Objectives and Multiple Choice Questions

Link for Multiple Choice Exam: ​Hagood MC FRIT 7236

GA Standard of Excellence:
MGSE6.RP.1: ​Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities.

Learning Objective 1: ​The student can explain and write ratios to represent the
relationship between two values to compare a part-to-whole and part-to-part.
Level and Type for both problems (1C): ​Students are required to recall and understand
procedural knowledge.

1. Elena has a bracelet made up of 3 red, 5 yellow, and 24 green beads. What is the
ratio of yellow beads to beads that are NOT yellow?
a. 5:3
b. 5:24
c. 5:27
d. 5:32

2. A cake recipe uses 2 cups of sugar and 5 cups of flour. Which statement is true?
a. The ratio of sugar to flour is 2 to 7.
b. The ratio of sugar to flour is 5:7.
c. For every 2 cups of sugar, there are 3 cups of flour.
d. For every 7 cups of the total mixture, there are 2 cups of sugar.

Learning Objective 2: ​The student can identify and use equivalent ratios to solve
real-world problems.
Level and Type( 1C): ​Students are required to recall and understand procedural
knowledge.

3. Given that 16 cupcakes cost $48, which of these are equivalent ratios of the
number of cupcakes to cost in dollars? Choose all that apply.
a. 16:48
b. 48:16
c. 3:1
d. 1:3

Assessment Plan

Improving Item Reliability

The reliability of an assessment item, as defined by Brookhart and Nitko, is “the degree
to which students’ results remain consistent over replications of the assessment
procedure” (2019, p. 66). Students will be assessed on content material multiple times
throughout the school year through formative assessments, unit exams, and semester
exams. Performance on standards will be tracked throughout the year to ensure test
items are reliable, and students’ mastery and retention of content.

Improving Item Validity

The validity of an assessment item, as defined by Brookhart and Nitko is, “the
soundness of your interpretations and uses of students’ assessment results” (2019, p.
37). To ensure the validity of assessment questions, test items will be compared to
resources provided through the Georgia Department of Education’s framework tasks,
the Georgia Performance Standards, HMH textbooks, and other additional resources.
These comparisons will make sure that test items are relevant and cover the content
required.

Differentiation of Instruction
“Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of the students” (Brookhart & Nitko, 2019, p.
127). Accommodations and modifications are easily achievable with multiple-choice
questions to help differentiate instruction to meet students’ needs. Some strategies
would include question read-aloud, visual representations added to questions, and
reduced wording and answer choices. During instruction, students will also be grouped
according to data based on common misconceptions and overall performance.

Improving Student Learning

Student learning is improved through effective instruction and feedback. Effective
instruction consists of appropriately differentiated instruction based on student
performance data that helps address the students’ needs. To determine the students’
performance and needs, formative and summative assessments will be given regularly
throughout the unit to monitor student progress and understanding. The data from
assessments will allow the teacher to group students together to have targeted small
group instruction focused on similar individual needs. Timely and informative feedback
should be provided back to students from these assessments to address any
misconceptions and let students know what mistakes were made and what to work on.

Improving Future Assessments

Assessments frequently need to be reviewed to determine test questions’ reliability and
validity to match the continually changing state standards and expectations. To improve
my assessment, I will review student performance to determine if any questions are not
reliable or valid, as well as any poorly worded questions that need to be thrown out. I
will also reflect on any changes needed for instruction to make sure the material was
taught effectively to students.

Essay and Short-Answer Questions

GA Standard of Excellence:

S6E6.b Quality and supply of natural resources

Objectives Level and Type Short Answer Questions

Students will describe solar Understand What is a major reason solar energy
energy and how it is Conceptual is not used everywhere on a large
harnessed and used. Knowledge scale?

Students will list the Understand The chemicals released by burning

disadvantages of using Conceptual petroleum in car engines contribute
fossil fuels and explain the Knowledge to what local and global effects?
environmental impact
using fossil fuels has.

Students will list the Understand What are the different types of soil
different soil conservation Conceptual conservation methods?
methods. Knowledge

Objectives Level and Type Essay Questions

Students will explain the Understand Urbanization has significant effects

effects of erosion and
urbanization of land.
Conceptual on Earth’s land and water. Natural
Knowledge vegetation is removed in order to
make room for buildings, roads, and
parking lots. How does removing
vegetation affect the land?

Students will explain the Understand Can land be considered a natural

ways humans use land Conceptual resource? Explain your reasoning.
Knowledge

Students will explain the
conservation efforts people
make to improve water
quality.
Understand What are the different ways that
Conceptual urban populations can positively
Knowledge affect water quality? Provide at least
three different ways and explain
your reasoning.
 Assessment Plan

Improving Item Reliability

The reliability of an assessment item, as defined by Brookhart and Nitko, is “the degree
to which students’ results remain consistent over replications of the assessment
procedure” (2019, p. 66). Students will be assessed on content material multiple times
throughout the school year through formative assessments, unit exams, and semester
exams. Performance on standards will be tracked throughout the year to ensure test
items are reliable, and students’ mastery and retention of content. Rubrics will be used
to score answers to guarantee reliability and connection to the material.

Improving Item Validity

The validity of an assessment item, as defined by Brookhart and Nitko is, “the
soundness of your interpretations and uses of students’ assessment results” (2019, p.
37). To ensure the validity of assessment questions, test items will be compared to
resources provided through the Georgia Department of Education’s framework tasks,
the Georgia Performance Standards, HMH textbooks, and other additional resources.
These comparisons will make sure that test items are relevant and cover the content
required.

Differentiation of Instruction
“Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of the students” (Brookhart & Nitko, 2019, p.
127). Accommodations and modifications are easily achievable with short answer and
essay questions to help differentiate instruction to meet students’ needs. Some strategies
would include question read-aloud, visual representations added to questions, and
responses that can be verbal or visual designs to convey mastery of concept. During
instruction, students will also be grouped according to data based on common
misconceptions and overall performance.

Improving Student Learning

Student learning is improved through effective instruction and feedback. Effective
instruction consists of appropriately differentiated instruction based on student
performance data that helps address the students’ needs. To determine the students’
performance and conditions, formative and summative assessments will be given
regularly throughout the unit to monitor student progress and understanding. The data
from assessments will allow the teacher to group students together to have targeted
small group instruction focused on similar individual needs. Timely and informative
feedback should be provided back to students from these assessments to address any
misconceptions and let students know what mistakes were made and what to work on.

Improving Future Assessments

Assessments frequently need to be reviewed to determine test questions’ reliability and
validity to match the constantly changing state standards and expectations. To improve
my assessment, I will review student performance to determine if any questions are not
reliable or valid, as well as any poorly worded questions that need to be thrown out. I
will also reflect on any changes needed for instruction to make sure the material was
taught effectively to students.

Higher-Order Thinking Items

Learning Objective 1: ​The student can solve problems by graphing and identifying
polygons in the coordinate plane.
Level and Type for both problems (1C): ​Students are required to recall and understand
procedural knowledge.

1. Mercedes is designing a flower garden. The coordinate plane

shows the area where the garden will be planted, where one
grid square equals 1 square meter. She has 24 meters of
fencing to put around her garden. The garden can be any shape
as long as she uses all of the fencings to border around the
garden. Use the coordinate plane to show a possible design for
her flower garden. Name the coordinates of the corners of the
garden. Explain your reasoning.

2. Look at the figures shown below:

a. What do you notice about the first figure? Is it a polygon? If so, classify it.
 b. What do you notice about the second figure? Is it a polygon? If so, classify
it.
c. What do you notice about the third figure? Is it a polygon? If so, classify it.

Learning Objective 2: ​The student can apply the formula for the volume of a right
rectangular prism to solve various real-world problems.
Level and Type for both problems (1C): ​Students are required to recall and understand
procedural knowledge.

3.​ An Etsy jewelry company ships packages in large boxes. The jewelry box and the
shipping box are shown.

Shipping Box Jewelry Box

a. What is the volume of the shipping box?

b. What is the volume of the jewelry box?
c. How many jewelry boxes could you fit in the shipping box?
d. Describe one way you can arrange the jewelry boxes in the shipping box.

Assessment Plan

Improving Item Reliability

The reliability of an assessment item, as defined by Brookhart and Nitko, is “the degree
to which students’ results remain consistent over replications of the assessment
procedure” (2019, p. 66). Students will be assessed on content material multiple times
throughout the school year through formative assessments, unit exams, and semester
exams. Performance on standards will be tracked throughout the year to ensure test
items are reliable, and students’ mastery and retention of content. I will use rubrics to
score answers to ensure reliability, consistency, and connection to the material. The
rubrics will be shared with students to make sure students understand what is expected.
Improving Item Validity
The validity of an assessment item, as defined by Brookhart and Nitko is, “the
soundness of your interpretations and uses of students’ assessment results” (2019, p.
37). To ensure the validity of assessment questions, test items will be compared to
resources provided through the Georgia Department of Education’s framework tasks,
the Georgia Performance Standards, HMH textbooks, and other additional resources.
These comparisons will make sure that test items are relevant and cover the content
required.

Differentiation of Instruction
“Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of the students” (Brookhart & Nitko, 2019, p.
127). Accommodations and modifications are easily achievable with short answer and
essay questions to help differentiate instruction to meet students’ needs. Some strategies
would include question read-aloud, visual representations added to questions, and
responses that can be verbal or visual designs to convey mastery of the concept. During
instruction, students will also be grouped according to data based on common
misconceptions and overall performance.

Improving Student Learning

Student learning is improved through effective instruction and feedback. Effective
instruction consists of properly differentiated instruction based on student performance
data to address the students’ needs. To determine the students’ performance and needs,
formative and summative assessments will be given regularly throughout the unit to
monitor student progress and understanding. The data from assessments will allow the
teacher to group students together to have targeted small group instruction focused on
similar individual needs. Timely and informative feedback should be provided back to
students from these assessments to address any misconceptions and let students know
what mistakes were made and what to work on.

Improving Future Assessments

Assessments frequently need to be reviewed to determine test questions’ reliability and
validity to match the continually changing state standards and expectations. To improve
my assessment, I will review student performance to determine if any questions are not
reliable or valid and any poorly worded questions that need to be thrown out. I will also
reflect on any changes necessary for instruction to make sure the material was taught
effectively to students.
Objectives and Performance Tasks
Learning Objective 1: ​The student can explain and write ratios to represent the
relationship between two values to make comparisons between a part-to-whole,
part-to-part, and convert units.
Level and Type for both problems (1C): ​Students are required to recall and understand
procedural knowledge

Task 1

Your Mom is sewing some pants for you. This is the rule for how much fabric she needs to buy.
• Measure from your waist to the finished length of the pants
• Double this measurement
• Add 8 inches

1. Use a tape measure and record the measurement from your waist to the pants’ finished length.
Follow the rules above. How many inches of fabric does your mom need?
_____________________________

2. Fabric is sold not in inches but in yards. Each yard is 36 inches. The smallest amount you can
buy is a quarter of a yard. So, if you want one yard and 25 inches, you have to buy one and
three-quarter yards. How much fabric must your Mom buy for the pants?

Task 2
You want to make bracelets for your class for Christmas gifts. In this task, you will be asked to
design a bracelet, calculate ratios, and calculate costs.

The materials include:

● Three types of glass beads
● Three types of spacer beads (the beads used to separate sections of glass beads)
● Beading wire (the wire that holds the beads when making

Glass Bead Cost Spacer Bead Cost

Bead A $4.25 for 48 beads Bead D $4.00 for 25 beads

Bead B $6.00 for 25 beads Bead E $7.00 for 24 beads

Bead C $8.00 for 20 beads Bead F $7.00 for 200 beads

Part A
Design a bracelet using at least two types of glass beads and one type of spacer bead.
● Use between 8 and 12 glass beads.
● Use at least 6 spacer beads.
● Use no more than 25 total beads in your bracelet.
● Write the type letter (A, B, C, D, E, or F) to represent each bead in your design.
 ● Use the 25 blanks below to layout the design for your bracelet. Only write one letter in
each blank you use.
○ __________________________

Write 5 ratios that can be used to describe the bracelet you designed mathematically. Make sure
your ratios show each of the following:
● The relationship between one type of glass bead used and another type of glass bead used
● The relationship between one type of glass bead used and all the beads used.
● The relationship between one type of glass bead used and a type of spacer bead used
● The relationship between all the glass beads used and all the spacer beads used.
● The relationship between one type of spacer bead used and all the beads used.

Part B
The cost of one clasp and enough beading wire to make a bracelet is $0.25. Using the
information from Part A, determine the cost to create one of the bracelets you designed. Explain
your answer using diagrams, mathematical expressions, and/or words.

Learning Objective 2: ​The student can apply the formula for a polygon’s perimeter to
solve various real-world problems.
Level and Type for both problems (1C): ​Students are required to recall and understand
procedural knowledge.

Task 3

After being in quarantine for the COVID-19 scare, you want to build a garden in your backyard
to make sure you have vegetables to eat if the grocery stores ever get shut down.

You need to make two different sections that follow these parameters:
● Section 1
○ Section 1 must be shaped like a square.
○ Section 1 must have an area between 26 square feet and 50 square feet. •
● Section 2
○ Section 2 must be shaped like a rectangle but must not be a square.
○ Section 2 must be exactly twice the area of Section 1.
Use the following graph to draw and label each section (1 and 2) and include dimensions. Each
box in the grid represents 1 square foot.
Your local hardware store serves two different lengths of wood.
● 10-inch x 8 feet: $5.00 per board
● 10-inch x 10 feet: $7.25 per board
What is the minimum amount of wood that needs to be purchased to construct a border for both
sections 1 and 2? Explain your answer using diagrams, pictures, and mathematical expressions
or words.

Assessment Plan

Improving Item Reliability

The reliability of an assessment item, as defined by Brookhart and Nitko, is “the degree
to which students’ results remain consistent over replications of the assessment
procedure” (2019, p. 66). Students will be assessed on content material multiple times
throughout the school year through formative assessments, unit exams, and semester
exams. Performance on standards will be tracked throughout the year to ensure test
items are reliable, and students’ mastery and retention of content. I will use rubrics to
score answers to ensure reliability, consistency, and connection to the material. The
rubrics will be shared with students to make sure students understand what is expected.

Improving Item Validity

The validity of an assessment item, as defined by Brookhart and Nitko is, “the
soundness of your interpretations and uses of students’ assessment results” (2019, p.
37). To ensure the validity of assessment questions, test items will be compared to
resources provided through the Georgia Department of Education’s framework tasks,
the Georgia Performance Standards, HMH textbooks, and other additional resources.
These comparisons will make sure that test items are relevant and cover the content
required.

Differentiation of Instruction
“Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of the students” (Brookhart & Nitko, 2019, p.
127). Accommodations and modifications are easily achievable with short answer and
essay questions to help differentiate instruction to meet students’ needs. Some strategies
would include question read-aloud, visual representations added to questions, and
responses that can be verbal or visual designs to convey mastery of concept. During
instruction, students will also be grouped according to data based on common
misconceptions and overall performance.

Improving Student Learning

Student learning is improved through effective instruction and feedback. Effective
instruction consists of properly differentiated instruction based on student performance
data that helps address the students’ needs. To determine the students’ performance
and needs, formative and summative assessments will be given regularly throughout the
unit to monitor student progress and understanding. The data from assessments will
allow the teacher to group students together to have targeted small group instruction
focused on similar individual needs. Timely and informative feedback should be
provided back to students from these assessments to address any misconceptions and
let students know what mistakes were made and what to work on.

Improving Future Assessments

Assessments frequently need to be reviewed to determine test questions’ reliability and
validity to match the continually changing state standards and expectations. To improve
my assessment, I will review student performance to determine if any questions are not
reliable or valid and any poorly worded questions that need to be thrown out. I will also
reflect on any changes necessary for instruction to make sure the material was taught
effectively to students.