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7th Grade Major Work of the Grade Formative Assessment Clusters

This collection includes formative assessments for all of the Major Work of Grade 6 created by a group of Utah Mathematics educators.

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7th Grade Major Work of the Grade Formative Assessment Clusters
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This resource is a menu of formative assessment clusters for all of the Major Work of Grade 7 created by a group of Utah Mathematics educators.

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/25/2023
Buying Jeans
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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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Electric Cars
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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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Exploring Antarctica
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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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Food Avenue Takeout
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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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Gym Membership
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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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Hiking Utah
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Hiking Utah: Standard Standard 7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, estimating the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, approximately twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Let's Buy a Longboard
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Let's Buy a Longboard: Standard 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Math Teacher Dilemma
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Math Teacher Dilemma: Standard 7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh grade science book are generally longer than the words in a chapter of a fourth grade science book.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Middle School Game Night
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Middle School Game Night: Standard 7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Middle School Text Messages
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Middle School Text Messages: Standard 7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
New York Trip
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New York Trip: Standard 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Rainy Days
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Rainy Days: Standard 7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Restaurant Grand Opening
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Restaurant Grand Opening: Standard 7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency and predict the approximate relative frequency given the probability.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Utah National Parks
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Utah National Parks: Standard 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Utah Road Trip
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Utah Road Trip: Standard 7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Utah's Kings Peak
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Utah's Kings Peak: Standard 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
What Are the Odds?
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What Are the Odds?: Standard 7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023
Who Wants to Fish?
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Who Wants to Fish?: Standard 7.EE.4 (Use variables to represent quantities in real-world or mathematical problems and construct simple equations and inequalities to solve problems by reasoning about the quantities. a) Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. b) Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific 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).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
Date Added:
07/26/2023