MYP Math Level 3 Unit 2 Summative Assessment

Unit Topic: Radicals and Integer Exponents

Unit Question:How can learning from others

help our community?

Significant Concept:

•We can learn from the mistakes of others.

• Area of Interaction: Community and Service.

Deadline: November 19th 2012

Purpose:

To become knowledgeable about radicals and exponents. Students will understand all rules that governs their logic. The student will make the next step to apply this reasoning to aspects of our community.The student will then offer advantages and disadvantages as they reflect on the real life situation and the community.

Task:

At the end of the unit will be a test.

Criteria : Knowledge and understanding of Mathematics

  • You will demonstrate your understanding of radicals and exponents:
  • The student will demonstrate their understanding by answering all questions mathematically and to build graphs that will show a realistic representationof exponents.

Criteria D: Reflection on Mathematics

  • You will use mathematic problem-solving techniques to recognize patterns, describe them as they relate to the problem and draw a conclusion.
  • You will demonstrate the value of exponents and radicals
  • Determine the advantages and disadvantages.
  • The student critically explains whether the results make sense in the context of the problem and provides a detailed explanation of the importance of their findings in connection to real-life. The student justifies the degree of accuracy of the results in ways appropriate for the techniques utilized. The student suggests valid improvements to his solving methodology.
  • Evidence: assesses strengths and weaknesses in solving the problem

determines the relative value of results

-scrutinizes work for errors, deficiencies, or limitations

-understands the practical meaning of the results

-applies the results to provide an answer to the real life problem

-tracks short falls with the process improvement in mind

Grading

Criterion: Knowledge and understanding

Maximum: 8

Achievement Level / Level Descriptor / Student
Grade / Final
Grade / Indicators
0 /
  • The student does not reach a standard described by any of the descriptors below.
/ No attempt is made.
1-2 /
  • The student attempts tomake
appropriate deductions when solving basicproblems in familiar contexts. / The students attempts to answer the questions, but there are flaws in reasoning mathematically and logic.
3-4 /
  • The student sometimes makes appropriate deductions when solving basic problems in familiar contexts.
/ The student makes some good decisions mathematically, but falls short of needed logic and is unable to complete the question.
5-6 /
  • The student generallymakes appropriate deductions when solving simpleproblems in a variety of familiar contexts.
/ The student makes good decisions mathematically and most of the logic is sound. The student completes the questions with errors in the final answer.
7-8 /
  • The student consistentlymakes appropriate deductions when solving simpleproblems in a variety of familiar situations.
/ The student makes good decisions mathematically and uses proper logic for all questions. The student completes all questions with minimal errors.

Criterion: Reflection in mathematics

Maximum: 6

Achievement Level / Level Descriptor / Student
Grade / Final
Grade / Indicators
0 /
  • The student does not reach a standard described by any of the descriptors below.
/ No attempt is made.
1-2 /
  • The student shows basic use of mathematical language and/or forms of mathematical representation in familiar situations.
  • The lines of reasoning are difficult to follow.
/ There is little or no thought used in evaluating and interpreting exponents and radicals. The student does not include the possible effects on the community or the world.
3-4 /
  • The student shows sufficient use of mathematical language and symbols to represent areas of mathematics in familiar situations.
  • The lines of reasoning are clear though not always logical or complete.
  • The student moves between different forms of representation with some success..
/ The student is beginning to understand how exponents and radicals contribute to mathematics, many answers are correct. The student brings more ideas and insight about the effects of radicals and exponents in the community and world we live in. (Pros and cons). The response to some written questions are limited and at times difficult to understand or follow.
5-6 /
  • The student shows good use of mathematical symbols and language and forms of mathematical representation. The student shows ability to answer math questionsin familiar situations, as well as unfamiliar situations, as pertaining to the world we live in. .
  • The lines of reasoning are insightful, original and reasonable.
. / The student completes a high percentage of math questions and shows good understanding of what is asked. The student brings insight and logic to the community and offers a personal view. The student offers additional ideas that show a strong grasp of exponents and radicals and their advantages and disadvantages. The ideas offered are well thought out. This response is well written and easily understood.

Knowledge and Reflections are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their math skills and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make

deductions and solve problems.