question assigment

General notes and observations about the task:

1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level standards?

Content: 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, and percent error.

Literacy (6-12): Craft & Structure - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2. What is the mathematical purpose of the assignment?

Students will be able to organize information in word problems and use the Butterfly Method to solve various real-world application percentage problems to calculate the original and sale price of an item and discounts; with a 75% accuracy.

3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and application) does the assignment address? Explain.

· Students will be able to interpret word problems by organizing key information.

· Students will be able to set up their proportions by using the key information and by recalling the Percentage Formula.

· Students will be able to calculate the sales price, original price, and discount by solving for an unknown value from their created proportions.

After looking at student work:

1. How did the directions and/or prompts for the assignment allow students to demonstrate the requirements of the targeted standard(s)?

After completing Lesson 14 and 15, students took a Mastery Check (quiz) on calculating discounts and multiple discounts.

The Mastery Check was the following four questions:

Students in this class like to have the questions read aloud, which allowed me to stress the important mathematical clue words. I reminded students of the highlighters in their bins and that they should use them to organize the key information. I also kept the Percentage Formula on the board in the front as an anchor chart.

2. How did the mathematical content of the assignment allow students to demonstrate the requirements of the targeted standard(s)?

Each question is similar in its storytelling but each question uses different mathematical keywords. For example, students had to identify “off”, “coupon”, and “discount” which meant subtracting from 100%. Each question required students to find multiple discounts as a way to solve for the original price and the sale price.

3. What patterns do you notice in the student work?

● What did students do consistently well?

· Almost all students got questions 1 and 3 correct. Question 1 and Question 3 both explicitly say “off” to represent a discount. Students were able to recognize that off meant subtracting the discount percentage from 100% and then setting up the proportion to solve for the unknown value.

· All students were able to underline key information in the questions: clue words and quantities.

· Most students were able to set up the proportion correctly with the appropriate values.

· All students were able to cross multiply/use the butterfly method on the proportion.

· All students were able to use inverse operations to solve for the unknown value.

· Most students were able to round their answers.

● Were there any common errors?

· A few students got question 1 incorrect

· A few students got question 3 incorrect. The wording on question 3 seems a bit unclear, so some students added the percentages and then subtracted the sum from 100%.

· A few students only found one discount rather than finding multiple. For example, in Question 1 students only found the discount of being a PowerUp member and then did not proceed to find the second discount.

Student Work Sample

What does the student’s work demonstrate about his/her understanding of the expectations of the assignment?

What does the student’s work demonstrate about his/her proficiency with the requirements of the targeted standard?

Student A (Lower)

· The student was able to apply the Percentage Formula in all four questions.

· The student was able to solve the proportion using the Butterfly Method

· The student was able to solve for the variable by using the inverse operations.

Overall, the student shows proficiency in the content, but they need further practice on vocabulary. For example, the student had issues in solving problems when the word “off” was used twice to calculate multiple discounts.

· The student wrote the Percentage Formula on the top of their paper to return to.

· The student seems to have rushed in calculating their answers. This may have led to them forgetting certain steps. Additionally, in question 1, the student misread an answer choice. Specifically, they divided 5399.1 by 100 which is 53.991, but they circled C) 59.39 since it looked similar. Though this was the wrong answer anyway, it was evident that the student also did not check their work.

· The student appears to have underlined a lot of information rather than the key information.

Student B: (Medium)

· The student was able to appropriately apply the Percentage Formula in all four questions.

· The student was able to solve the proportion using the Butterfly Method

· The student was able to calculate multiple discounts.

· The student was able to solve for the variable by using the inverse operations.

· The student was able to round appropriately.

Overall, the student shows proficiency in the content, but they need further practice in analyzing the question. By breaking down the question, the student will be able to connect the clue words to what they are trying to find. For example, in question 4, the question asks for the final sale of a t-shirt. If this student can relate the questions to their own experiences then, this could further their understanding. To elaborate, the student can relate this to themself by thinking if they go to a store if a sign says 15% will it be added or subtracted from the final sale price?

· The student annotated their questions appropriately. For example, they crossed out unnecessary information, underlined keywords, highlighted quantities, and boxed off the questions. Additionally, the student was able to identify some of the operational keywords and annotate them.

· For each question, the student rewrote the Percentage Formula as a direct reference for them to use.

· On question 3, the student underlined the word “additional” and translated this as having to add. Though this is true, the word additional appeared after a coupon. The student had a misconception due to this.

Student C: (Higher)

· The student was able to appropriately apply the Percentage Formula in all four questions.

· The student was able to solve the proportion using the Butterfly Method

· The student was able to calculate multiple discounts.

· The student was able to solve for the variable by using the inverse operations.

· The student was able to round appropriately.

· The student showed all the work when solving.

Overall, the student is showing mastery in finding the percent change in various real-world applications.

· The student wrote the Percentage Formula on the top of their paper to return to.

· The student underlined key information. For example, they underlined all quantities and certain mathematical keywords. Additionally, the student identified the whole of the word problems and when they were solved.

· The student was able to find the original price, sale price, and discount in various real-world contexts.