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# Assessment

Pre

Post

Criteria: A & D
Summative Due Date: Friday 12/5/14

## Learning Targets (Standards: NS 1)

I can simplify fractions.
I can convert between mixed numbers and
improper fractions.
I can add and subtract fractions.
I can multiply fractions.
I can divide fractions and explain why my method
makes sense.
I can solve word problems with dividing fractions.
I can use visuals to represent dividing fractions.
I can use equations to represent dividing fractions.
I can estimate effectively.
I can round appropriately.
I can explain my answers to the inquiry questions
below:

Inquiry Questions:
Factual: How do we solve problems involving operations with
fractions?
Conceptual: How do we visually represent operations with
fractions?
Debatable: If there is only 1 right answer, is there only 1 right
process to get there?

Unit 3

## Statement of We can use creative expression to model

quantities in a variety of forms.
Inquiry
Global
Personal & Cultural Expression
Context

Word

Definition

Benchmark

compare things.

Convert

## To change from one form to another.

Denominator
Difference
Extend
Improper fraction

## The number on the bottom of a fraction.

The result of a subtraction problem.
To take what we know and apply it to
something new.
A fraction where the numerator is bigger
than the denominator.

Mixed Number

Numerator

Product
Proper fraction
Quotient

## The result of a multiplication problem.

A fraction where the numerator is smaller
than the denominator.
The result of a division problem.

Reciprocal

## The inverse of a fraction.

*A fraction times its reciprocal =1

Reduce/ Simplify

Simplest Form
Sum

## The easiest way to express something.

The result of an addition problem.

IB Criteria D:
Applying Mathematics in Real-Life Contexts

7-8

5-6

3-4

1-2

## You are able to:

Identify the relevant elements of the real-life situation.
Select adequate math strategies to model the situation.
Apply math strategies to reach a correct solution.
Explain the degree of accuracy of your solution
context of the situation.
You are able to:
Identify the relevant elements of the real-life situation.
Select adequate math strategies to model the situation.
Apply math strategies to reach a valid solution.
Describe the degree of accuracy of your solution
context of the situation.
You are able to:
Identify the relevant elements of the real-life situation.
Apply math strategies to reach a solution
makes sense in the context of the situation.
You are able to:
Identify some parts of the real-life situation
Apply math strategies to find a solution, but with limited
success
You did not reach any standard described above.

## In this unit, that means

Relevant Elements:
In word problems/graphs pulling out
information needed to solve problem &
ignoring the not-needed info
Model:
Visual includes a part to whole
Visual has both parts of operation (what is
being +-x/)
Solution is easy to find in visual
Explanation or key is included
Solutions:
Valid (5-6): you have an OK answer
o a fraction not in simplest form
o an improper fraction or mixed number
when it shouldve been the other
Correct (7-8): you have the best answer as a
simplified fraction
Degree of Accuracy:
Explained(7-8): You told, with detail, why
was accurate
makes sense and gave some proof
Stated(3-6): you said it makes sense but
have NO PROOF

7-8

5-6

3-4

1-2

## You are able to:

Select appropriate math when solving challenging
problems in familiar and unfamiliar situations.
Apply the math successfully
Generally solve these correctly
You are able to:
Select appropriate math when solving challenging
problems in familiar situations.
Apply the math successfully
Generally solve these correctly
You are able to:
Select appropriate math when solving more
complex problems in familiar situations.
Apply the math successfully (with minimal
guidance)
Generally solve these correctly (with minimal
guidance)
You are able to:
Select appropriate math when solving simple
problems in familiar situations.
Apply the math successfully (with guidance)
Generally solve these correctly (with guidance)
You did not reach any standard described above.

## In this unit, that means

Appropriate Math to Solve Problems:
Knowing what operation to use
o All levels require you to use it correctly
Familiar = problems youve seen and
practiced before
Unfamiliar= problems youve not seen or
practiced
Challenging Familiar & Unfamiliar (5-8) =
o Mixed numbers
o Improper fractions
o Ugly numbers
Familiar More complex (3-4)=
o Not-common denom.
o 2 digit num. & denom.
Simple Familiar (1-2) =
o Common denominators
o Smaller numbers in numerator &
denom.
With guidance (1-2): parent or teacher helped you
With minimal guidance (3-4): You got a small
amount of help