Sie sind auf Seite 1von 8

# Kelley Buckley Edu 337 05 Selected Response Assessment October 2, 2012

## Unit: Numbers and Quantities Grade: High School

Selected Response Purpose: This assessment is being developed to provide high school students and teachers information on the students' understanding of The Real Number System. The purpose of the assessment is to help see if the students know the vocabulary and understand the ideas behind real numbers. They will answer the following types of questions: True/False, Multiple Choice, and Fill-inthe-blank. After finishing the assessment, the teacher will go over the correct answers with the students so the students also know what they have an understanding of and where they need to improve. The students will then go through their own test to record the questions they answered correctly and incorrectly. This will help both the teacher and student see whether they are ready to move on to the next lessons. Standards/Benchmarks: Common Core State Standards for Mathematics High School: Numbers and Quantities The Real Number System Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define to be the cube root of 5 because we want ( ) ( )

to hold, so ( ) must equal 5. 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. Use properties of rational and irrational numbers. 3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. Targets: Learning Target Number of Knowledge Questions 2 1 3 2 3 0 11 Number of Question Reasoning Numbers on Questions the Test 0 9, 14 3 4, 8, 10, 16 1 1, 2, 3, 7 2 11, 12, 18, 19 0 3 9 6, 15, 17 5, 13, 20 20

A) I understand how exponents relate to each other. B) I can use fractions as exponents C) I know what makes a number a real number. D) I understand the difference between rational and irrational numbers. E) I know the properties of rational and irrational numbers. F) I can solve problems involving irrational numbers. Total

## Section One: True/False Questions (seven questions - 1 point each)

Directions: Read the following statements below. Determine whether the statement is true or false. If the statement is true, circle the word TRUE. If the statement is false, circle the word FALSE. Before going on to the next question, ask yourself whether you are sure or unsure about your answer. Fill in the circle that tells me how confident you are with your answer. 1. Whole Numbers are Real Numbers. True False Sure Unsure

2. Rational numbers are not Real Numbers. True False Sure Unsure

## 3. Irrational numbers are Real Numbers. True 4. ( False Sure Unsure

)
False Sure Unsure

True 5.

## is exactly equal to 1.57 True False Sure Unsure

6. When you multiply two rational numbers together, you get an irrational number. True 7. False Sure Unsure

Onward Ho'!

## Section Two: Fill-in-the-blank Questions (seven questions - 1 point each)

Directions: Complete the sentences below with a word from the word bank. There is only one correct answer for each blank and you will not use every word in the word bank, but each word may only be used once. Write the entire word in the blank provided. Be sure to fill in the circle to the right to show that you are sure or unsure.

Word Bank
Can Cannot Add Subtract Multiply 9.42 Integer Fraction Rational Irrational Real x

8. Exponents in the form of a ________ can be presented in the form of a root. Sure 9. Unsure

= _____ because when you raise an exponent to another exponent you ______ the exponents together. Sure Unsure = _______. Unsure

10. Sure

11. ________ be written in fraction form because it is a ___________ number. Sure Unsure

12. 5.7894 ___________ be written in fraction form because it is a ___________ number. Sure Unsure

## 13. 3 equals exactly __________. Sure Unsure

14. When you multiply by you ________ the exponents together. Sure Unsure One More Page.

## Section Three: Multiple Choice (seven questions - 1 point each)

Directions: Find the word that best completes the sentence for each question. Write the letter on the line next to the number. Please remember to fill in the circle to show whether you are sure or unsure about your answer. 15. ______ If you multiply a rational number with an irrational number, you get a) a rational number. b) an irrational number. Sure 16. ______ Unsure

## = a) 6561 b) 3 c) 9 Sure Unsure

17. ______ When you multiply two irrational numbers together, you get a) a rational number. b) an irrational number. Sure Unsure

18. ______ Rational Numbers can be written a) As a ratio of two numbers b) Only with the use of symbols Sure Unsure

19. ______ Irrational Numbers can be written a) As a ratio of two numbers b) Only with the use of symbols Sure 20. ______ Unsure

## Congratulations! You finished!

Student Feedback:
Now that the assessment is finished, please take a minute to answer some questions for me about the assessment you just took. The way that you answer these questions will not affect your grade but it will help me to fix anything that might need to be changed. Thank you for taking your time to answer these questions with a lot of detail! 1. Before this assessment, what are some things that you have done to help prepare for this assessment?

2. Which section was the easiest for you? Why? (True/False, Fill-in-the-blank, Multiple Choice)

3. Were there any questions/concepts that were not on this assessment that you thought should be?

4. What can we go over in class more to help you understand some of these concepts?

## 5. What can you do differently to help you do better?

Post-Test Exercise
Now that the tests have been graded and returned to the students, each student is to go through their test and find each incorrect answer and each question they were unsure about. We will take time to rethink the questions to try to find out what went wrong on our own. Then we will break into small group discussion to talk about what is confusing us and catching us off guard, along with giving each other helpful hints. Next we will return to our seats and continue the discussion as a class to find out what we need to focus on before we continue. Each student is encouraged to come talk to me if there is something you are still unclear on, especially if you feel a little behind the class. Remember, everyone can succeed; it's just a matter of how hard you try!