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Remarks
Remarks: Problems should be solved using concrete or pictorial representations of models, tables, and graphs, instead of using algebraic symbolism.
Example: Use the information provided in the table below to respond to each question.
Date Description Amt WD Amt Dep Bal
1/1/08 Beg Bal $500.00
1/5/08 Ret Ck Fee $25 475.00
1/5/08 Ret Ck Fee $25 450.00
1/6/08 Resolution $25 475.00
1/6/08 Resolution $25 500.00
Mary was charged $25 each for 2 checks that bounced. Explain why the expression 2 x (-25) = -150 describes the situation.
Mary had the problem of the bounced checks resolved and didn't have to pay the penalty of $25. She wrote (-2) x (-25) = 50 to fix her checkbook. Explain why a negative number multiplied by a negative number gives a positive number in this situation.
Example: Use a set of integer chips to model one method for evaluating -5 + 8 – (-2). Explain your work.
Possible Answer: I began with a group of 5 negative integer chips, and then combined it with another group (added) of 8 positive integer chips, and then I removed (subtracted) two negative integer chips. Finally, I removed three “zero pairs” (one positive and one negative integer chips), since -1 + 1 = 0. My final answer was positive 5.
- - - - - + + + + + + + +
- - - + + + + + + + +
+ + + + +
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Item Type(s):
This benchmark may be assessed using:
MC
item(s)
At Grade 7, this benchmark will be assessed using MC items.
- Clarification :
Students will analyze a set of circumstances, pictorial representation, or pattern to identify the correct operation to use for finding an appropriate solution.
Students will recognize the appropriate operation for a stated effect, the effects of operations, and/or the relationships between operations.
Problems should be solved using concrete or pictorial representations of models, tables, and graphs, instead of using algebraic symbolism.
Students will use the rules for adding, subtracting, multiplying, and dividing integers, including absolute value, and the order of operations to solve real-world problems. - Content Limits :
Items may include the effects of the four basic operations on integers, and the use of properties of real numbers to solve problems (commutative, associative, distributive, identity, equality, inverse, and the inverse relationship of positive and negative numbers).
Items should include at least one integer in the computation.
Items may use fractions less than 1 with numerators and denominators less than 100.
Items may use decimals to the ten-thousandths place.
Items may include up to three operations, with no more than five procedural steps needed to evaluate the expression. - Stimulus Attributes :
Items should be set in a real-world or mathematical context.
Items may include representations of manipulatives, such as two-sided chips and algebra tiles.
- Test Item #: Sample Item 1
- Question: Which of the following best represents the method for finding the value of -6 + 9 4?
- Difficulty: N/A
- Type: MC: Multiple Choice
