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    Formative Unit1 G6 2022-23

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    Ainee
    This document outlines an assessment for a 6th grade mathematics unit on numerical and abstract reasoning involving numbers. It describes the assessment criteria focusing on knowledge and understanding of mathematical concepts, communicating mathematical thinking, and applying mathematics to real-life contexts. The assessment also includes 11 questions testing various skills like operations with numbers in different bases, order of operations, divisibility tests, factorizing, and problem solving applications.

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    Formative Unit1 G6 2022-23

    Uploaded by

    Ainee
    111 views4 pages
    This document outlines an assessment for a 6th grade mathematics unit on numerical and abstract reasoning involving numbers. It describes the assessment criteria focusing on knowledge and understanding of mathematical concepts, communicating mathematical thinking, and applying mathematics to real-life contexts. The assessment also includes 11 questions testing various skills like operations with numbers in different bases, order of operations, divisibility tests, factorizing, and problem solving applications.

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    This document outlines an assessment for a 6th grade mathematics unit on numerical and abstract reasoning involving numbers. It describes the assessment criteria focusing on knowledge and understanding of mathematical concepts, communicating mathematical thinking, and applying mathematics to real-life contexts. The assessment also includes 11 questions testing various skills like operations with numbers in different bases, order of operations, divisibility tests, factorizing, and problem solving applications.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    111 views4 pages

    Formative Unit1 G6 2022-23

    Uploaded by

    Ainee
    This document outlines an assessment for a 6th grade mathematics unit on numerical and abstract reasoning involving numbers. It describes the assessment criteria focusing on knowledge and understanding of mathematical concepts, communicating mathematical thinking, and applying mathematics to real-life contexts. The assessment also includes 11 questions testing various skills like operations with numbers in different bases, order of operations, divisibility tests, factorizing, and problem solving applications.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4
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    The key takeaways from the document are that this exam is assessing students' understanding of numbers and number systems through various criteria including knowledge and understanding, communicating mathematical concepts, and applying mathematics to real-life situations.

    The assessment criteria being evaluated in this exam are Criteria A (Knowledge and Understanding), Criteria C (Communicating), and Criteria D (Applying mathematics in real-life contexts).

    Question 1 is testing the concept of prime factorization by asking students to find the square root of 11025 using prime factorization.

    Formative Assessment- Grade 6

    MYP Mathematics- Year 1


    Unit 1: Numerical and Abstract Reasoning- Numbers

    So far in this Unit, you have explored numbers and number systems. You have moved
    between different forms of numbers and representations. In this assessment, you will show
    your understanding of the concepts of systems, forms and representations.
    You will be a communicator by using the correct mathematical notations to show your
    thinking.
    You will be a disciplinary thinker and use your critical thinking skills to uses strategies to
    investigate and question your current knowledge, approach the problem and
    , interpret information, while communicating strategies and conclusions.

    Assessment Criteria:
    You will be Assessed on Cr A- Knowledge and Understanding
    Cr C- Communicating
    Cr D- Real Life Application

    Criteria A: Knowledge and Understanding

    Achievement level  Level descriptor

    0 The student does not reach a standard described by any of the descriptors below

    1-2 The student is able to:


     i. Select appropriate mathematics when solving simple problems in familiar situations 
    ii. Apply the selected mathematics successfully when solving these problems
     iii. Generally solve these problems correctly in a variety of contexts

    3-4 The student is able to:


     i. Select appropriate mathematics when solving more complex problems in familiar situations
     ii. Apply the selected mathematics successfully when solving these problems 
    iii. Generally solve these problems correctly in a variety of contexts.

    5-6 The student is able to:


     i. Select appropriate mathematics when solving challenging problems in familiar situations
     ii. Apply the selected mathematics successfully when solving these problems 
    iii. Generally solve these problems correctly in a variety of contexts.

    7-8 The student is able to: 


    i. Select appropriate mathematics when solving challenging problems in both familiar and
    unfamiliar situations
     ii. Apply the selected mathematics successfully when solving these problems 
    iii. Generally solve these problems correctly in a variety of contexts
    Criterion C: Communicating Maximum: 8 
    Achievement Level descriptor
    level

    0 The student does not reach a standard described by any of the descriptors below

    1-2 The student is able to:


     i. Use limited mathematical language
     ii. Use limited forms of mathematical representation to present information
     iii. Communicate through lines of reasoning that are difficult to understand 

    3-4 The student is able to:


     i. Use some appropriate mathematical language 
    ii. Use appropriate forms of mathematical representation to present information adequately
     iii. Communicate through lines of reasoning that are able to be understood, although these
    are not always coherent
    Iv. Adequately organize information using a logical structure

    5-6 The student is able to:


     i. Usually use appropriate mathematical language 
    ii. Usually use appropriate forms of mathematical representation to present information
    correctly
     iii. Communicate through lines of reasoning that are usually coherent
     iv. Present work that is usually organized using a logical structure.

    7-8 The student is able to:


     i. Consistently use appropriate mathematical language 
    ii. Consistently use appropriate forms of mathematical representation to present
    information correctly 
    iii. Communicate clearly through coherent lines of reasoning 
    iv. Present work that is consistently organized using a logical structure.

    Criterion D: Applying mathematics in real-life contexts

    Achievement Level descriptor


    level

    0 The student does not reach a standard described by any of the descriptors below.

    1-2 The student is able to: 


    i. Identify some of the elements of the authentic real-life situation
     ii. Apply mathematical strategies to find a solution to the authentic real-life situation, with
    limited success. 

    3-4 The student is able to:


     i. Identify the relevant elements of the authentic real-life situation
     ii. Apply mathematical strategies to reach a solution to the authentic real-life situation
     iii. State, but not always correctly, whether the solution makes sense in the context of the
    authentic real-life situation

    5-6 The student is able to:


     i. Identify the relevant elements of the authentic real-life situation 
    ii. Select adequate mathematical strategies to model the authentic real-life situation 
    iii. Apply the selected mathematical strategies to reach a valid solution to the authentic real-
    life situation 
    iv. Describe the degree of accuracy of the solution 
    v. State correctly whether the solution makes sense in the context of the authentic real-life
    situation. 

    7-8 The student is able to:


     i. Identify the relevant elements of the authentic real-life situation 
    ii. Select adequate mathematical strategies to model the authentic real-life situation 
    iii. Apply the selected mathematical strategies to reach a correct solution to the authentic real-
    life situation 
    iv. Explain the degree of accuracy of the solution 
    v. Describe correctly whether the solution makes sense in the context of  the authentic real-life
    situation

    Note: Please use the ruled sheets provided to show your answers (with steps and working)
    Attach the question paper (task sheet) to the answer sheet.
    Question 1 to Question 9 are based on Criteria A and C
    Question 10 and Question 11 are Based on criteria C and D

    Question 1:
    Using Prime Factorization, find the square root of 11025.

    Question 2:
    Write ( 3 ×100 0 ) + ( 5 ×100 )+(9 ×1)+ ( 7 ×0.1 ) +(8 ×0.001) as a number
    Question 3:
    Is 2,512, 617 divisible by 3. Use a suitable divisibility test to find out.
    Question 4:
    Find the HCF of this pair: 468 and 324, using a method of your choice
    Question 5:
    Find the LCM of this pair: 108 and 360, using a method of your choice.
    Question 6:
    Evaluate: √2 121+ √3 8
    Question 7: Convert (3 12 50)60 to a base-10 number
    Question 8:
    Find the product of the square root of 0.49 and 0.0049
    Question 9:
    Convert (6125)10 to base 60.
    Question 10:
    Veronica is making emergency preparedness kits to share with friends. She has 20 bottles of
    water and 12 cans of food, which she would like to distribute equally among the kits, with
    nothing left over. What is the maximum number of kits Veronica can make?

    Question 11:
    At a display booth at an amusement park, every visitor gets a gift bag. Some of the bags have
    items in them as shown in the table given below. How often will a bag contain all three
    items?
    Items in the Gift bag

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