

Word

Definition

Benchmark

A point of reference to which we can

compare things.

Convert

To change from one form to another.

Denominator
Difference
Extend
Improper fraction

The number on the bottom of a fraction.

The result of a subtraction problem.
To take what we know and apply it to
something new.
A fraction where the numerator is bigger
than the denominator.

Mixed Number

A whole number and a fraction.

Numerator

The number on top in a fraction.

Product
Proper fraction
Quotient

The result of a multiplication problem.

A fraction where the numerator is smaller
than the denominator.
The result of a division problem.

Reciprocal

The inverse of a fraction.

*A fraction times its reciprocal =1

Reduce/ Simplify

To put something in lowest terms.

Simplest Form
Sum

The easiest way to express something.

The result of an addition problem.

IB Criteria D:
Applying Mathematics in Real-Life Contexts

7-8

5-6

3-4

1-2

You are able to:

Identify the relevant elements of the real-life situation.
Select adequate math strategies to model the situation.
Apply math strategies to reach a correct solution.
Explain the degree of accuracy of your solution
Describe correctly whether your answer makes sense in the
context of the situation.
You are able to:
Identify the relevant elements of the real-life situation.
Select adequate math strategies to model the situation.
Apply math strategies to reach a valid solution.
Describe the degree of accuracy of your solution
State correctly whether your answer makes sense in the
context of the situation.
You are able to:
Identify the relevant elements of the real-life situation.
Apply math strategies to reach a solution
State, but not always correctly, whether your answer
makes sense in the context of the situation.
You are able to:
Identify some parts of the real-life situation
Apply math strategies to find a solution, but with limited
success
You did not reach any standard described above.

In this unit, that means

Relevant Elements:
In word problems/graphs pulling out
information needed to solve problem &
ignoring the not-needed info
Model:
Visual includes a part to whole
Visual has both parts of operation (what is
being +-x/)
Solution is easy to find in visual
Explanation or key is included
Solutions:
Valid (5-6): you have an OK answer
o a fraction not in simplest form
o an improper fraction or mixed number
when it shouldve been the other
Correct (7-8): you have the best answer as a
simplified fraction
Degree of Accuracy:
Explained(7-8): You told, with detail, why
your answer is accurate
Described(5-6): you said that your answer
was accurate
Answer Makes Sense:
Described(7-8) you said that your answer
makes sense and gave some proof
Stated(3-6): you said it makes sense but
have NO PROOF

IB Criteria A: Knowing & Understanding

7-8

5-6

3-4

1-2

You are able to:

Select appropriate math when solving challenging
problems in familiar and unfamiliar situations.
Apply the math successfully
Generally solve these correctly
You are able to:
Select appropriate math when solving challenging
problems in familiar situations.
Apply the math successfully
Generally solve these correctly
You are able to:
Select appropriate math when solving more
complex problems in familiar situations.
Apply the math successfully (with minimal
guidance)
Generally solve these correctly (with minimal
guidance)
You are able to:
Select appropriate math when solving simple
problems in familiar situations.
Apply the math successfully (with guidance)
Generally solve these correctly (with guidance)
You did not reach any standard described above.

In this unit, that means

Appropriate Math to Solve Problems:
Knowing what operation to use
o All levels require you to use it correctly
Familiar = problems youve seen and
practiced before
Unfamiliar= problems youve not seen or
practiced
Challenging Familiar & Unfamiliar (5-8) =
o Mixed numbers
o Improper fractions
o Ugly numbers
Familiar More complex (3-4)=
o Not-common denom.
o 2 digit num. & denom.
Simple Familiar (1-2) =
o Common denominators
o Smaller numbers in numerator &
denom.
With guidance (1-2): parent or teacher helped you
With minimal guidance (3-4): You got a small
amount of help