Writing assignment 7 Dec 5, 2020

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Unit 7: Writing Assignment Department of Education, Belhaven University EDU-501 Dr. Harris December 5, 2020
Diagnostic Assessment Standard Common Core) : Math 7.NS.A.1 ● Describe situations in which opposite quantities combine to make zero. ● 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. ● 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. ● Apply properties of operations as strategies to add and subtract rational numbers. Directions: Read the following questions. Circle the best answer. Be sure to show all required work in space. Evaluate. Show work 1. -5+(-4)= 2. 12+(-25)= A. 13 B. -13 C. 37 D. -3 3. -2-(-7)= 4. Enter the value of the exponential 5^0
5. 2.952+39.24 A. 42.192 B. 68.76 C. 6.876. D. 687.6 6. (-11)+(-11)= 7. 8-(-11)= 8. -5+(-13)+10-10= Solve for x. Show work. 9. 8=2x+4= 10. 5x-2+x=9+3x+10 11. 2x+3=9 12. 2(x+1)=10 13. 3x+4=9x+3 14. -24/4 15. -6-(-6)= Fill in the Blank: 16. If both integers are negative, then their sum is? 17. If a pizza cost $60, how much will 9 pizzas cost? 18. Order the following integers from least to greatest (-41, -51, -38, 50, 41, &13)
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SCORING SCORE Meaning 1 Incomplete 0-50% 2 Not there 50-59% 3 Emerging 60-69% 4 Proficient 70-79% 5 Advance 80-89% 6 Mastery 90-100% How will I plan to integrate the results of this plan into your instructional lessons within the unit? With the diagnostic assessment, data will be used to create centers. It will help determine the learner’s strength and weaknesses. It also helps with reteaching prerequisites in order for the learner’s mastery or grade level standard, he or she must have the building foundations of the prerequisites. I will build centers for all different learners and learning levels for grouping. One center will be for prerequisite for 7.NS.1 which consist of using a number line to understand positive and negative on how they are added and subtracted. The second center will be adding and subtracting without a manipulative. The third center will be adding and subtracting rational numbers with absolute value. The fourth center will be where the learner will have to incorporate everything learned. Grouping will consist of learners who are strong in 3 out of 4 areas in the standard.
Formative Assessments Standard Common Core) : Math 7.NS.A.1 ● Describe situations in which opposite quantities combine to make zero. ● 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. ● 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. ● Apply properties of operations as strategies to add and subtract rational numbers. Directions: Read the following questions. Circle the best answer. Be sure to show all required work in space. 1. 4 pairs of shoes cost $80. What is the cost of 7 pairs of shoes? A. $145 B. $150 C. $140 D. $180 2. 2.952+39.24= A. 42.192 B. 68.76 C. 36.288
D. 42.76 3. 6/3÷2/4= A. 24/6 B. 1 C. 4 D. 12/12 4. Last year the boys Quitman basketball team had 8 nineth graders and 7 tenth graders, what was the ratio of tenth graders to nineth graders? A. 8:7 B. 10:9 C. 7:8 D. 9:10 Bonus: What is a Reciprocal? Write in your own words. What is the reciprocal of 4/2
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Positive and Negative Integers: Card Game
Assessment: Teacher will observe students while playing the game and assist students that needs help. Students will write in their math journals. They will make up their own rules to the game. Matching Match the correct answer by placing the number by the correct definition _____Positive Number 1. A whole number; a number that is not a fraction. ______Integer 2. A number greater than zero _______ Reciprocal 3. A number less than zero _______Negative Number 4. switching the numerator(top number) and the denominator(bottom number) ______Quanitity 5. An amount; a number or expression having value
Non-Graded Formative Assessment Let’s talk Math Students and Teachers will have a class discussion about the skills of math that have been taken place. They will discuss where these typical math skills can be taken place in the real world
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Bell Ringer Create a number line.
Make your study guide Write mathematical procedures Write important definitions Write down formula needed Summarize concepts and procedures
Teacher Copy with Key 1. 4 pairs of shoes cost $80. What is the cost of 7 pairs of shoes? A. $145 B. $150 C. $140 D. $180 4 pairs of shoes = $80 80÷4= $20, 7x$20= $140 2. 2.952+39.24= A. 42.192 B. 68.76 C. 36.288 D. 42.76 Write down numbers with decimal points lined up before adding. 3. 6/3÷2/4= A. 24/6 B. 1 C. 4 D. 12/12
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Dividing by a fraction is the same as multiplying by the reciprocal of the fraction. Bonus: Reciprocal of a fraction is switching the numerator(top number) and the denominator(bottom number ) 2/4 6/2 ÷ 2/4 = 6/3 ÷ 4/2 =4/2 =24/6 = 4 4. Last year the boys Quitman basketball team had 8 nineth graders and 7 tenth graders, what was the ratio of tenth graders to nineth graders? A. 8:7 B. 10:9 C. 7:8 D. 9:10 A ratio indicates how many times one number contains another. Test total : 110 points Questions : 25 points each ( Work must be shown for the required problems 1,2, &3 to get all 25 points) Bonus: 10 points Positive and Negative Integer: Card game This card game helped me with adding and subtracting positive and negative integers. Matching Match the correct answer by placing the number by the correct definition _ _2 ___Positive Number 1. A whole number; a number that is not a fraction.
___ _1 __Integer 2. A number greater than zero ___ _4 ___ Reciprocal 3. A number less than zero __ _3 ____Negative Number 4. switching the numerator(top number) and the denominator(bottom number) __ _5 ___Quanitity 5. An amount; a number or expression having value Let’s talk Math Students and Teachers will have a class discussion about the skills of math that have been taken place. They will discuss where these typical math skills can be taken place in the real world. How can a number line be used in the real world The road can be used as a number line when we are driving. Our gps tells us how far apart our next turn will be. A thermometer is also a number line we use in everyday life Bell Ringer Create a number line. -10----------0----------10
Formative Scoring SCORE Meaning 1 Incomplete 0-50% 2 Not there 50-59% 3 Emerging 60-69% 4 Proficient 70-79% 5 Advance 80-89% 6 Mastery 90-100% Future instructions from results I will gather information by the scores of the formative assessment. Once information is gathered I will gather problem areas. I will group my students in areas where help is needed. Sometimes students tend to learn from other students. I will allow students to elaborate on the areas they are having trouble with. Also allow them to express on what I could do better to help them master the procedures.
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Summative Assessment Evaluate. Show work 19. -5+(-4)= 20. 12+(-25)= E. 13 F. -13 G. 37 H. -3 21. -2-(-7)= 22. Enter the value of the exponential 5^0 23. 2.952+39.24 E. 42.192 F. 68.76 G. 6.876. H. 687.6 24. (-11)+(-11)= 25. 8-(-11)= 26. -5+(-13)+10-10=
Solve for x. Show work. 27. 8=2x+4= 28. 5x-2+x=9+3x+10 29. 2x+3=9 30. 2(x+1)=10 31. 3x+4=9x+3 32. -24/4 33. -6-(-6)= Fill in the Blank: 34. If both integers are negative, then their sum is? 35. If a pizza cost $60, how much will 9 pizzas cost? 36. Order the following integers from least to greatest (-41, -51, -38, 50, 41, &13)
Teacher Copy Evaluate. Show work 1. -5+(-4)=- 9 2. 12+(-25)= A. 13 B. -13 x C. 37 D. -3 3. -2-(-7)= -5 4. Enter the value of the exponential 5^0= 1 5. 2.952+39.24 A. 42.192 x B. 68.76 C. 6.876. D. 687.6
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6. (-11)+(-11)= -22 7. 8-(-11)= -19 8. -5+(-13)+10-10= 1 Solve for x. Show work. 9. 8=2x+4= x=2 10. 5x-2+x=9+3x+10 = x=1 11. 2x+3=9 x=1 12. 2(x+1)=10 x=4 13. 3x+4=9x+3 x=1/6 14. -24/4= -6 15. -6-(-6)= 0 Fill in the Blank: 16. If both integers are negative, then their sum is? Always negative 17. If a pizza cost $60, how much will 9 pizzas cost? $108 18. Order the following integers from least to greatest (-41, -51, -38, 50, 41, &13) -51, -41, -38, 13, 41, 50 Levels 1 Questions: 1, 2, 3, 5, 6, 7, &16 Level 2 Questions: 4, 8, 9, 10, 17, &18
Level 3 Questions: 11, 12, 13, 14, &15 Teacher Planning: Performance Task Your Name: Karichshia Hopson Task Name : Balancing a weekly allowance (7.NS.A.1) Grade : 7 th grade Subject and Topic : Math/Number Lines and Integers Task Description : TLW be given a weekly allowance of $10 with the ability to go over this amount, but the following week will be reduced. TLW record his or her spending on the number line on a weekly basis. Standards Assessed (Common Core) : Math 7.NS.A.1 ● Describe situations in which opposite quantities combine to make zero. ● 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. ● 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. ● Apply properties of operations as strategies to add and subtract rational numbers.
Additional Materials Needed : Number line ( https://pin.it/5w8GuGs ), Adding and Subtracting Number line online ( http://plaza.ufl.edu/youngdj/applets/numberline.html ), and spending cards. Primary Text: In the Football Model, it discusses good and bad plays in a football game ( https://nrich.maths.org/5947 ). Performance Task Description : TLW will be given spending cards to use weekly to calculate his or her allowance for a month, and TLW record and analyze the data using the number line. GRASPS: Goal: The goal is for the students to be able to solve problems using integers on a number line. Role : Keep up with spending habits Audience : Parents and Teacher Situation : TLW be given a weekly allowance of $10 with the ability to go over this amount, but the following week will be reduced. TLW record his or her spending on the number line on a weekly basis. Product of Performace : TLW will be given spending cards to use weekly to calculate his or her allowance for a month, and TLW record and analyze the data using the number line Standard for Success:
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Student Copy Name_________________________________________Date____________________________ Performance Task: Spending Cards $1.00 Apple Music $1.00 Flaming Hot Cheetos $1.00 Sports Drink $7.00 Admission in Basketball Game $3.00 Candy from vending machine $4.00 Phone case from Amazon $2.00 Let friend borrow $5.00 Airpod Case from Ebay Part I: The learner will randomly draw three spending cards to record data on the number lines below for a month (4 weeks). Week 1 |-------------------------------------------------------------------------------------------------------------------|
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Week 2 |-------------------------------------------------------------------------------------------------------------------| Week 3 |-------------------------------------------------------------------------------------------------------------------| Week 4 |-------------------------------------------------------------------------------------------------------------------| Part II: The learner will discuss spending trends and how it affected his or her spending habits for the next week. Week 1 Week 2 Week 3 Week 4 Part III: The learner will discuss how to use a number line to solve problems. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________________________________________________
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Scoring Rubric : (one or two criteria) Accomplished 3 Developing 2 Beginning 1 The student thoroughly communicates and constructs a complete response. ● A logical approach based on a conjecture or stated assumptions. ● Complete suggested steps. The student communicates and construct a complete response based on referents prompt or constructed by the student as diagrams that are connected to a written method, number lines diagrams or coordinate plane The student shows no work.
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UNPACKING THE STANDARDS
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CCSS Standard: __7 th grade Math__7.NS.A.1_________ OR STATE Standard: _____________ 7.NS.A.1 : Apply and extend previous understanding of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical line diagram . Prerequisite Skills 1. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. 2. Understand a rational number as a point on the number line. 3. Position integers and other rational numbers on a horizontal or vertical number line diagrams. 4. Find integers and other rational numbers on a horizontal or vertical number line diagram. Key Terms (vocabulary) Definition Student-friendly language Distance Additive Intergers A measurement of how far through space Having the property that the function of the union or sum of two quantities is equal to the sum of the functional values of each quantity; linear Is colloquially defined as a number that can How long is an object Two numbers being added together(ex.2+2=4)
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be written without a fractional component Key Verbs (skills) Definition Student-friendly language Add Subtract To bring two or more numbers together to make a total Take away from a group or a number of things What numbers equal when having plus sign To make less “ I Can” statements in student-friendly language I can add, subtract other rational numbers (fractions and decimals). I can recognize equivalent and numerical expressions using the properties of operation I can describe situations in which opposite quantities to make I can subtract integers using distance on a horizontal/ vertical line Essential Questions How can a negative symbol be written in a fraction How do you multiply and divide rational numbers How do you apply properties to solve rational numbers problems Test Blueprint
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unwrapped standard: Verb Noun DOK level Describe 2 Situations in which opposite quantities combine to make 0   Understand 2 The concept of additive  1 Use 2 Additive inverse, number line diagram and manipulatives, to make 0. 2 Add/Subtract 2 Add integers using distance on a horizontal/vertical number line.  1 Subtract integers using distance on a horizontal/vertical number line.   1 Add/subtract other rational numbers (fractions and decimals) Add/subtract rational numbers using the properties of operations. Create 2 Equivalent numerical expressions using the properties of 1
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Recognize Structure to function 1 Equivalent numerical expressions using the properties of  operations.   Items not in bold will be taught within the unit and assessed through formative measures.  I only need to formally (summatively) assess the items in bold (not counting my last item, which was identified as being an introductory competency. Competenc y DOK 1 DOK 2 DOK 3   5 2   20 2   5 2 Reference Mississippi College- and Career-Readiness Standards. (n.d).
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https://www.mdek12.org/OAE/college-and-career-readiness-standars Mississippi College- and Career-Readiness Standards. (n.d.). https://www.mdek12.org/OAE/college-and-career-readiness-standards math is fun . (n.d.). Math Is Fun. Retrieved November 21, 2020, from https://www.mathisfun.com/basic-math
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