ASP MATHS - الصفحة الرئيسية Overview The purpose of this document is to provide guidance on the assessment that is being implemented in Term 1 alongside the ASP Maths

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ASP MATHS

TERM 1 ASSESSMENT GUIDE

GRADES 6-9

September 2017 – December 2017

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Table of Contents Overview .................................................................................................................................... 3

Why Assessment? ..................................................................................................................... 3

Assessment Weightings ............................................................................................................ 3

Why Continuous Assessment? .................................................................................................. 4

Projects and Pop Quizzes ......................................................................................................... 4

End-of-Term Exam Test Specifications .....................................................................................14

Student Information System ......................................................................................................19

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Overview

The purpose of this document is to provide guidance on the assessment that is being

implemented in Term 1 alongside the ASP Maths curriculum.

The guide focuses on Continued Assessment (CA) and End-of-Term (EOT) Exams,

providing information on the methods of assessment based on the Student Learning

Outcomes (SLOs). It also includes the rubrics used to assess the projects and test

specifications for the summative assessments.

Why Assessment?

Assessment is the process of gathering data. More specifically, assessment is the way

instructors gather data about their teaching and their students’ learning (Hanna &

Dettmer, 2004). The data provides a picture of a range of activities using different

forms of assessment such as: pre-tests, observations, and examinations. Once this

data is gathered, you can then evaluate the teaching and the students’ performance.

Evaluation allows us to determine the overall value of an outcome based on the

assessment data. Using this information, we can then design ways to improve the

recognised weaknesses, gaps, and/or deficiencies.

Assessment Weightings

The assessment weighting for the academic year is below.

GRADE TERM CA END-OF-TERM WEIGHTING

6-9 ASP Elite

1 10% 35% 45%

2 10% - 10%

3 10% 35% 45%

30% 70% 100%

English - Mathematics - Science

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Why Continuous Assessment?

To prepare our students to face the challenges of the 21st century, as educators, we

need to implement educational designs that support student success in their learning,

future work, and life. Project-based learning is a dynamic approach to teaching where

students take responsibility for, manage and direct their own learning alongside their

teacher who facilitates this process. Research has proven that project-based learning

assists students in developing transferable skills through reflection and collaborative

discovery, preparing students for living in a knowledge-based and highly technological

society. Students investigate real-world problems and challenges, concurrently

developing cross-curricular skills in an integrated and natural context. A completed

project is ultimately a chance for students to demonstrate their capabilities, providing

evidence of what they have learned and how they apply their newly acquired

knowledge to a set task. Moreover, assessed projects are a form of authentic

assessment and evaluation allowing for the systematic documentation of a learner's

development and progress.

In comparison, the purpose of using pop quizzes as formative assessments is to

identify common knowledge gaps amongst students. These gaps will usually present

themselves in terminology, procedural skill, and/or conceptual understanding of the

mathematics, determining the need for re-teaching and support. By no means should

these pop quizzes be the only formative assessment administered in the classroom.

Teachers should be utilizing various forms of formative assessment to ensure the

students’ understanding of the material to the appropriate depth, keeping in mind the

attainment of future goals (PSAT 8/9, SAT Subject Test- Mathematics Level 1 & 2, AP

Calculus AB Exam, and AP Statistics Exam).

Projects and Pop Quizzes

For the academic year 2017-2018, the CA tools for ASP Maths Term 1 are projects

and pop quizzes aligned to the standards, SLOs, and lessons. Each project is worth

95% of the students’ CA grade, and the average of the pop quizzes is worth 5% of the

students’ CA grade in the Student Information System (SIS). It is the responsibility of

https://collegereadiness.collegeboard.org/psat-8-9/inside-the-test

https://collegereadiness.collegeboard.org/sat-subject-tests/subjects

https://apstudent.collegeboard.org/apcourse/ap-calculus-ab/about-the-exam

https://apstudent.collegeboard.org/apcourse/ap-calculus-ab/about-the-exam

https://apstudent.collegeboard.org/apcourse/ap-statistics/about-the-exam

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the teacher to keep accurate records of this information in order to assist with their

classroom and student progress tracking.

The projects are designated for a particular time in the curriculum according to the

Schemes of Work (SOWs) while the pop quizzes will be available at particular points in

the curriculum, amassing no more than two per week. A paper version of each will be

available through SharePoint under EMI Department > Subjects > ASP Maths. The

goal is for teachers to administer pop quizzes through the Learning Management

System (LMS) at the designated teaching week, provided curriculum pacing is

maintained. It will be the responsibility of the teacher and school management to

ensure all students are enrolled in the LMS. Please communicate with the IT staff to

achieve this for use this school year. As teachers have not received LMS training in

time to administer pop quizzes, the paper version should be used.

Project alignment and rubrics are provided below. The highest score for each marked

project will be 20 or 25, depending on the grade level. Pay close attention to this.

Analytic Rubrics Analytic Rubrics are used to score the Projects. These determine the various skills and

abilities that students should demonstrate to show achievement of the learning

outcome(s). They allow the assessor to itemize and define aspects of learning that are

strong and those that need improvement. The advantages of using this type of rubric

are a) they provide clarify to the student of how they achieved their grade and b) the

teacher can clearly justify the students grade through identifiable achievement of

outcomes, therefore removing all subjectivity.

Each of the criteria on the rubric is marked on a 5-point scale (0 – 5). The criteria is

based on the activity being done during the duration of the project. The highest

possible score for each activity is 5 and the lowest is 0, with the total score being 20 or

25. Please ensure you are grading students’ work utilising the relevant rubric. This will

require all teachers to observe their students while they are engaged in completing

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https://moeae87206.sharepoint.com/sites/EMIDepartment/SitePages/ASP%20Maths.aspx

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their assessed projects enabling teachers to provide an insightful grade for student

work.

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Grade 6 Project Alignment

Title Unit Standard(s) Lesson(s) Student Learning Outcomes

Does adding an object to water impact the volume

change over a period?

Chapter 1 Ratio and Rate

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. 6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

Lesson 1-4: Ratio Tables Lesson 1-6: Equivalent Ratios

Find equivalent ratios using a table that express the same relationship between quantities.

Use unit rates to determine if two ratios or rates are equivalent.

Chapter 2 Fractions, Decimals and Percents

6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Lesson 2-1: Decimals and Fractions Lesson 2-2: Percents and Fractions Lesson 2-3: Percents and Decimals Lesson 2-5: Compare and Order Fractions, Decimals, and Percents

Write fractions and mixed numbers as decimals.

Write fractions as percents.

Write decimals as percents.

Compare fractions, decimals, and percents by writing them all as decimals.

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Grade 6 Project Rubric

SECTION/ MARKS

5 4 3 2 1 0 TOTAL

VOLUME

The final volume of water is measured for all 5 experiments. The volume change has been calculated correctly for all 5 experiments. Working is shown for calculations for all 5 experiments.

The final volume of water is measured for at least 4 experiments. The volume change has been calculated correctly for at least 4 experiments.



The volume after is measured for at least 1 experiment. The volume change has been calculated correctly for at least 1 experiment.

Non-Performance*: 1. There is evidence of cheating, plagiarism, and/or identical work to a peer. 2. Nothing of meaning is present and communicated in the final product. *If the student was absent, the project-task is to be given for completion at home and graded accordingly.

/5

FRACTIONS

Fractional change is calculated for all 5 experiments correctly. Working is shown for calculations for all 5 experiments.

Fractional change is calculated for at least 4 experiments correctly.



Fractional change is calculated for at least 1 experiment correctly.

/5

DECIMALS

Decimal change is calculated for all 5 experiments correctly. Working is shown for calculations for all 5 experiments.

Decimal change is calculated for at least 4 experiments correctly.



Decimal change is calculated for at least 1 experiment correctly.

/5

PERCENTAGE

Percent change is calculated for all 5 experiments correctly. Working is shown for calculations for all 5 experiments.

Percent change is calculated for at least 4 experiments correctly..

Percent change is calculated for at least 3 experiments correctly.

Percentage change is calculated for at least 2 experiments correctly.

Percent change is calculated for at least 1 experiment correctly.

/5

/20


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How do you calculate

speed, using distance and

time?

Chapter 4 Ratio, Proportion, and Similar Figures

7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction ½ / ¼ miles per hour, equivalently 2 miles per hour. 7.RP.A.2 Recognize and represent proportional relationships between quantities.

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

Lesson 4-1: Ratios Lesson 4-2: Unit Rates Lesson 4-5: Proportional and non-proportional Relationships Lesson 4-6: Graphing Proportional Relationships

Find unit rates

Compare and use unit rates to solve problems

Identify proportional and non-proportional relationships in tables

Describe a proportional relationship using an equation

Identify proportional relationships

Analyse proportional relationships

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SECTION/ MARKS

5 4 3 2 1 0 TOTAL

TIME The time for all 10 experiments tabled, and an increase in time as distance increases is visible.

The time for at least 8 experiments tabled.

The time for at least 6 experiments tabled




/5

SPEED Speed is calculated for all 10 experiments and all calculations shown.

Speed is calculated for at least 8 experiments.




/5

DISTANCE / TIME

GRAPH

The Distance-Time graph is plotted for both running forward and running backwards. All the below should be accurate:

Title / Heading

Both axes should be labelled

Units for x- and y-axis should be appropriate

The Distance-Time graph plotted for either running forward or running backwards. All the below should be accurate for the graph:

Title / Heading



The Distance-Time graph plotted for both running forward and running backwards. At least 2 the below should be accurate:

Title / Heading



The Distance-Time graph plotted for both running forward and running backwards. At least 1 the below should be accurate:

Title / Heading



The Distance-Time graph plotted for either running forward or running backwards.

/5

SPEED / TIME

GRAPH

The Speed-Time graph plotted for both running forward and running backwards. All the below should be accurate:

Title / Heading



The Speed-Time graph plotted for either running forward or running backwards. All the below should be accurate for the graph:

Title / Heading



The Speed-Time graph plotted for both running forward and running backwards. At least 2 the below should be accurate:

Title / Heading



The Speed-Time graph plotted for both running forward and running backwards. At least 1 the below should be accurate:

Title / Heading



The Speed-Time graph plotted for either running forward or running backwards.

/5

CO

NC

LU

SIO

N

Conclusion refers to all of the below: 1. Explanation of

Experiment 2. Calculations in the table 3. If the graphs are

proportional or not 4. Variables which may

impact the results

Conclusion refers to at least 3 of the following: 1. Explanation of

Experiment 2. Calculations in the table

and impact of variables. 3. If the graphs are


impact the results


Experiment 2. Calculations in the table

and impact of variables. 3. If the graphs are


impact the results


Experiment 2. Calculations in the

table and impact of variables.

3. If the graphs are proportional or not

4. Variables which may impact the results

The conclusion is written with no reference to table, calculations, if the graphs are proportional or not, or mention of variables which may impact the results.

/5

/25


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Is Your Laptop Charged?

Geometric Structure

S.ID.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.

b. Informally assess the fit of a function by plotting and analyzing residuals.

c. Fit a linear function for a scatter plot that suggests a linear association.

S.ID.8: Compute (using technology) and interpret the correlation coefficient of a linear fit. F.IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Lesson 4-5: Scatter Plots and Lines of Fit Lesson 4-6: Regression and Median-Fit Lines Lesson 3-3: Rate of Change and Slope

Investigate relationships between quantities by using points on a scatter plot. Use lines of fit to make and evaluate predictions. Write equations of best-fit lines using linear regression. Use rate of change to solve problems.


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Section/Marks 5 4 3 2 1 0 Total

Prediction using a

Scatter Plot and Line of

Best Fit

A prediction is made and justified by a correct scatter plot and line of best fit.

A prediction is made and justified by a scatter plot and line of best fit, BUT there are 1-2 errors with the scatter plot and line of best fit.

A prediction is made and justified by a scatter plot and line of best fit, BUT there are 3-4 errors with the scatter plot and line of best fit.

No prediction is made, but a correct scatter plot and line of best fit are present. OR A prediction is made and justified by a scatter plot and line of best fit, BUT there are 5+ errors with the scatter plot and line of best fit.

Only a prediction is made, OR only a scatter plot is present.


/5

Estimate Explanation

and Comparison to Prediction

Rasheed’s estimate is explained correctly, giving detail about it being an under- or over-estimate. His estimate is then compared to the student’s original prediction.

Rasheed’s estimate is explained, giving detail about it being an under- or over-estimate, BUT there are 1-2 errors. His estimate is then compared to the student’s original prediction.

Rasheed’s estimate is explained correctly, BUT there is no detail about it being an under- or over-estimate. His estimate is then compared to the student’s original prediction.

Rasheed’s estimate is explained correctly, BUT there is no detail about it being an under- or over-estimate. His estimate IS NOT compared to the student’s original prediction.

Only Rasheed’s estimate is explained correctly, OR only his estimate is compared to the student’s original prediction.

/5

Finding, Using, and Explaining

the Comparison

between Average Rates of Change

The correct average rate of change is calculated for the first and last time intervals, and a clear understanding about how the battery is charging is present.

The average rate of change is calculated for the first and last time intervals, BUT there are 1-2 errors. A clear understanding about how the battery is charging is present.

The average rate of change is calculated for the first and last time intervals, BUT there are 1-2 errors. There is NO clear understanding about how the battery is charging is present.

The average rate of change is calculated for the first and last time intervals, BUT there are 3+ errors, which further shows NO understanding about how the battery is charging is present.

Only the average rate of change is calculated for one of the time intervals.

/5

Extending the Prediction

and/or Estimate

The original scatter plot is extended to the left until it reaches the x-axis, OR Rasheed’s estimate is used in reverse. Whichever method used is justified correctly.

The original scatter plot is extended to the left until it reaches the x-axis, OR Rasheed’s estimate is used in reverse. There are 1-2 method errors present. Whichever method used is justified correctly.

The original scatter plot is extended to the left until it reaches the x-axis, OR Rasheed’s estimate is used in reverse. The method used is justified, BUT there are 1-2 errors present in the method and justification.

The original scatter plot is extended to the left until it reaches the x-axis, OR Rasheed’s estimate is used in reverse. The method used is justified, BUT there are 3+ errors present in the method and justification.

The original scatter plot is extended to the left until it reaches the x-axis, OR Rasheed’s estimate is used in reverse. Whichever method used, there is NO justification.

/5

/20


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Can You Handle the Transformation?

Linear Relations and Functions

F.BF.3: Identify the effect on the graph of replacing 𝑓(𝑥) by 𝑓(𝑥) + 𝑘, 𝑘𝑓(𝑥), 𝑓(𝑘𝑥), and 𝑓(𝑥 + 𝑘) for specific values of 𝑘 (both

positive and negative); find the value of 𝑘 given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.

Lesson 2-6: Parent Functions and Transformations

Identify and use parent functions. Describe transformations of functions.


Section/Marks 5 4 3 2 1 0 Total

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Sketches of the Functions

The graphs of g, h, and p are all correctly sketched on the same coordinate grid with the graph of f.

The graphs of g, h, and p are all correctly sketched on the same coordinate grid OR different coordinate grids, AND the graph of f is present.

The graphs of g, h, and p are all sketched on the same coordinate grid OR different coordinate grids, BUT the graph of f is present. There are 1-2 errors among the graphs.

The graphs of g, h, and p are all sketched on the same coordinate grid OR different coordinate grids, BUT there are 3-4 errors among the graphs AND the graph of f is or is not present.

The graphs of g, h, and p are all sketched on the same coordinate grid OR different coordinate grids, BUT there are 5+ errors among the graphs AND the graph of f is or is not present.


/5

Explanation of the

Comparison of Functions

There is a correct explanation of the comparison of the graphs of g, h, and p as each relates to the graph of f. Transformation terminology is used to explain the effect.

There is a correct explanation of the comparison of the graphs of g, h, and p as each relates to the graph of f. Transformation terminology is NOT used to explain the effect.

There is an explanation of the comparison of the graphs of g, h, and p as each relates to the graph of f, BUT there is 1 error. Transformation terminology is used to explain the effect.

There is an explanation of the comparison of the graphs of g, h, and p as each relates to the graph of f, BUT there is 1 error. Transformation terminology is NOT used to explain the effect.

There is an explanation of the comparison of the graphs of g, h, and p as each relates to the graph of f, BUT there are 2+ error.

/5

Coordinates of Corresponding

Points

All nine corresponding points are correctly presented.

Nine corresponding points are presented, BUT there are 1-2 errors. OR There are 7-8 corresponding points correctly presented.




/5

Domain of the Functions

The domain of the graph of f is presented correctly AND correctly related to the domains of the graphs of g, h, and p, using clear and correct justifications.

The domain of the graph of f is presented AND related to the domains of the graphs of g, h, and p, using justifications. There is 1 error present in the domain, relationship, AND/OR justifications.

The domain of the graph of f is presented AND related to the domains of the graphs of g, h, and p, using justifications. There are 2-3 errors present in the domain, relationship, AND/OR justifications.

The domain of the graph of f is NOT presented BUT is related to the domains of the graphs of g, h, and p, using justifications. There are 1-3 errors present in the relationship AND/OR justifications.

The domain of the graph of f is or is not presented AND is related to the domains of the graphs of g, h, and p, using justifications. There are 4+ errors present in the domain, relationship, AND/OR justifications.

/5

/20

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End-of-Term Exam Test Specifications

The EOT exam will be an invigilated session of up to 75 minutes. This will address

various standards, based on the Term 1 SOWs. The specifications are below and

separated by grade level.

The multiple choice, non-calculator portion of the exam will be administered online

using SwiftAssess, but the constructed response, calculator portion of the exam will

be paper-based in order for the students to show their work and receive credit on

various parts of the question, even if the final answer is not correct. Regardless, a

paper version of the entire exam will be available on the day of the exam in case of

technology issues.

A sample paper will be provided prior to the exam to prepare students for the

summative assessment. Examples of exemplary answers will also be provided. Please

note that students need to be well prepared for the content being assessed, as stated

in the test specifications.

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Grade 6 EOT Exam Test Specifications

Question Type Structure Skills Assessed based on Student Learning Outcomes Recommended

Timing Marking

Multiple Choice (MCQ)

20 questions

4 options for each

1 correct option

NO CALCULATOR

allowed

-texts and tables with about 5 to 30 word counts -graphs and figures

The questions assess the student’s understanding of the Grade 6 Term 1 ASP

Maths content, including the following:

Use compatible numbers to estimate the product of fractions.

Fraction calculations

Calculate the Least Common Multiple (LCM).

Calculate the Greatest Common Factor (GCF).

Use properties to factor linear expressions.

Understand the meaning of positive and negative integers.

Identify points on a four-quadrant grid.

Understand the reflection of points across the x-axis and y-axis.

Calculate absolute value.

Calculate opposites.

List integers in a particular order.

Realise greater numbers are to the right on the number line while lesser numbers are to the left.

Order rational numbers by writing them in the same form.

Represent ratios with concrete models, fractions, and decimals.

Understand the concept of a unit rate, a over b, associated with the ratio

a:b, where b≠0.

35 minutes 20 marks

[1 mark each]

Constructed

Response (CRQ)

10 questions

no options

written responses

CALCULATOR allowed




Use compatible numbers to estimate the product of fractions.

Solve real-world problems by using fraction calculations.

Understand the meaning of positive and negative integers.

Graph a set of integers on a horizontal or vertical number line.

Recognise and draw a four-quadrant grid.

Understand the reflection of points across the x-axis and y-axis.

List integers in a particular order.

To graph an ordered pair, draw a dot at the point that corresponds to the

coordinates.

Apply quantitative reasoning, including predicting and comparing, to solve

real-world problems involving ratios and rates.

45 minutes

30 marks [marks per question

varies based on question]

17



Timing Marking


20 questions

4 options for each

1 correct option

NO CALCULATOR

allowed




Integer calculations

Find the mean (average) of a set of data.

Fraction calculations

Evaluate algebraic expressions with fractions.

Evaluate/write expressions containing exponents.

Scientific notation calculations

Square root or cube root calculations

Identify and compare real numbers.

Ratio calculations

Unit rate and proportion calculations

Find missing measures of similar figures.

Use scale factors to solve problems.

Compute and estimate with percents.

30 minutes 20 marks

[1 mark each]

Constructed

Response (CRQ)

10 questions

no options

written responses

CALCULATOR allowed




Graph points on a coordinate plane.

Graph algebraic relationships.

Solve real-world and mathematical problems involving the four

operations with rational numbers.

Evaluate/write expressions containing exponents.

Scientific notation calculations

Square roots or cube roots calculations

Use or construct scale drawings.

Use scale factors to solve problems.

Solve percent problems using percent equations.

Solve real-world problems involving markup or discount.

Solve simple interest problems.

Solve compound interest problems.

45 minutes

30 marks [marks per

question varies based on question]

18



Timing Marking


20 questions

4 options for

each

1 correct option

NO CALCULATOR

allowed


The questions assess the student’s understanding of the Grade 8 Term 1 ASP Maths

content, including the following:

Write verbal expressions as algebraic expressions and algebraic expressions as verbal expressions.

Evaluate numerical and algebraic expressions by using the order of operations.

Solve equations using properties of numbers.

Represent and interpret graphs of relations.

Determine whether a relation is a function.

Find function values.

Interpret intercepts and symmetry of graphs of functions.

Translate sentences into equations and equations into sentences.

Solve proportions and solve problems involving percent of change.

Solve linear equations and estimate solutions to a linear equation by graphing.

Use rate of change to find the slope of a line.

Relate arithmetic sequences to linear functions.

Write an equation for a proportional relationship and a non-proportional relationship.

Find the inverse of a relation and the inverse of a linear function.

Solve linear inequalities using one or more operations.

Solve and graph absolute value inequalities.

45 minutes 20 marks [1 mark each]

Constructed Response

(CRQ)

5 questions

no options

written responses

CALCULATOR

allowed




Write equations in slope-intercept form and point-slope form.

Solve absolute value equations.

Graph linear equations and identify intercepts and zeros.

Write and graph direct variation equations.

Solve and graph linear inequalities by graphing.

30 minutes

30 marks [marks per question

varies based on question]

19



Timing Marking


20 questions

4 options for

each

1 correct option

NO CALCULATOR

allowed




Identify linear functions.

Write linear equations in standard form.

Add, subtract, and multiply polynomials.

Factor polynomials in the form 𝑥2 + 𝑏𝑥 + 𝑐, 𝑎𝑥2 + 𝑏𝑥 + 𝑐, and special cases.

Simplify expressions using the properties of exponents.

Evaluate and rewrite expressions involving rational exponents.

Identify and generate geometric sequences. Relate geometric sequences to

exponential functions.

Find the inverse of a relation and the inverse of a linear function.

Solve linear inequalities using one or more operations.

Solve and graph absolute value inequalities.

45 minutes 20 marks [1 mark each]

Constructed Response (CRQ)

5 questions

no options

written

responses

CALCULATOR allowed




Graph linear inequalities.

Solve quadratic equations by graphing, using square roots, completing the square,

the quadratic formula, and/or factoring

Graph exponential functions, including growth and decay.

30 minutes

30 marks [marks per question varies

based on question]

20

Student Information System

SIS is the platform where you will enter the grades for your students. The gradebook

has been programmed in line with the assessment weightings for your grade. For the

Term 1 CA, you will see two entry points, one for the project and one for the pop

quizzes. The overall grade is weighted at 10% for the academic year. The end-of-term

exam will be marked and entered out of 50 marks and weighted at 35% for the

academic year. Please contact your coordinator and IT staff if you are having issues

while entering results into SIS. It is the responsibility of the teacher, coordinator, and

school management to ensure all students’ grades have been correctly entered in a

timely manner in SIS.

Contact Information If you have any enquiries regarding ASP Maths Assessment please:

1. Check all of the assessment information available on Sharepoint.

2. Contact your ASP Coordinator to see if they have the answer.

3. Contact the relevant ADU member for the grade.

Name Grades E-mail

Shujahat Munir 6 - 7 ASP Maths [email protected]

Debra Willacey 8 - 9 ASP Maths [email protected]

Carolyn Grounsell ASP Assessment Lead [email protected]

mailto:[email protected]



Documents

ASP MATHS - الصفحة الرئيسية Overview The purpose of this document is to provide guidance on the assessment that is being implemented in Term 1 alongside the ASP Maths