Assessments
In the 6th grade, students build conceptual understanding of and procedural proficiency with ratios, rates, rational numbers, operations with an emphasis on division, and expressions/equations applying this knowledge to solve real world & mathematical problems including geometry and statistics.
Essential Standard Claim 1 Proficiency Scales
Can be used to inform standard-based grading
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 6th Grade (optional)
DECM: Decimals (all)
FRAC: #5, 12, 20, 23, 27, 29 32, 34 INTG: Integers Non-Negative (all) GEOM: #11, 26
MDTP Preparedness for 7th Grade (optional)
INTG: Integers (all) DECM: (all) FRAC: (all)
GEOM: #11, 17, 25, 36
Formative and/or Summative Assessments,
Reengagement & Reassessment
Geometry Focused Interim Assessment Block: Skip questions related to area, surface area & volume or use them as a pre-assessment for Unit 3. Consider giving instead of chapter tests or quizzes.
Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.
Geometry Focused Interim Assessment Block (FIAB) Reengagement Day: Do instead of a review day before the 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.
Rational # System Focused Interim Assessment Block: Skip questions related to area, surface area & volume or use them as a pre-assessment for Unit 3. Consider giving instead of chapter tests or quizzes.
Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.
Rational # Focused Interim Assessment Block (FIAB) Reengagement Day: Do instead of a review day before the 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.
There are no Interim Assessment Blocks for this unit.
Consider giving a Focused Interim Assessment Block.
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
6.NS.7b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 ̊C > –7 ̊C to express the fact that –3 ̊C is warmer than–7 ̊C.
6.NS.7c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.
6.NS.7d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.
6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Embed your assessments into you custom Clarity Calendar! See tab.