INSTITUTO ANGLO BRITÁNICO CAMPUS CUMBRES

“Una visión universal”

EVALUATION CRITERIA: C & D

SUBJECT: MATH GRADE 7

NAME ____________________________________________________________________________

GROUP ______________________ LIST NUMBER ___________ DATE _________________

CRITERIA A CRITERIA B CRITERIA C CRITERIA D

X X

SUMMATIVE 2
5th. BIMESTER

Criterion C: Communicating
Criterion D: Applying mathematics in real-life contexts

You have achieved a level: _________________________________

Reflection: What could you do next time to improve your achievement level?

_____________________________________________________________________

Criterion C: Communicating

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 i. Use appropriate mathematical language(notation, symbols and terminology) in oral and written
explanations.
ii. Use different forms of mathematical representation to present information 
● diagrams, pictures, tables, words (explanations), symbols (calculations), mind maps, etc.

iii. Move between different forms of mathematical representation 

● use linking phrases, e.g. ”On the diagram you will see that…” , In the calculations you will notice
that… “ , “From the picture it is clear that…”

iv. Communicate complete and coherent mathematical lines of reasoning

● explanations (and calculation processes if applicable) need to be thorough, logical and straight to
the point

v. Organize information using a logical structure

● your work must be organized and must be easy to read

Criterion D: Applying mathematics in real-life contexts 

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
● Explain the factors that have or could have influenced the degree of accuracy of your solutions.
Explain the rounding method.
v. explain whether a solution makes sense in the context of the authentic real-life situation.
● Is the solution realistic?

Criterion C: Communicating

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Achievement level Level descriptor

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

0
descriptors below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.

The student is able to:

i. use some appropriate mathematical language
ii. use different forms of mathematical representation to
3–4 present information adequately
iii. communicate through lines of reasoning that are able to be
understood, although these are not always clear
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present
information correctly
5–6 iii. move between different forms of mathematical representation with
some success
iv. communicate through lines of reasoning that are clear although
not always coherent or complete
v. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. use different forms of mathematical representation to consistently
present information correctly
7–8
iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is consistently organized using a logical structure.

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Criterion D: Applying mathematics in real-life contexts 
Level Level Descriptors
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. select, with some success, adequate mathematical strategies to model the
authentic real-life situation
iii. apply mathematical strategies to reach a solution to the authentic real- life
situation
iv. describe 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. discuss 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 appropriate mathematical strategies to model the authentic real- life
situation
iii. apply the selected mathematical strategies to reach a correct solution
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic real-
life situation.

4
 Cooking proportions challenge

You are studying to become a Chef and your final exam is to prepare a meal for your family. You need to
find a recipe which you will either scale up or scale down to make just the necessary portions for your
family members. You will document all the process and make a video to show the cooking and the
mathematical method you used to scale your recipe.

Specifications:

Stage 1: Choosing the recipe

Select a recipe you will be able to prepare. Write down the ingredients and the quantities as well as how
many portions it makes. You may use the chart provided (the first 2 columns).
Your recipe must include at least 2 fractions in the amounts and at least 4 ingredients.
Name of Dish :
Original Measurement Ingredients New measurement
Serves: __________ Serves: ______

Stage 2: Scaling your recipe.

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Choose a strategy to scale your recipe.
Write a paragraph describing the elements you need to take into consideration to scale your recipe and
explain the strategy you will use to find the new amounts of ingredients.
 Round the ingredients if necessary, and make sure to consider how would rounding might or might not
affect the result.
 Adjust the amount to the largest usable unit.
 Show your math procedure: ratios, proportions, tables, scale factor, conversion between units…
 Complete column 3 from stage 1
 Basic conversion units
3 TEASPOONS = 1 TABLESPOON
8FLUIDOUNCES=1CUP
1 C U P of B U T T E R = 2 S T I C K S = 8 O U N C E S = 230 GRAMS
240 ML = 1 CUP OR 8 FLUID OUNCES
1000 GRAMS = 1 KG
1 CUP SUGAR = 150 GRAMS
1 CUP = 8 FLUID OUNCES = 240 mL

Stage 3: Cooking instructions

Write a draft with the cooking instructions, make sure they are clear and neat. You will use this once you
cook and make your video.

Stage 4: Prepare your meal

Gather all the ingredients and prepare your meal, make a video of the process, include all your
operations to scale each ingredient as you cook. (Use images, clips, etc. you may watch the video:
https://www.youtube.com/watch?v=WJipgy0vUWE as a reference)
Serve the meal and check if the portions were as expected, 1 plate for each family member.

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Checklist

- Identify the elements to take into consideration to complete your challenge ___
- Dish has at least 4 ingredients each & listed serving size ___
- Dish has at least 1 fraction in the ingredients amounts ___
- The recipe included ingredients & measurements ___
- Strategy used was explained before doing any calculation. ___
- Math strategy (calculations) are shown ___
- Cooking instructions are clearly explained ___
- Correct scale for new recipe ___
- Final conclusion and reflection/ learning experience on this project/bimester ___