MYP I
Mathematics
Integers, function tables and the Order of Operations
Name:____________________
At this point in the unit, you have already
1. Had extensive practice with solving integers, function tables and the order of operations in class
and at home.
2. Worked in a variety of group settings on questions related to the content.
As part of your assessment, you will also be required to write an in-class assessment . The following are
guidelines to help you study for the test. You will be evaluated on the following criteria…
Criterion B:
Identifying Patterns
/8
Criterion D:
Reflection in Mathematics
/6
Recognize and describe patterns that you see and
knowledge to predict what else happens
Describe another way of solving the question (i.e. a short
cut or a correction)
What to expect?
What to expect?
_Find the pattern or clues about how to answer the
question
_Does your answer make sense? (Estimate if the
answer is too high, too low or does not fit one of the
multiple choice options because…) Provide a
statement about why your answer is reasonable?
Answer by eliminating the possibilities
In-class assessment date:
Thursday June 12th
Study suggestions:
1.
2.
3.
4.
Review homework assignments and complete notes from class.
Review your assessments (quizzes 1 and 2)
Review IXL modules that have been assigned www.IXL.com
Use the following Khan Academy websites for guidance.
https://www.khanacademy.org/math/arithmetic/absolute-value
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-andvariables
REFLECTION QUESTIONS CRITERIA D
Is the solution provided correct? If not, state what the student did incorrectly.
For example:
Error:
Performed an operation before simplifying inside the brackets.
Error:
Error:
Error:
Error:
Error:
INTEGERS
1. You add two numbers and the answer is negative, what do you know about the
numbers? Use examples to prove ALL your thinking.
2. You add two numbers and the answer is positive, what do you know about the
numbers? Use examples to prove ALL your thinking.
3.You subtract two numbers and the answer is positive, what do you know about the
numbers? Use examples to prove ALL your thinking.
4.You subtract two numbers and the answer is negative, what do you
know about the numbers? Use examples to prove ALL your thinking.
5.The Additive Inverse states that the opposite of the opposite of a number is equal to
the number itself. Prove it.
6. Using the algebra tiles or number line, prove the following:
A) -8 - (-6)= -2
B) 8 + (-6)= 2
C) -8 + 6= -2
D) -8 - 6= -14
7. You multiply two integers. The result is 50 less than one of the numbers. What might
the two integers be? Bonus: Find two examples.
8. Define and use a model to explain zero pairs.
9. Summarize the rules for multiplying and dividing integers.
•A positive times a positive is always . . .
•A positive times a negative is always . . .
•A positive divided by a positive is always . . .
•A negative divided by a negative is always . . .
Patterning
FUNCTION TABLES
INPUT
OUTPUT
1
5
2
11
3
17
4
23
N
20
INPUT
OUTPUT
1
-4
2
-2
3
0
4
2
N
20
INPUT
OUTPUT
4
7
6
13
8
19
10
25
N
1
CHALLENGE!!
INPUT
OUTPUT
1
-1
2
2
3
7
4
14
N
20
Criterion B
Investigating Patterns
Level of
Achievement
0
1-2
3-4
5-6
7-8
Descriptor
The student does not reach a standard described by any of
the descriptors given below.
·
uses, with help, simple problem-solving techniques
·
Recognizes simple patterns
·
uses problem-solving techniques to recognize
patterns
·
suggests relationships and rules
·
selects and applies problem- solving techniques to
recognize patterns
·
finds and describes a relationship or rule
·
makes predictions consistent with findings.
·
selects and uses problem-solving techniques to
recognize patterns
·
finds and describes many correct relationships or
rules
·
Gives many correct conclusions
Criterion D
Reflection in Mathematics
Achievement level
0
1-2
3-4
5-6
Descriptor
You do not reach a standard described by any of the descriptors
given below.
You attempt to consider the reasonableness of the results in the
context of the problem and, with guidance from the teacher attempts
to consider the importance of the findings, and they can usually
consider alternatives to the method when appropriate.
You generally consider the reasonableness of the results in the
context of the problem and, with guidance from the teacher
generally considers the importance of the findings, and they can
usually consider alternatives to the method when appropriate.
You can consider the reasonableness of the results in the context of
the problem and, with guidance from the teacher considers the
importance of the findings, and can consider alternatives to the
method when appropriate.
You suggest improvements to his or her method where
appropriate.