Purpose
and Learning Outcomes
Purpose
The purpose of this assessment plan is to confirm
the knowledge of the symbols equal to, greater than, and less than. The assessment will also identify the skill
of the student to be able to perform application of using the correct
signs. The assessment is meant to confirm
the learning of the skills to understand greater than, less than, and equal to
symbols and meaning.
Learning
Outcomes
- Given possible symbols, the student will correctly identify the symbol that will make the statement true.
- Given word problems, the student will translate this word problem into a statement using symbols correctly.
- Given no examples, the student will write the correct symbols to make the statement true.
- Given possible answers, the student will decide what answer best fits the statement accurately.
- Given only the knowledge of the student, the student will generate unique statements without assistance incorporating multiple signs.
Assessment
Context
The assessment will contain 10 questions of each
type in various forms from the five learning objectives. Below is a sample covering all objectives.
1) Using
the data given, select the most appropriate sign that would make the statement
true.
40 > 15 < 25 ___
40
a) <
b) >
c) ≤
d) ≥
2) Seth
started with five pencils but lost some over time. How many pencils does he have?
a) Pencils
< 5
b) Pencils
≥ 5
c) Pencils
≤ 5
d) Pencils
> 5
3) Samuel
has a 12 pack of soda and gave some to his classmates. Fill in the appropriate symbol.
Soda __12
4) Fill
in the symbols to make the statement true.
15 __ 12 __ 17 __ 19
5) Fill
out a number that would make the statement correct.
__ < __ < 19 > __
6) Fill
in the statement below to make it true based off the following information.
Candy has four skittles
and Kayla has 10 skittles but they may have given some to Coleman. Between the two, how many do they have left?
Skittles __ __
7) Translate
and solve. Use the symbols you have
learned in this chapter. Marc purchased 10
burritos and gave some to Andrew. Marc
has how many burritos left?
8) Translate. Use the symbols you have learned in this
chapter. Fifteen is less than twenty is
greater than seventeen.
9) Create
your own statement. Use both
< and > with a run of three or more.
______ ___ ______ ___ ______ ___ ______ (Example)
10) Write
a hypothetical situation where you can apply the concepts of greater than, less
than, and equal to. Write the word
problem and translate this. Your answer
must be unique.
Holistic
Rubric
|
|
Not at All
1
|
Limited
2
|
Good
3
|
Very Good
4
|
Excellent
5
|
Total
|
|
Identify
|
The student does not identify the
correct symbols.
|
The student understands little of the
problems on identifying the correct symbols.
|
The student understands some of the
problems on identifying the correct symbols.
|
The student understands most of the
problems on identifying the correct symbols.
|
The student clearly understands how to
identify the appropriate symbols with high accuracy.
|
|
|
Translation
|
The student is unable to translate
into symbols.
|
The student can translate little
problems into symbols.
|
The student can translate some
problems into symbols.
|
The student can translate most problems
into symbols.
|
The student can translate all problems
into symbols.
|
|
|
Application
|
The student is unable to apply the
concepts of less than, greater than, and equal to.
|
The student is able to do little
application of the concepts of less than, greater than, and equal to.
|
The student is able to do some of the
application of the concepts of less than, greater than, and equal to.
|
The student is able to do most of the
application of the concepts of less than, greater than, and equal to.
|
The student is able to do all of the
application of the concepts of less than, greater than, and equal to.
|
|
|
Decision Making
|
The student is unable to decide which
answer symbol creates a true statement.
|
The student shows little skill in
being able to decide which answer symbol creates a true statement.
|
The student is able to somewhat decide
which answer symbol creates a true statement.
|
The student is able to mostly decide
which answer symbol creates a true statement.
|
The student is able to decide which
answer symbol creates a true statement with complete accuracy.
|
|
|
Generation
|
The student is unable to generate
their own unique statements.
|
The student has little ability to
generate their own unique statements.
|
The student has some ability to
generate their own statements.
|
The student shows the ability to
generate their own statements in most situations.
|
The student shows the ability to
generate their own statements in all situations.
|
|
|
Total
|
|
|
|
|
|
|
Grading
The student will have successfully mastered the
assessment showing their skill and knowledge of the topic based off the
following scale. Passing is a letter
grade C or better:
|
Letter
Grade
|
Range
|
|
A
|
23-25
points
|
|
B
|
20-22
points
|
|
C
|
18-19
points
|
|
D
|
16-17
points
|
|
F
|
15
and under points
|
Testing
Constraints
The assessment itself will contain 50 questions and
be divided into the appropriate sections to best evaluate the student
performance in each section. Some
sections will require more time than others.
The assessment will be split into three days with the first two
objectives on day 1, the next two objectives in day 2, and the last objective
in day 3 which is in order of difficulty.
Students will only have a pencil and the exam. No calculators or outside material can be present
including cell phones. Any remaining
time in class after the assessment will be used to review the material for the
current assessment or answer any questions the students have in regards to the material.
