# TCAP/CRA Phase II Rectangle Task Anchor Set. SECURE MATERIAL - Reader Name: Tennessee Comprehensive Assessment Program

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 SECURE MATERIAL - Reader Name: Tennessee Comprehensive Assessment Program TCAP/CRA Phase II Rectangle Task Anchor Set Copyright 2014 by the University of Pittsburgh and published under contract with Tennessee State Department of Education by Measurement Incorporated, 423 Morris Street, Durham, North Carolina, Testing items licensed to the Tennessee State Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of Tennessee Department of Education and the University of Pittsburgh.

2 Part 1: Constructed Response Task Section Rectangle Task Juan and Bill s teacher drew this rectangle on the board during math class. 8 in. Some students in the class suggested using the following expressions to find the perimeter of this rectangle: Expression R: 2(8) + 2(6+y) Expression S: 2y + 14 Expression T: 16 + y + 12 Expression U: y y y in. a. Which of these expressions could be used to find the perimeter of this rectangle? 6 in. Page 1 of 49

3 Part 1: Constructed Response Task Section Rectangle Task b. Juan gives another expression for finding the perimeter of this rectangle: 2(y + 14). Bill says Juan s expression cannot be used because there is no 14 on the rectangle. Is Bill correct? Justify your answer. c. Write two different expressions that are equivalent to x. Page 2 of 49

4 Part 1: Constructed Response Task Section Rectangle Task d. Draw and label a rectangle whose area is x. Page 3 of 49

5 Scoring Guide The CCSS for Mathematical Content (2 points) 6.EE.A.4 Identifies the two expressions in part a that are equivalent. (1 Point) 6.EE.A.3 Writes two expressions that are equivalent to x. (1 Point) The CCSS for Mathematical Practice (2 points) MP3 Provides a sound algebraic or geometric rationale showing that 2(y + 14) represents the perimeter of the rectangle. (1 Point) (MP3: Construct viable arguments and critique the reasoning of others.) MP7 Recognizes that area is a product of two numbers and correctly repesents x as the product of two numbers by drawing and labeling a rectangle with the length and width whose product is x. (1 Point) (MP7: Look for and make use of structure.) TOTAL POINTS: 4 Page 4 of 49

6 The CCSS for Mathematical Content Addressed In This Task Apply and extend previous understandings of arithmetic to algebraic expressions. 6.EE.A.3 6.EE.A.4 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. The CCSS for Mathematical Practice* 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. * Gray type indicates Mathematical Practices not addressed in this assessment. Page 5 of 49

7 A-1a Page 6 of 49 Litho#: Page 3 of 152

8 A-1b Page 7 of 49 Litho#: Page 4 of 152

9 A-1c Page 8 of 49 Litho#: Page 5 of 152

10 Anchor 1 Litho Total Content Points: 2 Total Practice Points: 2 (6.EE.A.4, 6.EE.A.3) (MP3, MP7) The student identifies two expressions in Part A that are equivalent (2(8) + 2(6 + y) and y y) (6.EE.A.4). The response contains two expressions that are equivalent to x in Part C ( x and 9(4) + 3x) (6.EE.A.3). In Part B, the student provides a sound algebraic rationale showing that 2(y + 14) represents the perimeter of the rectangle (8 + 6 = 14) (MP3). The student correctly represents x as the product of two numbers by drawing and labeling a rectangle in Part D with a width of 3 and a length of 12 + x, creating a rectangle with an area of x (MP7). Total Awarded Points: 4 out of 4 Page 9 of 49

11 A-2a Page 10 of 49 Litho#: Page 96 of 152

12 A-2b Page 11 of 49 Litho#: Page 97 of 152

13 A-2c Page 12 of 49 Litho#: Page 98 of 152

14 Anchor 2 Litho Total Content Points: 2 Total Practice Points: 1 (6.EE.A.4, 6.EE.A.3) (MP3) The student identifies two expressions in Part A that are equivalent (Expression R, Expression U) (6.EE.A.4). The response contains two expressions in Part C that are equivalent to x (( x and (144/4) + ( 3 ( 1))x) (6.EE.A.3). In Part B, the student provides a sound algebraic showing that 2(y + 14) represents the perimeter of the rectangle ( if you multiply 8 by two and 6 by two, than add them together (28), you get the same answer as multiplying 14 by 2 ) (MP3). However, in Part D the student does not draw a rectangle whose length and width have a product of x (no credit for MP7). Total Awarded Points: 3 out of 4 Page 13 of 49

15 A-3a Page 14 of 49 Litho#: Page 84 of 152

16 A-3b Page 15 of 49 Litho#: Page 85 of 152

17 A-3c Page 16 of 49 Litho#: Page 86 of 152

18 Anchor 3 Litho Total Content Points: 1 Total Practice Points: 2 (6.EE.A.3) (MP3, MP7) The student only identifies one incorrect expression in Part A (no credit for 6.EE.A.4). The student does state two expressions that are equivalent to x in Part C ( x and (4 9) + 3x) (6.EE.A.3). In Part B, the student provides a sound algebraic rationale showing that 2(y + 14) represents the perimeter of the rectangle (8 + 6 = 14) (MP3). The student also recognizes that area is a product of two numbers, and correctly represents x as the product of two numbers in Part D by drawing and labeling a rectangle with width of 3 and length of 12 + x (MP7). Total Awarded Points: 3 out of 4 Page 17 of 49

19 A-4a Page 18 of 49 Litho#: Page 51 of 152

20 A-4b Page 19 of 49 Litho#: Page 52 of 152

21 A-4c Page 20 of 49 Litho#: Page 53 of 152

22 Anchor 4 Litho Total Content Points: 1 Total Practice Points: 2 (6.EE.A.4) (MP3, MP7) The student identifies two expressions in Part A that can be used to find the perimeter of the given rectangle (Expression R, Expression U) (6.EE.A.4). In Part C, the response does not contain two expressions that are equivalent to x (no credit for 6.EE.A.3). In Part B, the student provides a sound algebraic rationale showing that 2(y + 14) represents the perimeter of the rectangle (8 + 6 is 14) (MP3). By correctly representing x as the product of two numbers through drawing and labeling a rectangle with a width of 2 and length of x in Part D, the student demonstrates recognition that area is a product of two numbers (MP7). Total Awarded Points: 3 out of 4 Page 21 of 49

23 A-5a Page 22 of 49 Litho#: Page 6 of 152

24 A-5b Page 23 of 49 Litho#: Page 7 of 152

25 A-5c Page 24 of 49 Litho#: Page 8 of 152

26 Anchor 5 Litho Total Content Points: 2 Total Practice Points: 1 (6.EE.A.4, 6.EE.A.3) (MP3) The student identifies two expressions in Part A that are equivalent and can be used to find the perimeter of the given rectangle (Expression R, Expression U) (6.EE.A.4). The response contains two expressions that are equivalent to x in Part C ((9 4) + 3x and (12 3) + 3x) (6.EE.A.3). In Part B, the student provides a sound algebraic rationale showing that 2(y + 14) represents the perimeter of the rectangle (8 + 6 = 14) (MP3). In Part D, the student does not demonstrate recognition that area is a product of two numbers or correctly represent x as the product of two numbers (no credit for MP7). Total Awarded Points: 3 out of 4 Page 25 of 49

27 A-6a Page 26 of 49 Litho#: Page 147 of 152

28 A-6b Page 27 of 49 Litho#: Page 148 of 152

29 A-6c Page 28 of 49 Litho#: Page 149 of 152

30 Anchor 6 Litho Total Content Points: 1 Total Practice Points: 1 (6.EE.A.3) (MP7) The student only identifies one of the two expressions in Part A that are equivalent and can be used to find the perimeter of the given rectangle (no credit for 6.EE.A.4). In Part C, the response contains two expressions that are equivalent to x ((6 6) + 3x and (4 9) + 3x) (6.EE.A.3). In Part B, the student provides a sufficient rationale showing that 2(y + 14) represents the perimeter of the rectangle (8 + 6 = 14), but states that Bill is correct instead of Juan (no credit for MP3). The student recognizes in Part D that area is a product of two numbers, and correctly represents x as the product of two numbers by drawing and labeling a rectangle with a width of 4 and length of x (MP7). Total Awarded Points: 2 out of 4 Page 29 of 49

31 A-7a Page 30 of 49 Litho#: Page 141 of 152

32 A-7b Page 31 of 49 Litho#: Page 142 of 152

33 A-7c Page 32 of 49 Litho#: Page 143 of 152

34 Anchor 7 Litho Total Content Points: 1 Total Practice Points: 1 (6.EE.A.3) (MP3) The student only identifies one of the two correct expressions in Part A, stating that the other three are incorrect (no credit for 6.EE.A.4). In Part C, the student does write two differently formed expressions that are equivalent to x ( x and 3x ) (6.EE.A.3). The student provides a sound algebraic rationale in Part B showing that 2(y + 14) represents the perimeter of the rectangle ( you could add and get 14 ) (MP3). In Part D, the student does not correctly label a rectangle with a length and width whose product is x (no credit for MP7). Total Awarded Points: 2 out of 4 Page 33 of 49

35 A-8a Page 34 of 49 Litho#: Page 72 of 152

36 A-8b Page 35 of 49 Litho#: Page 73 of 152

37 A-8c Page 36 of 49 Litho#: Page 74 of 152

38 Anchor 8 Litho Total Content Points: 0 Total Practice Points: 1 (MP7) The student chooses three expressions in Part A the two that are equivalent as well as one (Expression T) that is not (no credit for 6.EE.A.4). The student writes one expression that is 36 2 equivalent to x in Part C + 3x, but the other expression (36 + 3(x)) is identical to 2 the given expression, not equivalent to it (no credit for 6.EE.A.3). In Part B, the student says that Bill is correct, and the explanation supporting that answer is incorrect (no credit for MP3). By drawing and labeling a rectangle with a width of 3 and length of 12 + x in Part D, the student correctly represents x as the product of two numbers and therefore recognizes that area is a product of two numbers (MP7). Total Awarded Points: 1 out of 4 Page 37 of 49

39 A-9a Page 38 of 49 Litho#: Page 90 of 152

40 A-9b Page 39 of 49 Litho#: Page 91 of 152

41 A-9c Page 40 of 49 Litho#: Page 92 of 152

42 Anchor 9 Litho Total Content Points: 0 Total Practice Points: 1 (MP7) The student only identifies one of the two correct expressions in Part A (no credit for 6.EE.A.4). In Part C, the student does not write two different expressions that are equivalent to x (no credit for 6.EE.A.3). In Part B, the student incorrectly states that Bill is correct and Juan is incorrect (no credit for MP3). However, by drawing and labeling a rectangle with a width of 12 + x and length of 3, and correctly representing x as the product of two numbers in Part D, the student does recognize that area is a product of two numbers (MP7). Total Awarded Points: 1 out of 4 Page 41 of 49

43 A-10a Page 42 of 49 Litho#: Page 93 of 152

44 A-10b Page 43 of 49 Litho#: Page 94 of 152

45 A-10c Page 44 of 49 Litho#: Page 95 of 152

46 Anchor 10 Litho Total Content Points: 1 (6.EE.A.3) Total Practice Points: 0 The student only identifies one of the two correct expressions in Part A that can be used to find the perimeter of the given rectangle (no credit for 6.EE.A.4). In Part C, the student writes two expressions equivalent to x ( x and x) (6.EE.A.3). The student gives an incorrect explanation in Part B, and therefore does not demonstrate recognition that 2(y + 14) represents the perimeter of the rectangle (no credit for MP3). In Part D, the student draws a rectangle, but it is incorrectly labeled and does not have an area of x (no credit for MP7). Total Awarded Points: 1 out of 4 Page 45 of 49

47 A-11a Page 46 of 49 Litho#: Page 108 of 152

48 A-11b Page 47 of 49 Litho#: Page 109 of 152

49 A-11c Page 48 of 49 Litho#: Page 110 of 152

50 Anchor 11 Litho Total Content Points: 0 Total Practice Points: 0 The student only identifies one of the two correct expressions in Part A that can be used to find the perimeter of the given rectangle (no credit for 6.EE.A.4). The response does not contain two expressions in Part C that are equivalent to x (no credit for 6.EE.A.3). In Part B, the student does not provide a sound algebraic or geometric rationale showing that 2(y + 14) represents the perimeter of the rectangle (no credit for MP3). The labeled rectangle in Part D does not have a length and width whose product is x (no credit for MP7). Total Awarded Points: 0 out of 4 Page 49 of 49

### GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS

GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS UNIT OVERVIEW This 4-5 week unit focuses on developing an understanding of ratio concepts and using ratio reasoning to solve problems. TASK DETAILS Task

### Mathematics Common Core Sample Questions

New York State Testing Program Mathematics Common Core Sample Questions Grade The materials contained herein are intended for use by New York State teachers. Permission is hereby granted to teachers and

### CORE Assessment Module Module Overview

CORE Assessment Module Module Overview Content Area Mathematics Title Speedy Texting Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve real-life and mathematical problems

### GRADE 8 MATH: TALK AND TEXT PLANS

GRADE 8 MATH: TALK AND TEXT PLANS UNIT OVERVIEW This packet contains a curriculum-embedded Common Core standards aligned task and instructional supports. The task is embedded in a three week unit on systems

### INFORMATIONAL GUIDE FOR THE MATHEMATICS PORTFOLIO APPEALS PROCESS

INFORMATIONAL GUIDE FOR THE MATHEMATICS PORTFOLIO APPEALS PROCESS The most important part of the PARCC Portfolio Appeal process is the evidence gathered to show the student s ability to demonstrate the

### Investigating Area Under a Curve

Mathematics Investigating Area Under a Curve About this Lesson This lesson is an introduction to areas bounded by functions and the x-axis on a given interval. Since the functions in the beginning of the

### Tennessee Department of Education. Task: Sally s Car Loan

Tennessee Department of Education Task: Sally s Car Loan Sally bought a new car. Her total cost including all fees and taxes was \$15,. She made a down payment of \$43. She financed the remaining amount

### GRADE 6 MATH: SHARE MY CANDY

GRADE 6 MATH: SHARE MY CANDY UNIT OVERVIEW The length of this unit is approximately 2-3 weeks. Students will develop an understanding of dividing fractions by fractions by building upon the conceptual

### PA Academic Standards. 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication

Curriculum Category Shift Standard Areas Grades K-8 and High School PA Academic Standards 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication PA Common Core

Overview of Mathematics Task Arcs: Mathematics Task Arcs A task arc is a set of related lessons which consists of eight tasks and their associated lesson guides. The lessons are focused on a small number

### Problem of the Month: Perfect Pair

Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:

### Student Performance Q&A:

Student Performance Q&A: 2008 AP Calculus AB and Calculus BC Free-Response Questions The following comments on the 2008 free-response questions for AP Calculus AB and Calculus BC were written by the Chief

### Mathematics Geometry Unit 1 (SAMPLE)

Review the Geometry sample year-long scope and sequence associated with this unit plan. Mathematics Possible time frame: Unit 1: Introduction to Geometric Concepts, Construction, and Proof 14 days This

### GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER

GRADE 6 MATH: GROCERY SHOPPING AND THE QUILT OF A MATH TEACHER UNIT OVERVIEW This unit contains a curriculum- embedded Common Core aligned task and instructional supports. The task is embedded in a 2 3

### GRADE 3 MATH: CITY FARMERS

GRADE 3 MATH: CITY FARMERS UNIT OVERVIEW This instructional bundle contains a task aligned to the Content Core standards and additional supports for diverse learners. The task is embedded in a 4-5 week

### GRADE 5 MATH: STUFFED WITH PIZZA

GRADE 5 MATH: STUFFED WITH PIZZA UNIT OVERVIEW In this unit students will develop and expand the concept of rational numbers by using several interpretations and different types of physical models. TASK

### Algebra II Unit Number 4

Title Polynomial Functions, Expressions, and Equations Big Ideas/Enduring Understandings Applying the processes of solving equations and simplifying expressions to problems with variables of varying degrees.

### Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples Third Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

### Wentzville School District Algebra 1: Unit 8 Stage 1 Desired Results

Wentzville School District Algebra 1: Unit 8 Stage 1 Desired Results Unit Title: Quadratic Expressions & Equations Course: Algebra I Unit 8 - Quadratic Expressions & Equations Brief Summary of Unit: At

Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles

### Free Pre-Algebra Lesson 55! page 1

Free Pre-Algebra Lesson 55! page 1 Lesson 55 Perimeter Problems with Related Variables Take your skill at word problems to a new level in this section. All the problems are the same type, so that you can

### Using the Area Model to Teach Multiplying, Factoring and Division of Polynomials

visit us at www.cpm.org Using the Area Model to Teach Multiplying, Factoring and Division of Polynomials For more information about the materials presented, contact Chris Mikles mikles@cpm.org From CCA

Tennessee Department of Education Task: Representing the National Debt 7 th grade Rachel s economics class has been studying the national debt. The day her class discussed it, the national debt was \$16,743,576,637,802.93.

### Mathematics Content Courses for Elementary Teachers

Mathematics Content Courses for Elementary Teachers Sybilla Beckmann Department of Mathematics University of Georgia Massachusetts, March 2008 Sybilla Beckmann (University of Georgia) Mathematics for Elementary

### Fractions as Numbers INTENSIVE INTERVENTION. National Center on. at American Institutes for Research

National Center on INTENSIVE INTERVENTION at American Institutes for Research Fractions as Numbers 000 Thomas Jefferson Street, NW Washington, DC 0007 E-mail: NCII@air.org While permission to reprint this

Beads Under the Cloud Intermediate/Middle School Grades Problem Solving Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested

### Classifying Equations of Parallel and Perpendicular Lines

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Classifying Equations of Parallel and Perpendicular Lines Mathematics Assessment Resource Service University

### DRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations

DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2014 Developed and published under contract with the New York State Education Department

### Teacher s Guide. Alignment with the Common Core State Standards for Reading... 3. Alignment with the Common Core State Standards for Writing...

My Insurance Teacher s Guide Introduction to the Unit... 2 What are the activities? What is the assessment? What are the activity descriptions? How does this unit align with the Common Core State Standards?

### Performance Assessment Task Which Shape? Grade 3. Common Core State Standards Math - Content Standards

Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to

### Bills, Budgets and Bank Accounts

Bills, Budgets and Bank Accounts Teacher s Guide Introduction to the Unit... 2 What are the activities? What is the assessment? What are the activity descriptions? How does this unit align with the Common

### BEFORE DURING AFTER. EXPLAIN the problem to myself. PERSEVERE (Stick to it!)

Make sense of problems and persevere in solving them. Mathematical Practice When presented with a problem, I can make a plan, carry out my plan, and check its success. BEFORE DURING AFTER EXPLAIN the problem

### PENNSYLVANIA DEPARTMENT OF EDUCATION About the Mathematics Assessment Anchors

PENNSYLVANIA DEPARTMENT OF EDUCATION About the Mathematics Assessment Anchors Introduction This is a brief introduction to the Mathematics Assessment Anchors. For more information on the Assessment Anchors

### From the Webisode: Math Meets Fashion

lesson CCSS CONNECTIONS Percent Markups From the Webisode: Math Meets Fashion In this lesson, s solve a multi-step problem by identifying percent markups of a whole and calculating a final sale price.

Factoring Quadratic Trinomials Student Probe Factor x x 3 10. Answer: x 5 x Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials. Part 1 of the lesson consists

### Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

### Using Algebra Tiles from Polynomials to Factoring

Using Algebra Tiles from Polynomials to Factoring For more information about the materials you find in this packet, contact: Chris Mikles (888) 808-4276 mikles@cpm.org CPM Educational Program 203, all

### 4 G: Identify, analyze, and synthesize relevant external resources to pose or solve problems. 4 D: Interpret results in the context of a situation.

MAT.HS.PT.4.TUITN.A.298 Sample Item ID: MAT.HS.PT.4.TUITN.A.298 Title: College Tuition Grade: HS Primary Claim: Claim 4: Modeling and Data Analysis Students can analyze complex, real-world scenarios and

### Just want the standards alone? You can find the standards alone at http://corestandards.org/the-standards

4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year. This document is designed to help North

### CRITICAL PATH ANALYSIS AND GANTT CHARTS

CRITICAL PATH ANALYSIS AND GANTT CHARTS 1. An engineering project is modelled by the activity network shown in the figure above. The activities are represented by the arcs. The number in brackets on each

### called and explain why it cannot be factored with algebra tiles? and explain why it cannot be factored with algebra tiles?

Factoring Reporting Category Topic Expressions and Operations Factoring polynomials Primary SOL A.2c The student will perform operations on polynomials, including factoring completely first- and second-degree

### Georgia Standards of Excellence Frameworks. Mathematics. GSE Grade 7 Unit 2: Expressions and Equations

Georgia Standards of Excellence Frameworks Mathematics GSE Grade 7 Unit 2: Expressions and Equations These materials are for nonprofit educational purposes only. Any other use may constitute copyright

### DENTAL IMPRESSIONS TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: N-Q.1:

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career

### Exemplar Mathematics Test Questions. Computer-Based Tests. discoveractaspire.org

Exemplar Mathematics Test Questions Computer-Based Tests discoveractaspire.org We invite educators, administrators, and policymakers to learn about ACT Aspire by viewing the collection of sample computer-based

### Teaching Technology and Engineering STEM Showcase

Teaching Technology and Engineering STEM Showcase Best Practice: Using Origami As A STEM Tool Best Practice Description: Track and model the Frog s Life Cycle including its methods of movement at different

### This lesson introduces students to decimals.

NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES

### What math do students need for college success?

What math do students need for college success? Hal Sadofsky Mathematics Department Head University of Oregon August 2, 2012 Goals for high school math education? 1. What is the math that everyone should

### Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

### Prime and Composite Numbers

Prime and Composite Numbers Student Probe Is 27 a prime number or a composite number? Is 17 a prime number or a composite number? Answer: 27 is a composite number, because it has factors other than 1 and

### Mifflin County School District Mathematics Department Planned Course. Planned Course: Career Math Mifflin County School District 2014

: Career Math Mifflin County School District 2014 Course Description: Career Math is a textbook free project oriented course in which students will be given the opportunity to explore the mathematics necessary

### MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab

MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring non-course based remediation in developmental mathematics. This structure will

### CPM Educational Program

CPM Educational Program A California, Non-Profit Corporation Chris Mikles, National Director (888) 808-4276 e-mail: mikles @cpm.org CPM Courses and Their Core Threads Each course is built around a few

### GCSE Mathematics. Foundation Tier Unit 3 Geometry and Algebra Mark scheme. 43603F November 2015. Version 1.1 Final

GCSE Mathematics Foundation Tier Unit 3 Geometry and Algebra Mark scheme 43603F November 20 Version 1.1 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

### South Carolina College- and Career-Ready (SCCCR) Algebra 1

South Carolina College- and Career-Ready (SCCCR) Algebra 1 South Carolina College- and Career-Ready Mathematical Process Standards The South Carolina College- and Career-Ready (SCCCR) Mathematical Process

### IOWA End-of-Course Assessment Programs. Released Items ALGEBRA I. Copyright 2010 by The University of Iowa.

IOWA End-of-Course Assessment Programs Released Items Copyright 2010 by The University of Iowa. ALGEBRA I 1 Sally works as a car salesperson and earns a monthly salary of \$2,000. She also earns \$500 for

### History of Development of CCSS

Implications of the Common Core State Standards for Mathematics Jere Confrey Joseph D. Moore University Distinguished Professor of Mathematics Education Friday Institute for Educational Innovation, College

### For example, estimate the population of the United States as 3 times 10⁸ and the

CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number

### RECOMMENDED COURSE(S): Algebra I or II, Integrated Math I, II, or III, Statistics/Probability; Introduction to Health Science

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career

### Intended Use of the document: Teachers who are using standards based reporting in their classrooms.

Standards Based Grading reports a student s ability to demonstrate mastery of a given standard. This Excel spread sheet is designed to support this method of assessing and reporting student learning. Purpose

### SAT Math Facts & Formulas Review Quiz

Test your knowledge of SAT math facts, formulas, and vocabulary with the following quiz. Some questions are more challenging, just like a few of the questions that you ll encounter on the SAT; these questions

### Algebra Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 2012-13 school year.

This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Algebra

### Planning a Critical Review ELS. Effective Learning Service

ELS Effective Learning Service Planning a Critical Review For appointments contact: els@qmu.ac.uk or elsinternational@qmu.ac.uk web: www.qmu.ac.uk/els Planning and writing a critical review The following

### HIGH SCHOOL GEOMETRY: COMPANY LOGO

HIGH SCHOOL GEOMETRY: COMPANY LOGO UNIT OVERVIEW This 3-4 week unit uses an investigation of rigid motions and geometric theorems to teach students how to verify congruence of plane figures and use the

### MONTGOMERY COUNT Y PUBLIC SCHOOLS MATHEMATICS. PROGR AM for Grades K 12 UNDERSTANDING COMPUTING APPLYING REASONING ENGAGING ROCKVILLE, MARYLAND

MONTGOMERY COUNT Y PUBLIC SCHOOLS MATHEMATICS PROGR AM for Grades K 12 UNDERSTANDING COMPUTING APPLYING REASONING ENGAGING ROCKVILLE, MARYLAND Board of Education Mr. Christopher S. Barclay President Mr.

### GCE. Mathematics. Mark Scheme for June 2012. Advanced GCE Unit 4725: Further Pure Mathematics 1. Oxford Cambridge and RSA Examinations

GCE Mathematics Advanced GCE Unit 4725: Further Pure Mathematics 1 Mark Scheme for June 2012 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing

### CAHSEE on Target UC Davis, School and University Partnerships

UC Davis, School and University Partnerships CAHSEE on Target Mathematics Curriculum Published by The University of California, Davis, School/University Partnerships Program 006 Director Sarah R. Martinez,

### MS TASKS TO BUILD PROFICIENCY IN PROBABILITY AND STATISTICS

MS TASKS TO BUILD PROFICIENCY IN PROBABILITY AND STATISTICS DARLA OLSON & JENNA MUNDEN, RICE LAKE MIDDLE SCHOOL BRIAN DANIEL, MENOMONIE MIDDLE SCHOOL DEAN ROUSH, LUCK HIGH SCHOOL MSP: MATH TRANSITION INTO

### COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving

### High School Functions Interpreting Functions Understand the concept of a function and use function notation.

Performance Assessment Task Printing Tickets Grade 9 The task challenges a student to demonstrate understanding of the concepts representing and analyzing mathematical situations and structures using algebra.

### GMAT Overview. Robert Hattemer

GMAT Overview Robert Hattemer Background GMAT: Graduate Management Admission Test Used by over 3,000 business schools as an assessment tool Designed for applicants for study in business & management Used

### Mathematics Instructional Cycle Guide

Mathematics Instructional Cycle Guide Fractions on the number line 3NF2a Created by Kelly Palaia, 2014 Connecticut Dream Team teacher 1 CT CORE STANDARDS This Instructional Cycle Guide relates to the following

### Demystifying the GRE. Presented by Emily Borcherding Latricia Hylton Deanne Gute

Demystifying the GRE Presented by Emily Borcherding Latricia Hylton Deanne Gute GRE General Information Cost: \$195 Allow 3.5 hours for the test Sign up at www.gre.org or 1-800-GRE-CALL or by mail The test

### Problem of the Month Diminishing Return

The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems

### HIGH SCHOOL ALGEBRA: THE CYCLE SHOP

HIGH SCHOOL ALGEBRA: THE CYCLE SHOP UNIT OVERVIEW This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 4-5 week unit on Reasoning with Equations

### Representing Data 1: Using Frequency Graphs

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Data 1: Using Graphs Mathematics Assessment Resource Service University of Nottingham

### CHAPTER 4. Elementary Teachers

CHAPTER 4 Elementary Teachers What mathematics should future elementary teachers study to prepare for their careers? What mathematics coursework and programs will prepare elementary teachers for teaching

### My College QuickStart My Online Score Report Reviewing Missed Questions worksheet (attached)

Name: Grade Level(s) Grades 9 12 Goal(s) Time Required Materials Needed Before You Begin Student Objectives Review and understand missed and omitted Critical Reading, Writing Skills, and/or Mathematics

### Answers Teacher Copy. Systems of Linear Equations Monetary Systems Overload. Activity 3. Solving Systems of Two Equations in Two Variables

of 26 8/20/2014 2:00 PM Answers Teacher Copy Activity 3 Lesson 3-1 Systems of Linear Equations Monetary Systems Overload Solving Systems of Two Equations in Two Variables Plan Pacing: 1 class period Chunking

### William Floyd Union Free School District. A Parent s Math Resource Guide to 2nd Grade Mathematics

William Floyd Union Free School District A Parent s Math Resource Guide to 2nd Grade Mathematics Dear Parents, The Parent s Math Resource Guide is a resource to assist you in becoming familiar with Common

### Representing Data with Frequency Graphs

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Representing Data with Graphs Mathematics Assessment Resource Service University of Nottingham & UC

### The Mathematics School Teachers Should Know

The Mathematics School Teachers Should Know Lisbon, Portugal January 29, 2010 H. Wu *I am grateful to Alexandra Alves-Rodrigues for her many contributions that helped shape this document. Do school math

### Common Core State Standards for Mathematics Accelerated 7th Grade

A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

### Balanced Assessment Test Algebra 2008

Balanced Assessment Test Algebra 2008 Core Idea Task Score Representations Expressions This task asks students find algebraic expressions for area and perimeter of parallelograms and trapezoids. Successful

### Evaluation Tool for Assessment Instrument Quality

REPRODUCIBLE Figure 4.4: Evaluation Tool for Assessment Instrument Quality Assessment indicators Description of Level 1 of the Indicator Are Not Present Limited of This Indicator Are Present Substantially

### APPLICATIONS AND MODELING WITH QUADRATIC EQUATIONS

APPLICATIONS AND MODELING WITH QUADRATIC EQUATIONS Now that we are starting to feel comfortable with the factoring process, the question becomes what do we use factoring to do? There are a variety of classic

### TEKS TAKS 2010 STAAR RELEASED ITEM STAAR MODIFIED RELEASED ITEM

7 th Grade Math TAKS-STAAR-STAAR-M Comparison Spacing has been deleted and graphics minimized to fit table. (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in

### DRAFT. New York State Testing Program Grade 7 Common Core Mathematics Test. Released Questions with Annotations

DRAFT New York State Testing Program Grade 7 Common Core Mathematics Test Released Questions with Annotations August 2014 Developed and published under contract with the New York State Education Department

### Problem of the Month The Wheel Shop

Problem of the Month The Wheel Shop The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core

2013 14 Understanding Your Praxis Scores The Praxis Series Assessments are developed and administered by Educational Testing Service (E T S ). Praxis Core Academic Skills for Educators (Core) tests measure

### 26 Integers: Multiplication, Division, and Order

26 Integers: Multiplication, Division, and Order Integer multiplication and division are extensions of whole number multiplication and division. In multiplying and dividing integers, the one new issue

### Teacher Questionnaire

PCAP Main Administration (2010) Teacher Questionnaire Council of Ministers of Education, Canada Funds for the Pan Canadian Assessment Program are provided by participating jurisdictions through the Council

### NOT AN OFFICIAL SCORE REPORT. Summary of Results

From SAT TEST MARCH 8, 214 Summary of Results Page 1 of 1 Congratulations on taking the SAT Reasoning Test! You re showing colleges that you are serious about getting an education. The SAT is one indicator

### Grade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate

### National Quali cations SPECIMEN ONLY. Forename(s) Surname Number of seat. Date of birth Day Month Year Scottish candidate number

N5 SQ9/N5/0 Date Not applicable Duration hour FOR OFFICIAL USE National Quali cations SPECIMEN ONLY Mark Mathematics Paper (Non-Calculator) *SQ9N50* Fill in these boxes and read what is printed below.

### COMPUTER-AIDED DESIGN (CAD) 2D, ARCHITECTURE. RCAD involves two RCAD 2D, OVERVIEW PURPOSE ELIGIBILITY TIME LIMITS ATTIRE PROCEDURE

COMPUTER-AIDED DESIGN (CAD) 2D, ARCHITECTURE OVERVIEW Participants create representations, such as foundation and/or floor plans, and/or elevation drawings, and/or details of architectural ornamentation

Fourth Grade Fractions http://upload.wikimedia.org/wikibooks/en/9/92/fractions_of_a_square.jpg North Carolina Department of Public Instruction www.ncdpi.wikispaces.net Overview The implementation of the

### High School Flip Book

High School Flip Book COMMON CORE STATE STANDARDS FOR Mathematics This document is intended to show the connections of the Standards for Mathematical Practices to the content standards in each conceptual

### A Guide for Professional Development/Transition Planning for Implementation of the College- and Career-Ready Standards

A Guide for Professional Development/Transition Planning for Implementation of the College- and Career-Ready Standards Alabama State Department of Education January 2013 Forward: Professional Learning

### Mark Scheme (Results) Summer 2014. Pearson Edexcel GCSE In Mathematics A (1MA0) Higher (Calculator) Paper 2H

Mark Scheme (Results) Summer 2014 Pearson Edexcel GCSE In Mathematics A (1MA0) Higher (Calculator) Paper 2H Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK