Assessments
In 7th grade, students learn to construct, solve and interpret proportions and two step equations using rational numbers in order to apply and represent these skills in real world situations including statistics, percent, geometry and probability.
Essential Standard Claim 1 Proficiency Scales
Can be used to inform standard-based grading
7.NS.1 & 7.NS.2
7.NS.3 (levels 1 & 2 only in this unit)
7.EE.3 No Thresholds ALDs (embedded with Target C in the next unit)
Applicable Pre-assessments
If given prior, then you only need to view a portion of the results.
MAP (part of the district assessment plan)
Learning Continuum by Topic: See MAP Report
Learning Continuum by Standard: See MAP Report
MDTP Preparedness for 7th Grade (optional)
DECM: #13, 39;
FRAC: (all); INTG: (all)
MDTP Preparedness for 8th Grade (optional)
DECM #33,7,28,11; FRAC (all) INT (all); LTEQ 13, 24; GEO 4,8
Formative and/or Summative Assessments,
Reengagement & Reassessment
Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.
Reengagement One Pager See document.
Reengagement Template (One Slide) See slides.
Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.
There are no Interim Assessment Blocks (IAB) for this unit.
Consider giving the Focused IAB above instead.
Cumulative Assessment #1: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org
To save time in this relatively short unit, consider giving the Stats & Probability FIAB instead of any quizzes, chapter tests or site-created cumulative assessment.
Reengagement One Pager See document.
Reengagement Template (One Slide) See slides.
Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.
Cumulative Assessment #2: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org
To save time in this relatively short unit, consider giving the Stats & Probability FIAB instead of any quizzes, chapter tests or site-created cumulative assessment.
Guidelines for Creating your Own Assesment in Claim 1
7.NS.1b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
7.NS.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
7.NS.1d Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with a non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers.
7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
7.NS.3 (embedded) Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
7.EE.3 Solve multi-step, real-life, and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
Embed your assessments into you custom Clarity Calendar! See tab.