Running head: MARSHALL ASSESSMENT PORTFOLIO 1

Marshall Assessment Portfolio

Fheoshamin Marshall

University Maryland University College

Subject Methods and Assessments

EDTP 645

Mr. Scheira

October 23, 2017

MARSHALL ASSESSMENT PORTFOLIO 2

Marshall Assessment Portfolio

Introduction...........................................................................................3

Types of Assessments...........................................................................3

25 Multiple Choice Questions....................................................4

10 True or False Questions.........................................................16

Three Critical Thinking Essay Questions with Rubric...............17

Five Short Answer Questions with Rubric.................................21

Movie Math Project with Rubric................................................25

15 Question Match Problem test with Rubric.............................27

Student Learning Objectives for Assessments......................................29

MARSHALL ASSESSMENT PORTFOLIO 3

Introduction

Assessment has become a high stakes game for teaching due to the influence it

has on the effective education of our students, their course in life and learning accuracy.

Some teachers view assessments as inconsequential and it is this view that has created

the weak link between identifying learning objectives and accurately evaluating those

objectives. Assessments should be designed and aligned with benefit to the student,

reliability and validity, specific and intended learning outcome and appropriateness in

both content and method of data collection. If assessments are aligned correctly then

they will increases the probability of learning and translate that learning into good

grades.

Additionally, rubrics are married to assessments and equally important because

they set the criteria and describe the level of quality for students work. They act as an

essential aid to assessments by ensuring quality of learning and learning outcomes are

constructively aligned. Rubrics should be clearly worded, void of ambiguity, easily

understandable, aligned with learning outcomes and properly represent the content

being delivered.

As teachers, if we are asking students to put the time and effort into learning

then, by logic, we should also be putting in the same time and effort in researching,

creating and accurately aligning assessments that reward that effort. In this Assessment

Portfolio, I have provided multiple assessment tools and rubrics that should effectively

enhance teaching and accurately assess student learning.

MARSHALL ASSESSMENT PORTFOLIO 4

I. Types of Assessment

25 Multiple Choice Questions (1-15 higher level and 16-25 lower level)

1. Look at the model.

Which number sentence is represented by this model?

A 16(-4)=4

B -4 4 = -16

C -4 (-4) = -16

D -16(-4) =-4

2. Look at the model.

Which number sentence is represented by this model?

A -20 4 = -5

B -20(-5) =-4

C 20 (4) = 5

D 20(-5)=-4
MARSHALL ASSESSMENT PORTFOLIO 5

3. Henry
created the
model shown.

Which number sentence was Henry trying to represent?

A (-15)+30 = 15

B 30-15=15

C (-15) - 15 = (-30)

D 15 + (-30) = (-15)

4. Look at the model.

Which number sentence is represented by this model?

A -4 (1) = -4

B 4 (1) = 4

C 4 (-1) = -4
MARSHALL ASSESSMENT PORTFOLIO 6

D -4(-1)=4

5. Use the number line to complete the sentence.

The value of Y/Z will be:

A. negative because both y and z are negative
B positive because y is closer to 0 than z
C positive because both y and z are negative
D negative because z is farther from 0 than y

6. A model is shown.

Which number sentence is represented by the model?

A 10-10=0

B (-10) + 10 = 0

C (-10)-10 =-20

D (-20)+(0) =-20
MARSHALL ASSESSMENT PORTFOLIO 7

7. Look at the model.

Which number sentence is represented by this model?

A 20(-5)=-4

B -20 (5) = -4

C -20(-5) = 4

D 20(5)=4

8. Use the number line to complete the sentence.

The value of yz will be:

A positive because both y and z are positive
B negative because y is positive and z is negative
C negative because y is negative and z is positive
D positivebecausebothyandzarenegative

9. Jeremy created the model shown.

MARSHALL ASSESSMENT PORTFOLIO 8

Which number sentence is represented by the model?

A (-5)-15 =-20

B (-5)+(-15) =-20

C (-15)+5 =-20

D (-15)-5 =-20

. 10 Use the number line to complete the sentence.

. The value of y+z will be :

A negative because both y and z are negative

B positive because both y and z are negative
C positive because z is farther from 0 than y
D negative because y is closer to 0 than z

11 Look at the model.

. Which number sentence is represented by this model?

MARSHALL ASSESSMENT PORTFOLIO 9

. A -5 3 = -15

. B 3(-5)=15

. C 5(-3)=-15

. D -5 3 = 15

12. Look at the key and model.

Which correctly describes the model shown?

A -3 + -2 = -5

B 3+2=5

C -3 - 2 = -5

D 3-8=-5

13. Look at the model.

MARSHALL ASSESSMENT PORTFOLIO 10

Which number sentence is represented by this model?

A -4 5 = 20

B -4 5 = -20

C -4 (-5) = -20

D 4(-5)=20

14. Look at the key and model.

Key:

Which correctly describes the model shown?

A. -18 - 9 = -9

B -6 - 3 = -9

C -12-3 =-9

D -6+-3=-9
MARSHALL ASSESSMENT PORTFOLIO 11

15 Which model represents (-3) - 2 = (-5) ? A

A.

B.

C.

D.

. 16 Which model represents (-3) + (-2) = (-5) ?

B.
MARSHALL ASSESSMENT PORTFOLIO 12

C.

D.

. 17 What is the value of 18 (-7)?

A -25
B 25

C -11
D 11

18 The temperature at 6 a.m. was 9F. During the day

the temperature rose 12 degrees then dropped 18
degrees. What was the temperature after the changes?
A 15 degrees below zero
B 15 degrees above zero
C 3 degrees above zero
D 3degreesbelowzero

19 What is the value of -4 (-12) ?

MARSHALL ASSESSMENT PORTFOLIO 13

A 8
B -8

C -16
D 16

20 Which of the following is true?

A -10 + 14 = 4

B -1410 = 1.4

C 10 - 14 = 4

D 14(-10)=140

21 Which expression is equivalent to -5 - (-7)?

A -5 + -7

B 5-(-7)

C -7 - (-5)

D -5 + 7

22 During a winters night, the low temperature was

recorded at 19F. The wind-chill temperature that same
night was -7F. What was the difference between the
wind- chill temperature and the low temperature?
MARSHALL ASSESSMENT PORTFOLIO 14

A 25F
B 7F
C 12F
D 26F

. 23 The change in the number of students enrolled at a

school over six months is shown in the following
table.

The number of students enrolled at the end of September

was 4,327. What was the number of students enrolled in
the school at the end of March?
A 4,325
B 4,275
C 4,300
D 4,352
MARSHALL ASSESSMENT PORTFOLIO 15

24 Josh used the key below to answer the following

question
Key

A4
B3

C -3
D 13

25 Using the key below as a guide, what is the result of

the operation in the model below?
MARSHALL ASSESSMENT PORTFOLIO 16

A -13
B 13

C -5

D5

10 True False Questions

1. A negative plus a negative equals a positive (1 point)

True
False
2. A positive plus a positive equals a positive (1 point)

True
False
3. When adding integers with different signs subtract then use the sign of the larger
number -5 + 8 (1 point)

True
False
4. When adding integers with different signs change the addition sign to a negative and
then add the two numbers (1 point)

True
False
5. When subtracting integers the rule is to "add the opposite"(1 point)
+8 - -12

True
False
6. A positive divided by a negative equals a positive (1 point)

True
False
MARSHALL ASSESSMENT PORTFOLIO 17

7. A negative divided by a negative equals a positive (1 point)

True
False
8. A positive divided by a positive equals a negative (1 point)

True
False
9. A negative times a negative equals a negative (1 point)

True
False
10. When subtracting integers always add then take the sign of the smaller
number. (1 point)

True
False

Three Critical Thinking Essay Questions

Essay Question I: How Many Students in Your School

1. Using proportions, estimate how many students are in your entire school and
provide a 3 to 5 sentence explanation on how you arrived at your answer? How
might you check to see how accurate your estimate was? (10 points).

Hint: To assist you in your calculations, consider the following example.

Mr. Wu wants to know the lizard population in the local area so he hires a group of seventh-
graders to help. First, student volunteers catch and marked 190 lizards. Later that day, the
student volunteers observed and counted a total of 820 lizards in the local area, 75 of which
were already marked. To the nearest whole number, what is the best estimate for the lizard
population?
MARSHALL ASSESSMENT PORTFOLIO 18

Student Name: ________________________________________

CATEGORY 4 3 2 1
Mathematical Concepts Demonstrates a thorough Demonstrates satisfactory Demonstrates limited Demonstrates little to no
understanding of the understanding of the understanding of the essential understanding of the
mathematical concepts mathematical concepts mathematical concepts underlying mathematical
and/or procedures embodied and/or procedures embodied and/or procedures embodied concepts
in the task in the task in the task

Strategy/Procedures Strategy contains
mathematically sound
procedures.
Required work is shown and
minor omissions may exist,
but do not detract from the
intent of the task.
Completion A highly probable
conclusion supported by
substantial evidence of solid
reasoning or application of
mathematics to solve the
problem.
Strategy contains
satisfactory aspects of the
task and uses mathematically
sound procedures
Required work is shown but
may reflect some
misunderstanding of the
underlying principles
A satisfactory and
probable
conclusion with adequate
evidence of reasoning or
application of mathematics to
solve the problem, or an
incorrect answer with
substantial evidence of solid
reasoning or application of
Strategy contains limited
mathematically sound
procedures
Required work is
inconsistent and strategy
exhibits some understanding
of the elements of the task
but
Anreaches an inadequate
poorly probable
conclusion but shows some
evidence of reasoning or
application of mathematics to
solve the problem.
Strategy does not contain
mathematically sound
procedures
Strategy is not sufficient to
even demonstrate limited
understanding of
mathematical procedures
Required
An work not
improbable, shown or
incorrect,
irrelevant or incoherent
conclusion
May contain a valid attempt
but arrived at using obviously
incorrect procedures or
incorrect answer with no
evidence of reasoning or

Essay Question II: Mathematical Logic

There are three boxes, one contains only apples, one contains only
oranges, and one contains both apples and oranges. The boxes have
been incorrectly labeled such that no label identifies the actual
contents of the box it labels. Opening just one box, and without
looking in the box, you take out one piece of fruit. By looking at the
fruit, provide 3 to 4 sentences on how can you immediately label all
of the boxes correctly?

Mathematical Logic Rubric

Advanced Meets the Approaching Does not Meet

Understanding Standard Standard
4 3 2 1
MARSHALL ASSESSMENT PORTFOLIO 19

Demonstrates Demonstrates Demonstrates Student provides

ability to adequate some knowledge only superficial
explain, learning, and reasoning explanations or
construct and explanations skills that are explanations that
critique are complete appropriate to do not match
mathematical and logical response intent. solutions.
reasoning with but may lack
logical, complete details, Student concept Concept/context
and viable and/or and context are connections are
arguments. coherent flow vague and absent or
incomplete and inappropriate to
Demonstrates Conceptual or explanations prompt.
ability to contextual fragmented with
effectively understanding omissions in Mathematical
communicate is inferred but logic, details or language is
conceptual not explicit. coherent flow. missing or
understanding generally
and contextual Response With instruction, inappropriate to
interpretation ofdemonstrates the student can the task.
results. student can revise the work
revise the to accomplish
Minor omissions work and the task.
may exist but do accomplish
not detract from task with help
the correctness of written
of the response. feedback or
dialogue.

Essay Question III: Americas Favorite Pastime

You are the coach of a Major League Baseball team. Tonight you will play the final game of the
World Series so you need to decide the pitching line-up that will give you the greatest chance of
winning. Based on the information provided, determine the following.

Direction: Students would be provided statistical information on the three pitchers and formulas
to solve for ERA and WHIP. Based on their understanding of proportions, fractions, decimals
and percentage, students will need to calculate, compare and analyze the following information.

1. Calculate the ERA and WHIP for all three pitchers.

2. Analyze the date and explain what each pitchers ERA and WHIP mean as a proportion?
3. Finally determine and explain your reasoning for in what order you will play your
pitchers i.e. which one will start the game, which one will end the game and which on
will be the backup
MARSHALL ASSESSMENT PORTFOLIO 20

Objective

Work with simple ratios

Convert between fractions, decimals and percentages
Calculate, compare and explain the meaning of ratio, proportion and percentage
Find percentages of different quantities
Calculate and compare percentage increases and decreases.

Formula Reference

- Earned Run Average (ERA): The mean number of earned runs scored against a pitcher
per nine innings pitched. An ERA of 3.00 would mean that, on average, a pitcher allows three
runs per nine innings pitched.

-Walks Plus Hits Per Innings Pitched (WHIP): Reflects how difficult it is for a batter to
reach base against a pitcher. The lower a pitcher's WHIP, the more difficult it is to reach base
against him.

Essay Question III: Americas Favorite Pastime Rubric

Advanced Meets the Approaching Does not Meet
Understanding Standard Standard
4 3 2 1
 MARSHALL ASSESSMENT PORTFOLIO 21

The student uses The student uses The student uses The student
appropriate appropriate appropriate demonstrates limited
mathematical mathematical mathematical success in the use of
concepts and skills concepts and skills concepts and skills appropriate
to solve application to solve application to solve routine mathematical
problems with problems in familiar problems but is concepts and skills
limited supports. situations with unsuccessful with to solve routine
scaffolds & support. applications to real problems and
The student solves life contexts. applications to real
problems that The student solves life contexts.
require connections problems that The student solves
among multiple require connections problems involving The student has
concepts. among multiple concepts in isolation. limited success
concepts with solving problems
The student scaffolded prompts. Student procedural with concepts in
demonstrates work lacks coherent isolation.
fluency in carrying Student procedural organization, omits
out procedures with work is appropriate key steps or contains Student procedural
clarity in to task but may multiple errors in work is incoherent,
organization. contain minor errors execution. missing or
in execution or unsatisfactory to the
The student organization. The student selects task.
consistently selects and applies rote
and applies The student often strategies to make The student
appropriate and selects and applies deductions and solve demonstrates limited
efficient strategies to appropriate and problems. knowledge in
make deductions and efficient strategies to applying rote
solve problems. make deductions and strategies to make
solve problems. deductions and solve
problems.

Five Short Answer Questions

1. Give an example in which a negative number has a greater absolute value than a

positive number and then provide the following information:

A. Define absolute value

B. Provide an illustration of the equation using a graph

C. In 1-2 sentences, explain when and why the absolute value of a negative

number can be larger than the absolute value of positive number.

MARSHALL ASSESSMENT PORTFOLIO 22

Question I Short Answer Rubric

Score 1, 2, 3, 4 or 5 for each criterion and Criterion

then take the average of scores for final
grade.
IDENTIFY
1.) The student has examined the given information and
has identified an appropriate mathematical
model/strategy to address the problem.
APPLY
2.) The student has demonstrated how to apply the
appropriate model/strategy to the problem.
CALCULATE
3.) The student has accurately carried out the
computations and logical reasoning involved in
solving the problem.
LABEL
4.) Defines Absolute value and demonstrates
complete understanding of how to interpret
problems, graphs the appropriate solution and
uses supporting terminology and labeling such
as sign of absolute value, distance from zero,
positive and absolute value cannot be negative.
INTERPRET
5.) The student has demonstrated a correct
interpretation for the result of his/her
computation within the context of the problem.
Final Grade

2. When Angela went to bed, the temperature was zero degrees. When her mother
went to bed two hours later, the temperature had gone down 5 degrees. By the time
Angela got up the temperature had gone down another 3 degrees. What was the
temperature when she got up?
3. At 9AM the outside temperature was -3 degrees Fahrenheit. By noon, the

temperature was at -12 degrees Fahrenheit. A newscaster said that it was getting

warmer outside. Given this information, provide the following information:

A. How much did the temperature increase or decrease?

B. What is the equation that models this statement

C. Using the number line, provide a graphical illustration of this statement.

MARSHALL ASSESSMENT PORTFOLIO 23

D. Is the newscaster correct or incorrect and provide 1-2 sentences explain

why.

Short Answer Question 2 and 3 Answer Rubric

Score 1, 2, 3, 4 or 5 for each criterion and Criterion

then take the average of scores for final
grade.
IDENTIFY
1.) The student has examined the given information and
has identified an appropriate mathematical
model/strategy to address the problem.
APPLY
2.) The student has demonstrated how to apply the
appropriate model/strategy to the problem.
CALCULATE
3.) The student has accurately carried out the
computations and logical reasoning involved in
solving the problem.
LABEL
4.) Demonstrates complete understanding of
how to interpret problems using equations and
graphs using the number line.
INTERPRET
5.) The student has demonstrated a correct
interpretation for the result of his/her
computation within the context of the problem.
Final Grade

4. A scientist is measuring the temperature change in a chemical compound. The

temperature dropped 11 F per hour from the original temperature. After 4 hours,

the temperature was 90 F. Given this information:

A. Find the compound's original temperature.

B. Provide 1-2 sentences explaining the equation that models this statement.

Short Answer Question 4 Answer Rubric

Score 1, 2, 3, 4 or 5 for each criterion and Criterion

then take the average of scores for final
grade.
MARSHALL ASSESSMENT PORTFOLIO 24

IDENTIFY
1.) The student has examined the given information and
has identified an appropriate mathematical
model/strategy to address the problem.
APPLY
2.) The student has demonstrated how to apply the
appropriate model/strategy to the problem.
CALCULATE
3.) The student has accurately carried out the
computations and logical reasoning involved in
solving the problem.
LABEL
4.) Demonstrates complete understanding of
how to create the equation required to solve the
problem
INTERPRET
5.) The student has demonstrated a correct
interpretation for the result of his/her
computation within the context of the problem.
Final Grade

5. A mountain climber ascends 800 feet per hour from his original position. After 6

hours, his final position is 11,600 feet above sea level.

A. Find the climber's original position.

B. Provide 1-2 sentences explaining the equation that models this statement.

Short Answer Question 5 Answer Rubric

Score 1, 2, 3, 4 or 5 for each criterion and Criterion

then take the average of scores for final
grade.
MARSHALL ASSESSMENT PORTFOLIO 25

IDENTIFY
1.) The student has examined the given information and
has identified an appropriate mathematical
model/strategy to address the problem.
APPLY
2.) The student has demonstrated how to apply the
appropriate model/strategy to the problem.
CALCULATE
3.) The student has accurately carried out the
computations and logical reasoning involved in
solving the problem.
LABEL
4.) Demonstrates complete understanding of
how to create the equation required to solve the
problem
INTERPRET
5.) The student has demonstrated a correct
interpretation for the result of his/her
computation within the context of the problem.
Final Grade

Movie Math Project

Most Bang for your Buck cost analysis lesson

Proportional reasoning is a fundamental concept that has limitless possibilities for Math, Science
and everyday life. It involves breaking-down information into simple and uniformed parts and
then comparing the equality and inequality of those parts to make unique, individual and
informed decisions. This lesson will teach you determine how to figure out the best deal.

Question 1:
Given the information below, determine what size cup of soda is the best and worst bang for
your buck at the movie theater.
MARSHALL ASSESSMENT PORTFOLIO 26

Small Price per ML Medium Price per ML Large Price per ML

$5.00/355 mL $5.50/740 mL $6.50/1.1L

Hint 1: Recall that (mL/price = unit mL per unit price)

Question 2:
- Calculate then identify the best and worst bang for your buck cup size.
- In 5 sentences or less, use proportional reasoning to assess and explain the reasoning behind
your findings.

Hint 2: Consider key words such as comparisons (see the similarities), contrast (see the
differences), cost savings and ratios.

Breaking news! Your explanation should be based on the interpretation of your own findings.
This will help myself and other s learn how you think and the many different ways to solve
problems. Thank You! *\(^0^)/*

Movie Math Project Rubric

MARSHALL ASSESSMENT PORTFOLIO 27

Student Name: ________________________________________

CATEGORY 4 3 2 1
Mathematical Concepts Demonstrates high degree Demonstrates satisfactory Demonstrates a limited Demonstrates little to no
of understanding understanding of the understanding of understanding of
mathematical concepts and mathematical concepts mathematical concepts mathematical concepts.
procedures Task and/or procedures and/or procedures Although some parts may
correctly completed using Addresses most aspects of Multiple flaws exist due to contain correct mathematical
sound mathematically the task but may exhibit some missing or inappropriately procedures, holistically they
procedures misunderstanding of the used Key elements, misuse of are not sufficient to
Mathematical Reasoning Demonstrated high degree underlying mathematical
Demonstrates satisfactory mathematical
Demonstratesprocedures
a limited or demonstrate
Demonstrateseven a limited
little to no
of reasoning skills. amount of reasoning skills. amount of reasoning skills reasoning skills
Description, interpretation Descriptions of the results that result in inappropriate Explanation is missing or
and explanation is complete, are mostly correct and interpretation. shows no understanding of
clear, concise and coherent comprehensible. A description is attempted the problem situation.
May contain an incorrect but may be muddled, There are no interpretation,
solution but provides incomplete, contain faulty descriptions or explanations
Mathematical Errors 90-100% of the steps and completeofreasoning
80-89% and/or
the steps and mathematical
70-79% of the reasoning
steps and or fail of the results
0-69% of the steps and
solutions have no solutions have no solutions have no solutions have mathematical
mathematical errors. mathematical errors. mathematical errors. errors.

Units of Measure Demonstrates high degree o
understanding in converting
and applying units of
measurement to the problem
correctly.
Strategy/Procedures Demonstrates high degree
of understanding in applying
the appropriate model and
strategy to the problem.
Task correctly completed
using sound mathematical
and computational strategies
Demonstrates satisfactory
degree of understanding in
converting and applying units
of measurement to the
problem with minor mistakes.
Demonstrates satisfactory
degree of understanding in
applying the appropriate
model/strategy to the
problem.
Task completed but may
exhibit minor
misinterpretation of
Demonstrates limited degree
of understanding in
converting and applying units
of measurement to the
problem with major mistakes.
Demonstrates limited
degree of understanding in
applying appropriate model
and strategy to the problem.
Task may contain a correct
solution or numerical answer
but misinterprets major parts
of the problems with several
Demonstrates little to no
degree of understanding in
converting, applying or
lableing units of
measurement
Demonstrates little to no
understanding in applying the
appropriate model/strategy.
Completely misinterprets
the problem or gives no
attempt at the answer.
Task may contain a solution
but arrived at using obviously
MARSHALL ASSESSMENT PORTFOLIO 28

15 Question Match Problem Functions Test

MARSHALL ASSESSMENT PORTFOLIO 29

15 Question Match Problem Test Rubrics

4 Response demonstrates a thorough understanding of the mathematical

concepts and/or procedures embodied in the task

Indicates that the student has completed the task correctly, using
mathematically sound procedures

Contains clear, complete explanations and/or adequate work when required

3 Demonstrates satisfactory understanding of the mathematical concepts and/or

procedures embodied in the task

Addresses most aspects of the task, using mathematically sound procedures

May contain an incorrect solution but provides complete procedures,

reasoning, and/or explanations

May reflect some misunderstanding of the underlying mathematical concepts

and/or procedures

2 Demonstrates only a limited understanding of the mathematical concepts

and/or procedures embodied in the task

May address some elements of the task correctly but reaches an inadequate
solution and/or provides reasoning that is faulty or incomplete

Exhibits multiple flaws related to a misunderstanding of important aspects of

the task, misuse of mathematical procedures, or faulty mathematical reasoning

Reflects a lack of essential understanding of the underlying mathematical

concepts

May contain a correct numerical answer but required work is not provided
1 Response is incorrect, irrelevant or incoherent.

Contains a correct response arrived at using an obviously incorrect procedure.

Although some parts may contain correct mathematical procedures, holistically

they are not sufficient to demonstrate even a limited understanding of the
mathematical concepts embodied in the task.

Student Learning Objectives (SLO)

MARSHALL ASSESSMENT PORTFOLIO 30

I. SLO for 25 Multiple Choice Questions

The Student will:

Locate integers and points on a number line.

Create an integer equation using a number line

Add, subtract, multiply and divide two or more integers with the

same or different signs.

Simplify and solve application problems that require addition,

subtraction, multiplication and division of real numbers.

Demonstrate an understanding that a horizontal number line moves

from left to right using lesser to greater values

Read and understand positive and negative integers

Recognize positive and negative numbers in practical contexts

Students will recognize that positive and negative signs represent

opposite values and/or directions.

II. SLO for 10 True/False Questions

Students will demonstrate:

MARSHALL ASSESSMENT PORTFOLIO 31

The rules of addition, subtraction, multiplication and division for

negative and positive integers.

Understand the rules necessary to solve problems with integers using

addition, subtraction, multiplication, and division

Evaluate expressions and solve problems using integer operations

III. SLO for 3 Essay Questions

Essay Question #1: How many students in your school.

The student will use problem solving, mathematical

communication, mathematical reasoning, connections and
representation to:
Knowledge
Using prior knowledge, students will be able to work with
simple ratios and recognize proportions that represent
equivalent relationships between two sets.

Comprehension
Given proportional sets, students will be able to solve for the
missing value and write and explain a proportion a
proportional relationship between two quantities.

Application
Student will apply proportional reasoning to solve practical
problems.

Synthesis
Given proportional relationships between two quantities,
students will create equations to determine missing values.
MARSHALL ASSESSMENT PORTFOLIO 32

Essay Question #2: Mathematical Logic.

The student will use mathematical thinking to:

Solve real-world mathematical problems by assessing the
reasonableness of answers using logic and mental math strategies.

Identify patterns and use deductive reasoning to construct theoretical

conclusions

Demonstrate an understanding of oral and written patterns and their

corresponding relations.

Essay Question #3: Americas Favorite Pastime.

The student will use problem solving, mathematical

communication, mathematical reasoning, connections and
representation to:

Work with simple ratios to find missing values.

Convert between fractions, decimals and percentages

Calculate, compare and explain the meaning of ratio,

proportion and percentage

Find percentages of different quantities

Calculate and compare percentage increases and decreases.

MARSHALL ASSESSMENT PORTFOLIO 33

IV. SLO for 15 Question Match Problem Functions Test

Students will:

Be introduced to linear functions and learn the terminology used.

Use problem-solving strategies to set up and solve simple algebraic

expressions and equations for functions

Given the values of a linear function f(x) = ax + b at one point, find f(x).

V. SLO for Math Movie Project

The student will use problem solving skills, mathematical

communication, mathematical reasoning, connections and
representation to:

Work with simple ratios to find missing values.

Convert units of measurement

Calculate, compare and explain the meaning of ratio,

proportion and percentage

Find percentages of different quantities

Given the price and sizes of soft drinks at a movie theater,

students will be able to calculate and determine the Best
bang for your Buck

Using their own calculations, students will be able to clearly

evaluate, articulate and conclude on the best deal for soft
drink sizes using unit price per size ratios.