Interim Assessment (Student Book pages 140–142)
Unit 2
unit 2 interim assessment
interim assessment
6
Solve the problems.
1
Randi has a party-sized sandwich that
4
3 yard long. She will cut it into smaller
is }
4
1 yard
sandwiches that are each }}
12
long. Which expression can be used
Pricilla’s Perfect Pie factory uses a scale to
reject pies that are more than 3.2 ounces
from the target weight of 28 ounces. The
factory’s scale is calibrated to show how
close a pie weighs to the target weight.
The scale will display:
to determine the number of smaller
•
A positive number if the pie’s weight
is over 28 ounces.
•
A negative number if the pie’s weight
is less than 28 ounces.
sandwiches Randi can cut?
2
3
4}
}}
1
4
B
4 }}
}
12
3
4
1
3
12
C
3 }}
}
4
1
D
3 }}
}
12
4
3
•
1
Part A
Draw a rectangle on the grid by plotting the points (23, 22), (23, 3), (6, 22), and (6, 3).
10
10
66
44
22
xx
210
210
28
28
8.28 km/h
8.36 km/h
C
16.28 km/h
D
108.36 km/h
5
Which point is the image of point
R(4, 27) first reflected across the x-axis
and then across the y-axis?
A
(24, 27)
B
(27, 24)
C
(4, 27)
D
(24, 7)
00
26 24
24 22
22
26
22
44
66
88
10
10
22
22
24
24
26
26
28
28
A scientist recorded the top flight
speed of two peregrine falcons. One
flew 306.87 km/h, and the other flew
298.59 km/h. What was the difference
between their two speeds?
B
yy
88
Zero if the weight is exactly
28 ounces.
A
A pie with a reading of 22.8 ounces.
B
A pie with a reading of 3.5 ounces.
C
A pie with a reading of 23.3 ounces.
D
A pie with a reading of 28 ounces.
From the list below, write a number
in each box to create three true
mathematical statements. Each number
can be used only once.
|2|
–4
.
210
210
Part B
What are the length and width of the rectangle that you made in Part A?
Answer 9 units by 5 units
7
Mr. Novak asked his students to use the distributive property and the greatest common factor
(GCF) at the same time to express 18 1 45 in a different way. Jude and Rachel came up with
the expressions below.
Jude: 9(2 1 5)
Rachel: 3(6 1 15)
Which student followed Mr. Novak’s directions correctly? Explain your answer.
–7
,
0
9
5
|–9|
jude; 9 is the greatest common factor because once you divide both 18 and 45 by 9,
|23| 23
27
140
You can use all four quadrants of the coordinate plane when making polygons.
Which pie will be rejected by the scale?
Select all that apply.
A
3
12
A
unit 2
|2|
0
24
you can’t divide both quotients by any other number. Rachel used the distributive
property correctly, but 3 is only a common factor and not the greatest common factor.
9 |29|
Unit 2 Interim Assessment
Unit 2 Interim Assessment
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Copying is not permitted.
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Copying is not permitted.
141
Scoring Guide And Answer Analysis
1Solution: C; To find the number of smaller
sandwiches, divide the total length by the length of
each smaller sandwich. To divide by a fraction,
multiply by the reciprocal. (DOK 2)
2Solution: A; Subtract to find the difference between
the two speeds. (DOK 1)
3Solution: D; When a point is reflected across the
x-axis, the sign of the y-coordinate changes. When a
point is reflected across the y-axis, the sign of the
x-coordinate changes. Here, the signs of both
coordinates change. (DOK 2)
5Solution: Answers will vary. See student book page
above for possible student responses. (DOK 2)
6Part A Solution:
See student work above.
Part B Solution:
9 units 3 5 units; Find the lengths of each side by
finding the distance between the x-coordinates and
the distance between the y-coordinates. (DOK 2)
7Solution: Jude; See student book page above for
possible student explanation. (DOK 3)
4Solution: B; 3.5 is greater than 3.2.
C; |23.3| is greater than 3.2.
D; 28 is greater than 3.2. (DOK 2)
Unit 2 Interim Assessment
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151
Interim Assessment
Unit 2
Performance Task TEACHER NOTES
Common Core Standards: 6.NS.A.1, 6.NS.B.3
Mathematical Practices: SMP 1, 2, 3, 4, 5, 6
DOK: 3
Materials: grid paper, rulers
About the Task
To complete this task, students compute with decimals
or fractions to solve a measurement and design problem.
The task involves finding appropriate measurements to
fit design criteria and allow for equal spacing. Students
also draw a diagram with all measurements labeled.
interim assessment
unit 2
Performance task
answer the questions and show all your work on separate paper.
checkList
Did you . . .
Reema wants to build a coat rack for the front hallway. The wall is
1 inches
4 feet long, and the piece of wood she has for the rack is 28 }
4
long. She wants to center the coat rack on the wall. There needs to be
an equal amount of space, about 7 or 8 inches, between the coat hooks.
3 inches from either
The first and last hooks should be no less than 1}
4
end of the wood. How many hooks should Reema use? What is the
Draw a detailed
diagram?
Check all your
calculations?
Complete all parts of
the problem?
distance between the hooks? What is the distance of each hook from
the left edge of the wood?
Draw and label a diagram of the coat rack on the wall. Mark all the measurements for placing the
wood on the wall, and for attaching the hooks on the wood. You can use either fractions or decimals
to label and calculate the measurements.
Getting Started
Reflect on Mathematical Practices
Review the problem with the students. You may wish to
draw a rough sketch of the wood centered left to right on
the hallway wall, explaining that the space from each
end of the wood to each end of the wall is equal. Remind
students to be sure that all measurements are expressed
using the same unit.
After you complete the task, choose one of the following questions to answer.
1. Model What models helped you to solve this problem? How did they help?
2. Be Precise When was it easier to use fractions, and when was it easier to work with decimal
numbers?
Completing the Task
There are multiple parts to this task, and they do not
have to be completed in a specific order. Students may
draw one or multiple diagrams. Before drawing a
detailed diagram, students may sketch the situation and
make notes to begin to address the problem. (SMP 4)
Some students may begin by calculating the amount of
space not covered by the wood to determine how much
space will be on either side of the coat rack. You may
wish to engage students in a discussion about how they
calculated this. Ask if they could find how much space is
left on either side of the coat rack by subtracting half the
length of the wood from half the length of the hallway.
(SMP 3)
Next, students need to calculate the length of wood
available for the hooks, since the hooks cannot be placed
at the edge of the board. They also need to devise a plan
for determining how many hooks will fit in that space.
Encourage them to estimate first. If students want to
account for width of the hooks in their plans,
demonstrate how the equal spacing can represent the
distance from the center of each hook. Some students
may find a double number line useful for tracking the
distance between the hooks and the actual position of
the hooks on the board. (SMP 4)
152
142
Unit 2 Interim Assessment
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The students need to draw and label a diagram of the
coat rack on the wall. While the drawing does not need
to be to scale, it should be a fairly reasonable
representation. Supplying the students with graph paper
and rulers may help them with their models. (SMP 5)
Remind students to check their calculations and
diagrams to make sure they have fulfilled all the
requirements. (SMP 1, 6)
Extension
If some students have more time to spend on this
problem, you can have them solve this extension:
Reema wants to make a tile mosaic to hang on the wall
next to the coat rack. If the mosaic is a square with
7​ 1 ​-inch sides, how many ​ 3 ​-inch square tiles does
2
4
··
··
she need?
Unit 2 Interim Assessment
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Interim Assessment
Unit 2
Performance Task Sample Responses and Rubric
4-Point Solution
The wall is 4 feet long, which is 4 3 12 5 48 inches.
Subtract the length of the wood from the length of the
wall: 48 2 28.25 5 19.75 inches. Divide the remaining
length into two equal parts: 19.75 4 2 5 9.875.
9.875 in.
9.875 in.
28.25 in.
The end hooks are 1.75 inches from each end of the
wood: 1.75 3 2 5 3.5 inches. Subtract from the length of
the wood (28.25 – 3.5 5 24.75 inches) to find the total
length between the end hooks.
If there are 4 hooks, there are 3 equal spaces between
them. Model on a number line.
0
1
84
1
16 2
3
24 4
Find the distance from the left edge of the wood to each
hook. Since the first hook has to be 1.75 inches in from
the edge, it will be placed at 1.75. The second hook will be
at 1.75 1 8.25 (the equal space), or 10 inches. Continue to
add 8.25 inches to find the position of each hook.
1.75
10.0
18.25
26.5
Reflect on Mathematical Practices
1. Look for the use of models that show equal parts and that represent lengths along a line. (SMP 4)
2. Students may have different preferences for using fractions or decimals. Look for an understanding that both forms
can be used interchangeably. (SMP 6)
Scoring Rubric
4 pointsThe student’s response is accurate and complete. All calculations are correct and contain appropriate
labels. The student computes correctly and easily with decimals or fractions. The diagram is detailed and
accurate.
3 pointsThe student has attempted all parts of the task and may have minor errors in calculations. The diagram is
sufficient but may have minor errors.
2 pointsThe student’s response contains several computational errors. The student may not have completed all
parts of the task.
1 pointThe response contains an incorrect solution. The student’s diagram is incomplete, incorrect, or missing.
Solution to the Extension
The area of the mosaic is 7.5 3 7.5, or 56.25 square inches. The area of one tile is 0.75 3 0.75, or 0.5625 square
inches. Since 56.25 4 0.5625 5 100, she needs 100 tiles for the mosaic.
Unit 2 Interim Assessment
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153