1 ©Curriculum Associates, LLC Grade 7 Unit 1 Mid-Unit Assessment

Unit 1 Mid-Unit Assessment Scoring Guide

Ready® Mathematics

Forms A and B

The table below shows the depth-of-knowledge (DOK) level for the items in the Unit 1 Form A and B Mid-Unit Assessments, the standard(s) addressed, and the corresponding Ready Instruction lesson(s) assessed by each item. Use this information to adjust lesson plans and focus remediation. Use the Scoring Rubrics on the following pages as a guide to assessing students’ work on 2-point and 3-point responses.

Mathematics INSTRUCTION

Unit 1 The Number SystemIn this unit, students add, subtract, multiply, and divide positive and negative integers. They see how knowledge of positive and negative numbers can help them solve real-world and mathematical problems.

After scoring the assessments and sharing the results with students, have them turn to the “I can” statements at the start of the unit in their Ready Instruction books. Encourage students to use the self-check list to evaluate what they have learned and what they still need to work on.

Question DOK Points Standards Ready Lesson(s)

1 1 1 7.NS.A.1a 1

2 3 4 7.NS.A.1b 1

3 1 1 7.NS.A.1c 2

4 2 1 7.NS.A.2a 4

5 3 3 7.NS.A.1b 3

6 2 3 7.NS.A.1c 2

7 2 1 7.NS.A.1d 3

8 2 4 7.NS.A.1c 2

9 2 2 7.NS.A.2b 4

10 3 2 7.NS.A.2a, 7.NS.A.2c 4

11 1 1 7.NS.A.2a 4

12 2 2 7.NS.A.2a 4

13 2 1 7.NS.A.1b 3

2 ©Curriculum Associates, LLC Grade 7 Unit 1 Mid-Unit Assessment

Unit 1 Mid-Unit Assessment Scoring Guide continued Forms A and B

Scoring Rubric

2-Point Response

Points Expectations

2 A 2-point response has the correct solution(s) and includes well-organized, clear, and concise work demonstrating thorough understanding of mathematical concepts and/or procedures.

In this response, students

• thoroughly complete the solution(s), using mathematically sound procedures and precise mathematical language

• provide sufficient work that shows understanding of mathematical concepts and/or procedures

• demonstrate mathematical reasoning through the use of models and/or well-organized and logical explanations

1 A 1-point response shows partial understanding of mathematical concepts and/or procedures.

In this response, students

• correctly complete one step of a two-part problem

• correctly complete computation but do not provide sufficient work to demonstrate thorough understanding

• calculate incorrectly but provide work or an explanation that demonstrates understanding

0 A 0-point response contains an incorrect solution, shows poorly organized and incomplete work and explanations, and demonstrates limited to no understanding of mathematical concepts and/or procedures.

3 ©Curriculum Associates, LLC Grade 7 Unit 1 Mid-Unit Assessment

Unit 1 Mid-Unit Assessment Scoring Guide continued Forms A and B

Scoring Rubric

3-Point Response

Points Expectations

3 A 3-point response has the correct solution(s) and includes well-organized, clear, and concise work demonstrating thorough understanding of mathematical concepts and/or procedures.

In this response, students

• thoroughly complete the solution(s), using mathematically sound procedures and precise mathematical language

• provide sufficient work that shows thorough understanding of mathematical concepts and/or procedures

• demonstrate mathematical reasoning through the use of models and/or well organized and logical explanations

2 A 2-point response shows partial understanding of mathematical concepts and/or procedures.

In this response, students

• provide work and explanations that demonstrate understanding of most but not all aspects of mathematical concepts and/or procedures

• may include an incorrect solution but show sound mathematical reasoning through the use of models and/or explanations

1 A 1-point response shows limited understanding of mathematical concepts and/or procedures.

In this response, students

• provide work and explanations that demonstrate some understanding of mathematical concepts and/or procedures but contain incorrect solution(s) or flawed reasoning

• show misunderstanding of key parts of the solution process or incorrect use of mathematical models and procedures

• may include correct solutions but do not provide sufficient work to demonstrate understanding of mathematical concepts and/or procedures

0 A 0-point response contains an incorrect solution, shows poorly organized and incomplete work and explanations, and demonstrates no understanding of mathematical concepts and/or procedures.

1©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form A

Name ___________________________________________________________ Date ____________________

Ready® Mathematics

Unit 1 Mid-Unit Assessment Form A

Solve the problems.

1 In which situation do the quantities combine to make 0?

A A football team lost 6 yards on one play and gained 3 yards on the next play.

B The temperature at 5 am was 25°F. Over the next 4 hours, the temperature increased by 5°F.

C A car wash earns $7 per car washed and spends $7 per truck washed. On Friday, they washed 10 cars and 5 trucks.

D Manuel deposited $75 into his savings account on Monday. The next week, he deposited $75 into his checking account.

2 Consider the following problems.

Part A

Show 24 1 (23) on the number line below. Then complete the equation that shows the sum.

0–1–2–3–4–5–6–7–8–9–10

24 1 (23) 5

Part B

Mara drew the number line below to show 6 1 (28). Is her model accurate? Explain.

1086420–2–4–6–8–10

–3

0–1–2–3–4–5–6–7–8–9–10

(1 point)

(2 points)

(2 points)

No; Possible explanation: Mara should have moved 8 units to the left of 6, instead of

moving from 6 to 28.

27

2©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form A

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form A

3 Which of the following have the same value as u29 2 3u ? Choose all that apply.

A u26u

B u29 1 (23)u

C 6

D 12

4 Which situation could the equation 22 • 15 5 230 represent?

A Jake owes 2 people $15, so he owes a total of $30.

B The bottom of a pond is 2 meters below sea level. A nearby hill rises 15 meters above sea level. The vertical distance from the bottom of the pond to the top of the hill is 30 meters.

C A scientist controls the temperature of a substance so that it decreases by 2°F per minute over fifteen minutes. The temperature decreases by a total of 30°F.

D Emma lost 2 points on her first turn in a game. She earned 15 points on her second turn. She has a total of –30 points.

5 Consider the expression 213 1 4.

Part A

Describe a situation that could be represented by the expression.

Part B

Find the sum and explain what it means in the context of the situation.

(2 points)

(1 point)

(1 point)

(1 point)

Possible answer: In round 1 of a game, Miguel loses 13 points. In round 2 he earns 4 points.

29; Possible explanation: Miguel’s total score after two rounds is 29 points.

3©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form A

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form A

6 A crab crawls 7 feet below sea level. Directly above the crab, a bird flies 15 feet above sea level.

Part A

Use a number line to show the distance between the crab and the bird.

Part B

Write an absolute value expression that represents the distance between the crab and the bird.

Part C

What is the distance between the crab and the bird?

7 Look at the equations below. Choose True or False for each equation.

a. 25 1 8 5 25 1 (5 1 3) u True u False

b. (27 2 5) 1 7 5 27 2 (5 1 7) u True u False

c. u28 1 (23)u 5 2u8 1 3u u True u False

d. 5 1 (223) 2 5 5 223 1 5 2 5 u True u False

(1 point)

(1 point)

(1 point)

(1 point)

Possible answer: |27 2 15|

Possible number line:

22 feet

3

3

3

3

15

10

5

–5

0

4©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form A

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form A

8 The average low temperature in Boston in January is 25°C. The average low temperature in Chicago in January is 211°C.

Part A

Write a subtraction expression to represent the difference between Boston’s average low temperature in January and Chicago’s average low temperature in January. Then write the subtraction expression as an addition expression.

Part B

Model the addition expression on a number line.

Part C

What is the difference?

9 The value of a stock is changing at a constant rate. The value decreases $56 over 8 days. How much did the stock’s value change each day? Show or explain how you got your answer.

10 Is the product 24 • 3 • (27) positive or negative? Explain how you know.

(1 point)

(1 point)

(2 points)

(2 points)

(2 points)

2$7; Possible student work: 256 ···· 8 = 27

Positive; Possible explanation: The product of a negative number and a positive number is

negative, and the product of 2 negative numbers is positive, so the product will be

positive.

25 2 (211)

25 1 11

–10 –5 0 5 10

+11

6°C

Possible number line:

5©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form A

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form A

11 Which of the following is equal to 224? Choose all that apply.

A 28 • 3

B 26 • (24)

C 12 • (22)

D 248 ···· 22

E 2(212 • 2) ········· 21

12 A cheese maker changes the temperature of her milk at a rate of –2°F per minute. What is the change in the temperature of the milk after 25 minutes? Show or explain how you got your answer.

13 The table below shows Quentin’s scores for each of three rounds in a trivia game.

Round 1 2 3

Score 23 10 26

Which of the following could represent his total score for all 3 rounds? Circle all correct answers.

A 23 1 10 1 (26)

B 8 9 1312111076543210–1–2–3

C 13

D 23 1 10 2 6

E 1

(1 point)

(1 point)

(2 points)

250°F; Possible student work: 22 • 25 5 250

1©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form B

Name ___________________________________________________________ Date ____________________

Ready® Mathematics

Unit 1 Mid-Unit Assessment Form B

Solve the problems.

1 In which situation do the quantities combine to make 0?

A Kurt deposited $50 into his checking account on Friday. The next week, he deposited $50 into his savings account.

B A football team gained 4 yards on one play and lost 2 yards on the next play.

C The temperature at 10 pm was 6°C. Over the next 3 hours, the temperature decreased by 2°C each hour.

D Marci spends $8 to make a necklace and earns $8 from each bracelet sold. On Saturday, she made 5 necklaces and sold 10 bracelets.

2 Consider the following problems.

Part A

Show 23 1 (22) on the number line below. Then complete the equation that shows the sum.

0–1–2–3–4–5–6–7–8–9–10

23 1 (22) 5

Part B

Erin drew the number line below to show 4 1 (26). Is her model accurate? Explain.

1086420–2–4–6–8–10

–2

0–1–2–3–4–5–6–7–8–9–10

(1 point)

(2 points)

(2 points)

No; Possible explanation: Erin should have moved 6 units to the left of 4, instead of

moving from 4 to 26.

25

2©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form B

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form B

3 Which of the following have the same value as u27 2 4u ? Choose all that apply.

A u27 1 (24)u

B u23u

C 3

D 11

4 Which situation could the equation 23 • 20 5 260 represent?

A John owes 3 people $20, so he owes a total of $60.

B Mei-Ling lost 3 points on her first turn in a game. She earned 20 points on her second turn. She has a total of 260 points.

C The bottom of a pond is 3 meters below sea level. A nearby tower has a height of 20 meters above sea level. The vertical distance from the bottom of the pond to the top of the tower is 60 meters.

D A scientist controls the temperature of a substance so that it decreases by 3°F per minute over twenty minutes. The temperature decreases by a total of 60°F.

5 Consider the expression 215 1 8.

Part A

Describe a situation that could be represented by the expression.

Part B

Find the sum and explain what it means in the context of the situation.

(2 points)

(1 point)

(1 point)

(1 point)

Possible answer: In round 1 of a game, Aiden loses 15 points. In round 2, he earns 8 points.

27; Possible explanation: Aiden’s total score after the two rounds is 27 points.

3©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form B

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form B

6 A fish swims 3 feet below sea level. Directly above the fish, a seagull flies 12 feet above sea level.

Part A

Use a number line to show the distance between the fish and the seagull.

Part B

Write an absolute value expression that represents the distance between the fish and the seagull.

Part C

What is the distance between the fish and the seagull?

7 Look at the equations below. Choose True or False for each equation.

a. u25 1 (27)u 5 2u5 1 7u u True u False

b. 23 1 4 5 23 1 (3 1 1) u True u False

c. (22 2 9) 1 2 5 22 2 (9 1 2) u True u False

d. 6 1 (231) 2 6 5 231 1 6 2 6 u True u False

(1 point)

(1 point)

(1 point)

(1 point)

Possible answer: |23 2 12|

15 feet

3

3

3

3

15

10

5

–5

0

Possible number line:

4©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form B

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form B

8 The average low temperature in Springfield in January is 24°C. The average low temperature in Winters Run in January is 213°C.

Part A

Write a subtraction expression to represent the difference between Springfield’s average low temperature in January and Winters Run’s average low temperature in January. Then write the subtraction expression as an addition expression.

Part B

Model the addition expression on a number line.

Part C

What is the difference?

9 The value of a stock is changing at a constant rate. The value decreases $42 over 7 days. How much did the stock’s value change each day? Show or explain how you got your answer.

10 Is the product 25 • (23) • (22) positive or negative? Explain how you know.

(1 point)

(1 point)

(2 points)

(2 points)

(2 points)

2$6; Possible student work: 242 ···· 7 = 26

Negative; Possible explanation: The product of 2 negative numbers is positive, and the

product of a positive number and a negative number is negative, so the product will be

negative.

24 2 (213); 24 1 13

–10 –5 0 5 10

+13

9°C

Possible number line:

5©Curriculum Associates, LLC

Copying permitted for classroom use.Grade 7 Unit 1 Mid-Unit Assessment—Form B

Name ___________________________________________________________ Date ____________________

Unit 1 Mid-Unit Assessment continued Form B

11 Which of the following is equal to 236? Choose all that apply.

A 22 • (218)

B 4 • (29)

C 26 • 6

D 272 ···· 2

E (218 • 2) ······· 21

12 A cheese maker changes the temperature of his milk at a rate of –3°F per minute. What is the change in the temperature of the milk after 15 minutes? Show or explain how you got your answer.

13 The table below shows Mia’s scores for each of three rounds in a trivia game.

Round 1 2 3

Score 24 9 22

Which of the following could represent her total score for all 3 rounds? Circle all correct answers.

A 6 7 1098543210–1–2–3–4–5

B 24 1 9 1 (22)

C 24 1 9 2 2

D 7

E 3

(1 point)

(1 point)

(2 points)

245°F; Possible student work: 23 • 15 5 245