Formative Assessment 2

Subject Area - Mathematics

Grade Level - Grade 7
Standard Area
CC.2.1: Numbers and Operations
CC.2.1.7.D.1 Analyze proportional relationships and use them to model and solve real
world and mathematical problems.
Assessment Anchor
M07.A-R.1 Demonstrate an understanding of proportional relationships.
M07.A-R.1.1.6 Use proportional relationships to solve multi-step ratio and percent
problems.

1. Solve each of the questions (A-F) and match the right answer.
A. Nate buys a robot during a 50% off sale. If the original price

10

was $52, how much does Nate pay?_$_______

B. A $270 fancy watch costs $297 after sales tax is figured in. What is the

32

sales tax percentage?__________%

C. The sale price of a bike light is $2. Leslie bought it at 75% off. What

26

was the original price?_$____________

D. Julia buys a soup pot during 80% off sale. If Julia pays $9, what was the

original price?_____________
E. A store owner discounted some microscopes from $25 to $17. What

percentage is the discount?____________

F. The sale price of a carton of eggs is $3. What was the original price if

45

the sale is 25% off?_____________

2. A store originally purchased a barbecue grill at a cost of $90 and marked it up 50%. After
a few weeks, however, the store discounted the barbecue grill 60% in order to make room
for new merchandise. Is the store selling it for a profit or loss? Explain you answer.

________________________________________________________________________
________________________________________________________________________
3. A store in Stafford purchased a set of bunk beds at a cost of $30 and marked it up 150%.
a. What is the selling price?
b. If the sales tax in Stafford is 12%, how much will the bunk bed cost the buyer in
all?
________________________________________________________________________
________________________________________________________________________

RUBRICS
Q Type
1
2

Type I
Type III

Type II

Point distribution

Possibl
e Points
1 point for every correct answer.
6
If the student is able to identify the loss and give a valid description, 2
indicating the loss amount, or the reduced price, 2 points.
If the student is able to identify the loss and but not provide a valid
description nor the reduced price, 0 points for guessing.
If the student is not able to identify the loss and give a valid
description 0 points.
1 point each for a correct answer. No calculators allowed.
2
Total
10

Answer Sheet Formative Assessment 2

Assessment Anchor Descriptor M07.A-R.1.1.6 Use proportional relationships to solve multistep ratio and percent problems.
Question 1
Assessment Anchor Descriptor
M07.A-R.1.1.6 Use proportional relationships to solve multi-step ratio and percent problems.
Answer:
A
26
B
10
C
8
D
45
E
32
F
4
Description:
A.
B.
C.
D.
E.
F.

50% of 52 is 50/100 x 52= 26

The percent of change formula can be used to find sales tax percentage which is 10.
X- (75% of X)=2. Solving for x, we get 0.25X=2 and X= 8.
X- (80% of X)=9. Solving for x, we get 0.2X=9 and X= 45.
The percent of change formula can be used to find percent discount which is 32
X- (25% of X)=3. Solving for x we get 4

Question 2
Assessment Anchor Descriptor
M07.A-R.1.1.6 Use proportional relationships to solve multi-step ratio and percent problems.
This requires multistep to solve. First requirement is to find the selling price.
90 + (50% of 90)=$135
Then we have to find the discounted price
60% off of 135=135 81=54.
Therefore, the store is selling it for $54, for a loss of $36.
Question 3
Assessment Anchor Descriptor

M07.A-R.1.1.6 Use proportional relationships to solve multi-step ratio and percent problems.
Answer: The selling price is $45 and the overall price is $50.4.
Explanation: Since the selling price is 150% of the cost price, therefore 150% of $30 is $45.
The buyer has to pay an additional 12% sales tax. 45 + (12% of 45) = $50.4.

Conclusion
In this lecture, I would focus on teaching the students the importance of percentages and how
percent problems can be integrated in the real world. Opening the lesson with the basic concept
and showing the students the formulas, and teaching them the application of these formulas, we
would use these formulas to solve some worksheet problems. At the end of the lesson, the
students would be required to complete the assessment so that I can assess their overall
understanding of the concept.
The first question is a Type I, matching question where the students are required to use their
basic percent skills to assess where to add and where to subtract and match their answers.
The second question is multistep as well as analytical. The students are required to calculate the
selling price of a discounted item and then assess if the store owner is selling for a profit or a
loss. I do not plan to cover this specific kind of question in my lecture but since the students have
a prior understanding of profit vs loss and they have been introduced to percent problems, they
should not have a problem making the relevant connections to reach the answer. Therefore, I
have categorized it as Type III.
In the third question the students are required to follow multistep procedure to answer the
question, therefore I have categorized it as Type II.

References
Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA:
Association for Supervision and Curriculum Development (ASCD)
Marzano R. (2006). Classroom Assessment and Grading that Work. Alexandria, VA:
Association for Supervision and Curriculum Development (ASCD)
Standards retrieved from http://pdesas.org/default.aspx
Assessment standards retrieved from
https://www.ixl.com/standards/pennsylvania/math/grade-7