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Summative Unit1 G6 2022-23

This document provides information and assessment criteria for a mathematics formative assessment for 6th grade students on the topics of numbers and number systems. The assessment will evaluate students' understanding of numerical concepts, forms, and representations. It will assess students' ability to communicate mathematically and apply mathematics to real-life contexts. The assessment criteria are broken down into 4 sections evaluating knowledge and understanding, communicating, and applying mathematics in real-life situations. It provides achievement level descriptors to evaluate students' performance on a scale of 0 to 8. It also provides 9 sample questions assessing various criteria and asks students to show their work.

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181 views4 pages

Summative Unit1 G6 2022-23

This document provides information and assessment criteria for a mathematics formative assessment for 6th grade students on the topics of numbers and number systems. The assessment will evaluate students' understanding of numerical concepts, forms, and representations. It will assess students' ability to communicate mathematically and apply mathematics to real-life contexts. The assessment criteria are broken down into 4 sections evaluating knowledge and understanding, communicating, and applying mathematics in real-life situations. It provides achievement level descriptors to evaluate students' performance on a scale of 0 to 8. It also provides 9 sample questions assessing various criteria and asks students to show their work.

Uploaded by

Ainee
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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 7 are based on Criteria A and C
Question 8 and Question 9 are Based on criteria C and D

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

Question 2:
Write ( 3 ×100 ) + ( 5 ×100 )+ 9+ ( 7 ×0.1 ) +(8 ×0.001) as a number
Question 3:
Is 512, 617 divisible by 3. Use divisibility tests to find out.
Question 4:
Find the HCF of this pair: 468 and 324
Question 5:
Find the LCM of this pair: 108 and 360
Question 6:
Evaluate: √2 121+ √3 8
Question 7:
Without actual division explain if 512,617 is divisible by 3 or not.
Question 8:
Find the product of the square root of 0.49 and 0.0049
Question 7:
Convert (6125)10 to base 60.
Question 8:
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 9:
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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