Mathematics Summative

Grade 6-Unit 1- Numerical and Abstract Reasoning-Numbers

Fairness and Development Area of exploration: Students will explore sharing finite resources with other people and with other living things; access to equal
opportunities.

SOI-Inequalities and difference become clear through equivalent forms of quantities

Concepts: Form, Quantity, Equivalence

Task Details:

In this task you will be assessed on the following factual and conceptual knowledge:

Researching, Representing and Comparing Number Systems

Reading Writing, Simplifying and Converting between different Forms of Numbers

Simplifying Numerical Expressions using the Order of Operations

Using Appropriate Forms of Rounding to estimate results Defining and using Divisibility Rules

Represent a number as an exponent (exponential notation- positive exponents only), square root and product of prime factors in order to solve problems

Represent a number in different forms- Fractions, Percentages and decimals.

Convert between equivalent forms of numbers.

Calculate Percentage increase and decrease

Please note:

Task 1 – Is a Criteria A and C Task

Task 2- Is a Criteria B and C Task

Task 3- Is a Criteria C and D Task

Please look through the Criteria to understand the expectation from each Task.

Criterion A – Knowledge and Understanding

Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student is able to: 
i. select appropriate mathematics when solving simple problems in familiar situations 
1-2 ii. apply the selected mathematics successfully when solving these problems 
iii. generally solve these problems correctly in a variety of contexts.
The student is able to: 
i. select appropriate mathematics when solving more complex problems in familiar situations 
3-4
ii. apply the selected mathematics successfully when solving these problems 
iii. generally solve these problems correctly in a variety of contexts.
The student is able to: 
i. select appropriate mathematics when solving challenging problems in familiar situations 

5-6 ii. apply the selected mathematics successfully when solving these problems 
iii. generally solve these problems correctly in a variety of contexts.

The student is able to: 

i. select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations 
7-8
 ii. apply the selected mathematics successfully when solving these problems 
iii. generally solve these problems correctly in a variety of contexts.

Criterion C: Communication
Achievement level Level descriptor
0 The student does not reach a standard described by any of the 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 understand

The student is able to: 
i. use some appropriate mathematical language

3-4 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.
The student is able to :

i. usually use appropriate mathematical language

5-6 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.

The student is able to:

i. consistently use appropriate mathematical language

ii. consistently use appropriate forms of mathematical representation to

7-8 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 Math in Real Life Context

Achievement level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
The student is able to:

1-2 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

The student is able to:
i. identify the relevant elements of the authentic real-life situation
3-4 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
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.
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
7-8 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.

Criterion B: Investigating Patterns

Achievement Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
The student is able to
i. apply, with teacher support, mathematical problem-solving techniques to
1-2 discover simple patterns
ii. state predictions consistent with patterns.
The student is able to: 
i.  apply mathematical problem-solving techniques to recognize patterns
3-4
ii. suggest how these patterns work.

5-6 The student is able to: 

 i. apply mathematical problem-solving techniques to recognize patterns
ii. suggest  relationships or general rules consistent with findings
iii. verify whether patterns work for another example
The student is able to:
i. select and apply mathematical problem-solving techniques to recognize correct patterns
7-8
ii. describe patterns as relationships or general rules consistent with
correct findings
iii. verify whether patterns work for other examples

Task 1:
Question 1:

7
Convert to percentage and round to the nearest whole percentage
19

Question 2:
4
Which is a larger number or 65% or 0.63? Justify your answer.
5

Question 3:
What percent of 180 is 30?
Question 4:
Evaluate these using the correct order of operations

3 [ ( 9−4 ) +6 × 3 ] −3
2

48 ÷ 4−[ 3 ( 6−2 )−10 ÷ 2 ]

Question 5:
Samantha has two pieces of cloth. One piece is 72 inches wide and the other
piece is 90 inches wide. She wants to cut both pieces into strips of equal width that
are as wide as possible. How wide should she cut the strips?

Task 2:
Write down some small numbers (up to three digits) that are multiples of 6.
Study the numbers, find a pattern and generalize your rule.
Test your rule for larger numbers.

Task 3:
Watch: https://www.youtube.com/watch?v=b7ZH9Wz8ErA
a) Before 2011, a typical Syrian could expect to live to be about 80 years old.
In 2014, during a civil war where millions of people died, life expectancy in Syria decreased to 56 years old. Calculate the percentage decrease
in life expectancy.
b) Due to the civil war, 4 million refugees fled Syria. Some of these refugees fled to neighboring Jordan, where the population swelled from
approximately 5,850,000 to approximately 6,500,000. Calculate the percentage increase in the population of Jordan.
c) Lebanon, another country that too in many refugees, saw its population increase from roughly 3 million to 4 million.
Calculate the percentage increase in the population of Lebanon.

Imaging you had to leave your country because of a civil war. What would you feel like to move to a new place where you don’t know anyone
and do not speak the language? How would it feel never to go back home? What feelings would you have?

Reflect:
The new ideas/ knowledge and understanding you gained from this unit:

The ATL skills I developed/ used?

The learner profile that you were during this unit and what makes you say that?

The connection that you made to other disciplines and areas?

How did the concept of Form, quantity and equivalence help you explore Numbers.