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Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep

Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
Bermuda Lawn Care Services – 7th Grade SBAC Math Performance Task (PT) Test Prep
File Type

PDF

(1 MB|28 pages)
Product Rating
Standards
  • Product Description
  • StandardsNEW

The purpose of the Bermuda Lawn Care Services – SBAC Performance Task is to familiarize students with math performance tasks in preparation for standardized testing. This task has a multitude of applications. There are six versions of the task, each has the same context but different numbers. You can use these as class activities, proficiency practice, or quizzes.

This task gives students an opportunity to compute unit rates using a real-world geometry problem. Students will find the area of the lawn in square yards, convert those square yards to square feet, calculate the square yards mowed based on time, and money earned based on square yards mowed. They will analyze productivity based on working individually and collaboratively. Students will exhibit competence with math content standards 7.G.6, 7.RP.1, 7.RP.2, 7.EE.2, 7.EE.3, 7.NS.2, 7.NS.3, and mathematical practices standards MP1, MP2, MP4, MP5, MP6, and MP7.

The following downloads are included with this project:

- Instructions for teachers

- Bermuda Lawn Care Services – SBAC Performance Task (6 versions)

- Bermuda Lawn Care Services – Answer Key (6 versions)

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Absolute Value

Wendy Petty

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For more Project Based Learning with Mathematics available at my store: https://www.teacherspayteachers.com/Store/Absolute-Value. This project was created and provided by Absolute Value.

Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Total Pages
28 pages
Answer Key
Included
Teaching Duration
1 hour
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