IS 7 Math

Current Topic:

Fractals

Assessment for the Fractal Unit consits of a written report and Powerpoint presentation.

Rubric soon!

Our main math text is:

UCSMP Transition Math

Assessment Task for Unit 2:

1. Chapter test

2. Assessment Activity 2

How tall would a stack of one million kronor in one krona coins be?

1. Guess as the height and record your guess.

Now determine the height without guessing. Of course, you will not be able to use one million kronor, so you will have to use an indirect method.

Figure out the height of a stack of one million kronor and write a paragraph in which you tell how you made your determination and compare the calculated height with your guess.

How far would one million krona coins be if they were placed side by side?

2. Guess how far a million krona coins would stretch if put end to end.

Determine the distance without guessing. Write another paragraph in which you tell how you made your determination and compare the calculated distance with your guess.

Use scientific notation where appropriate.

This will be assessed using Criteria C.

Rubric will be available in class a week before the assignment is due.

Assessment Criteria for Unit 2:

Criterion B: Application and Reasoning

Level of

Achievement

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student uses limited mathematical knowledge and recognizes simple patterns or structures when investigating problems. The student applies basic problem-solving techniques to routine tasks.

3-4

When investigating problems the student applies skills and problem-solving techniques with some success.

5-6

When investigating problems the student recognizes patterns and structures, describes them as relationships or general rules and draws conclusions. The student applies appropriate skills and problem-solving technique.

7-8

When investigating problems the student recognizes patterns and structures, describes them as relationships or general rules and draws conclusions consistent with findings.

9-10

When investigating problems, the student recognizes patterns and structures, describes them as relationships or general rules, draws conclusions and provides justifications or proofs.

To receive full marks, the student must apply logical problem solving techniques and provide justification for using those techniques.

Criterion C: Communication

Level of

Achievement

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student recognizes and uses basic mathematical symbols and language. An attempt is made to verbalize when investigating problem. The student presents some mathematical information clearly.

3-4

The student recognizes and uses a range of mathematical symbols and language. The lines of reasoning are verbalized and the solutions to problems are explained. Mathematical information is presented clearly and logically.

5-6

The student recognizes and uses a wide range of mathematical symbols and language. The student verbalizes effectively and explains solutions to problems clearly.

To receive full marks, the student’s explanation must be clear and concise with use of scientific notation where appropriate.

If I feel unhappy, I do mathematics to become happy.

If I am happy, I do mathematics to keep happy.

Bladins International School
Malmö Sweden