Thinking with Mathematical Models Unit Test – Self-Assessment
Name: _____________________________________________________________
Class: ___________________________
Date: _______________________________________
For each question, circle the box you believe you are in. Give reasons why in the “Comments” box.
Proficient
Nearing Proficient
Beginning Steps
1a.

Use a graph and linear
model (line) to make estimates

Explain, using math
terms, how I arrived at my
estimate
I can…
I used the graph to make
estimates for both event
attendance and number of
containers. I explained how I
used the graph to find my
answers and used math
vocabulary in my explanation.
I used the graph to make
estimates for both event
attendance and number of
containers to be recycled.
I explained how I found
my answer.
I can make prediction, for
one or both (event
attendance and number of
containers recycled). I am
not able to explain how I
found my answers, and did
not attempt to.
1c/2c

Write an equation in
slope-intercept form given two
points
I am able to find the slope, the
y-intercept, and write my
equation in slope-intercept
form given two points. My work
is clear and complete for each
step.
I am able to find the slope,
the y-intercept, and write
my equation in slopeintercept form given two
points. I showed my work
for each step.
1d.

Describe the meaning of
the slope and y-intercept in the
context of the problem
2a.

Write an equation in
slope-intercept form given a
slope and the coordinates of the
y-intercept
I am able to describe the
meaning of the value of the
slope in terms of the
relationship of the variables.
I am able to write an equation
in slope-intercept form when
given the slope and coordinates
of the y-intercept. I show some
work to help others understand
my thinking.
I can use the information
provided in a verbal description
to write an equation in slopeintercept form (I have identified
the values in the problem as
slope or y-intercept). I use the
variables asked for in the
problem.
I can write an equation for the
area of a rectangle, given a fixed
area. I have shown some work
to help others understand my
thinking.
I am able to describe the
meaning of the value of
the slope.
I was able to make
predictions for either event
attendance or number of
containers recycled, but
not both. I tried to explain
how I found my answers,
but I’m not sure I made my
thinking clear.
I am able to find the slope
from two points, but am
not sure how to find the yintercept or write the
equation in slope-intercept
form. I showed work for
the parts I knew how to do.
I am able to tell something
about the slope, but do not
relate it back to the
problem or value.
I am able to make an
attempt at writing the
equation given the slope
and y-intercept, but I make
some errors.
I make an attempt to write
the equation from a verbal
description, but I make
some errors. I don’t use the
variables asked for in the
problem.
I make no attempt to write
the equation from a verbal
description.
I can write the general
equation for the area of a
rectangle, but do not use
the area given in my
formula.
I make no attempt to write
the equation for the area of
a rectangle.
2b.

Write an equation given a
verbal (words) description
2d.

Write an equation of a
rectangle given the area
Advanced
I am able to write an
equation in slopeintercept form when
given the slope and
coordinates of the yintercept.
I can use the information
provided in a verbal
description to write an
equation, in any form. I
use the variables asked
for in the problem.
I can write an equation for
the area of a rectangle,
given a fixed area.
I make an attempt at
finding the slope, yintercept, and equation but
make some errors. My
work is not shown or is not
clear.
I do not give any
explanation of the meaning
of the slope, either in
general or for this problem.
I make no attempt to write
the equation when
provided the slope and yintercept.
Comments
I can…
Advanced
Proficient
Nearing Proficient
Beginning Steps
3a.

Given a verbal description
(words), complete a table of data
based on an inverse variation
situation
I can use a verbal description to
determine how to complete a
table of values. I can determine
how much pizza each volunteer
will get based on the number of
volunteers. I show some work
that can be used to explain my
thinking to someone.
I can identify the relationship
between number of volunteers
and pizza per volunteer
correctly. I give a description of
my reasoning using strong math
vocabulary.
I can use a verbal
description to determine
how to complete a table of
values. I can determine
how much pizza each
volunteer will get based
on the number of
volunteers.
I can identify the
relationship between
number of volunteers and
pizza per volunteer
correctly. I give a
description of my
reasoning.
I complete the table with
random numbers rather
than by following a pattern
or I make no attempt to
complete the table.
I wrote an equation for this
situation that models the
relationship between number of
volunteers and pizza per
volunteer. I use the variables
given in the problem. I provided
some sort of explanation so that
others can understand my
thinking.
I am able to determine the
amount of pizza per volunteer if
there are a given number of
volunteers. I use the equation I
wrote in 3c and show my work
to explain my thinking.
I wrote an equation for
this situation that models
the relationship between
number of volunteers and
pizza per volunteer. I use
the variables given in the
problem.
I make an attempt to
complete the table using a
pattern, but make some
errors. I am not sure what
the verbal description
means, but I make an
attempt that follows a
pattern.
I can identify the
relationship between
number of volunteers and
pizza per volunteer
correctly. If I identify the
wrong relationship, it
matches the data I placed
in the table. I give a
description of my
reasoning.
I made an attempt to write
an equation to model this
situation. My equation
matches my table of data if
I made errors.
I determine the amount of
pizza per volunteer for a
given number of volunteers
but don’t provide any work
to explain my thinking.
I do not make an attempt to
find the amount of pizza
per volunteer for a given
number of volunteers or
my answer doesn’t make
sense for the context.
I correctly identify the
graph of an inverse
variation relationship but
do not provide a complete
explanation to show my
thinking. OR I provide a
complete explanation of a
graph that is not inverse
variation (the explanation
matches that type of
relationship)
I do not correctly identify
inverse variation or
provide complete
explanations to show my
thinking.
3b.

Identify a relationship as
linear, inverse variation, or some
other pattern

Explain, using math
vocabulary, why I chose the type
of relationship I did
3c.

Write an equation for a
situation using a verbal
description and a table of data to
model the relationship
3d.

Determine a missing value
based on my equation or
situation
4.

Identify the shape of a
graph of an inverse relationship

Explain my reasoning for
why I chose the graph I did
I correctly identify the graph of
an inverse variation
relationship and provide an
explanation (with math
vocabulary) that explains my
thinking completely. I am able
to provide an explanation as to
why the other graphs are not
inverse variation.
I am able to determine the
amount of pizza per
volunteer if there are a
given number of
volunteers. I use a
problem solving strategy
(possibly equation) and
show my work to explain
my thinking.
I correctly identify the
graph of an inverse
variation relationship and
provide an explanation
(with math vocabulary)
that explains my thinking
completely.
I do not identify the correct
relationship between
number of volunteers and
pizza per volunteer or the
correct relationship for my
table (if my table had some
errors.) I do not provide a
description of my
reasoning.
I did not make an attempt
to write an equation or my
equation does not relate to
anything in this problem.
Comments