Comparing and Scaling Proportion and Unit Rate

District Formative Assessment Comparing and Scaling – Proportion and Unit Rate To be given after Investigation 3 Standard: CCSS7.EE.A.2 – Understand that re-writing an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. CC.7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems, Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Student Response(s) Right On Developing Developing Not yet

Possible Indicators Possible Indicators Possible Indicators Possible Indicators District Formative Assessment Comparing and Scaling – Proportion and Unit Rate To be given after Investigation 3 Standard: CCSS7.EE.A.2 – Understand that re-writing an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. CC.7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems, Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Question 1 – Question 1 – Question 1 – Question 1 – Student correctly identifies B and D as Correctly identifies both correct equations. a.) Student recognizes 15% as .15 and Student incorrectly chooses D or E correct responses. Question 2 – knows to multiply by that decimal. Question 2 – a.) Sets up proportion correctly but does not Question 2 – Student shows little to no understanding Question 2 – subtract a.) Sets proportion up incorrectly. of percent for example: a.) Student properly sets up and solve b.)Student knows how to calculate percent b.) Student only calculates 6% a.) Does not set up proportion proportion. of a number but fails to subtract c.) Student correctly calculates 6% and adds b.)Student divides by decimal to calculate b.)Student calculates 564 correctly. c.) Student calculates 60% instead of 6% by instead of subtracts from 600. percent misplacing decimal. d.) Student calculates percent increase c.) Students adds 6 instead of decrease. d.) Student does not convert percent to a decimal d.) No work shown Response Interventions Right on Developing Developing Not Yet 1. How can you change a percent Question 1 – Question 1 – to a decimal? 1. Does this equation represent 1. How do we find the percent of a number? YOU ROCK! 2. What does 36 represent? your total cost or discount? 2. How can we convert 15% to a decimal? 3. How is a decimal used to 2. Give students an example 3. Give students an example number to calculate percent decrease? number to substitute into the substitute into the problem. Question 2 – 4. If you multiply 0.6 by 100, what problem. 1. What does decrease mean? percent does this give you? What Question 2 – 2. Should your answer be larger or smaller percent are we trying to find? 1. Has your answer increased or than 600? decreased the number of students 3. How do we find the percent of a number? in the building? 4. How could we set up a proportion to solve 2. What operation would you use to this problem? decrease a number? 3. What does each number in your proportion represent? 4. How can we label each number in your proportion? District Formative Assessment Comparing and Scaling – Proportion and Unit Rate To be given after Investigation 3 Standard: CCSS7.EE.A.2 – Understand that re-writing an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. CC.7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems, Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.