You are on page 1of 3

# Chere D.

Smith
EDCI 605
Topic 3
Summative Assessment Planning Template
1.

## Purpose: To solve problems using two linear equations with two

variables and interpret meanings of algebraic expressions.
2. Target audience: Algebra 1 students
3. Content standard(s) and benchmark(s):
Concepts and skills students master: from the Standards for Mathematical
Practice:
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique others reasoning.
4. Model with mathematics.

## B. Evidence Outcomes from CCSS

Students can:
ACED2: Create equations in two or more variables to represent relationships
between quantities
AREI6: Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variables.
4. Achievement target(s): Students must create a mathematical model to
find the solution to the system of equations and interpret the meaning of
the solution in context of the problem.
5. Assessment method(s): Performance and Short Response Assessment.
6. Resources:
Office of Standards and Instructional Support (SIS), Colorado Department of
Education http://www.cde.state.co.us/sites/default/files/documents/comath/documents/math
_practices.pdf
Common Core State Standards Initiative http://www.corestandards.org/Math/Content/HSA/CED/
http://www.corestandards.org/Math/Content/HSA/REI/
o Students will sit in assigned testing seat. (Chart is display on the front board)
o Students will clear off desk except for pen/pencil
o Pass out the assessment to students, there will be two versions of the exam (labeled
Version A and Version B and possibly on different color paper)
o Students will have 45 minutes to complete the assessment

## o If a student finishes early they may read or sit quietly

o Students will review the assessments with the teacher in two groups, depending on the
version they completed.
o If time, students will practice using the rubric by scoring the other versions, without
names on them, to see the differences between 4,3,2,1 answers.
The Summative Assessment
Version A: Fantastic 4
1. You are the ticket agent at Harkins Movie Theater and your manager wants to know the
number of adults and children who came to the opening of Fantastic 4. Harkins charges \$8 for
each adult ticket and \$4 for each child ticket. At the midnight showing of Fantastic 4, 200
tickets were sold, and a total of \$1304 was collected.
Create a mathematical model and use the model to determine the number of adults and the
number of children who saw Fantastic 4.
Version B: Pepsi Center
1. The food director at Pepsi Center wants to know how many hot dogs and drinks were sold at
last nights Kevin Hart show. A total of 2200 people attended the comedy show and \$5050 was
collected at the concessions. The price for a drink was \$1.50 hot dogs sold for \$4.00.
Create a mathematical model and use the model to determine the number of hot dogs and
drinks that were sold last night.
Scoring Criteria
Points
Response

4
3
2
1
Thisresponsedemonstrates
Theresponse
Theresponse
Theresponseshows
mathematicalthinkingbeyond
demonstratesa
demonstratesan
littleknowledgeof
whatisnecessarytosolvethe
complete
incomplete
theconceptsrequired
problem.
understandingofthe
understandingofthe
Theresponseshowsinsightsor
Theremaybefragments
computationalerrors Theresponseindicatesa
generalizationsbeyondbeing
ofappropriate
mayexistbutdonot
completeandthorough.
generallyappropriate
material,howeverthe
interferewiththe
strategy,howeverthe
strategyis
Theworkshowndemonstratesthe
understandingofthe
studentdidnot
incoherent.
logicandstrategiesused,and
mathematicsinthe
followthestrategy Theresponseindicates
thecomputationsaredone
correctly.
thatsignificant
Thesupportingwork
majorcomputational
demonstratesthe
errors,didnotshow
isnecessaryto
logicandstrategies
enoughworkto
used,andthe
supporttheresponse,
successfully.
explanations
and/ordidnotpresent
communicatethis
asufficient
understanding
explanation.
effectively.
Theworkrevealsthat
instructionis
necessaryto
successfully.
Information
variables(e.g.,a=thenumberof
theuseofvariablesto
theuseofvariablesto
starttheproblem.

representthesituation,
amathematicalmodel,
Acorrectsystemofequationsor
andasolutiontothe
othercorrectmathematical
model.
model,includingtableorgraph.
errormayexistorlack
and74childrenattendedthe
ofprecisioninthe
movie.
definitionorsolution
mayexist.
VerB:Aprecisedefinitionofthe
variables(e.g.,a=thenumberof