Buying Jeans: Standard 7.EE.2 Rewriting an expression in different forms sheds light on relationships between quantities.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Premade number tents to use clothesline math with simple expressions, rational expressions, equations and sequences.

Find some pre-made number tents for integers and degrees, as well as a blank set of number tents to create your own number tents.

Premade number tents to use clothesline math with linear, exponential and trignometric functions.

Premade number tents to use clothesline math with angle relationships such as vertical, complementary, supplementary and the angles created with parallel lines and a transversal. Premade number tents for recognizing relationships within triangles and polygons.

Want to know how to set up clothesline math in your classroom? Read this post and find a few different methods. Then, choose which one works best for your classroom culture.

Premade number tents to use clothesline math with fractions, integers, roots and exponents.

This three-act math task utilizes videos and questioning to help students explore operations with integers.

Electric Cars: Standard 7.RP.3: Use proportional relationships to solve multi-step ratio and percent problems.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

This is a three act task where students are asked to determine a relationship between the rate of a ferrari and the length of a rope.

Use this three act task to get students thinking about surface area. Extend the task to create a method/formula for surface area of a prism.

Use this three act task to have students make predictions and determine which area is the greatest.

Use this three act task to have students create different representations to determine how many cups will have the stacks be the same height. Use to come up with a plan to solve systems of equations.

Use this three act task as students are learning about constant rate of change, slope and linear functions.

This task has students determine how much some yogurt costs. There are multiple ways to approach this problem including unit rates, proportions and scale factors. Allow your students to think creatively and critically as they work through this task.

Exploring Antarctica: Standard 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

We hope that you and your students enjoy this experience as they develop new connections and appreciations for art, indigenous heritage, and mathematizing the world.

Food Advenue Takout: Standard 7EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Gym Membership: Standard 7.RP.2: Recognize and represent proportional relationships between quantities
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).