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University Parking
Resource ID#: 65266
Primary Type: Formative Assessment
This document was generated on CPALMS - www.cpalms.org
Students are asked to solve a real-world problem by writing and solving an equation.
Subject(s): Mathematics
Grade Level(s): 6
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, equation, inverse operations
Instructional Component Type(s): Formative Assessment
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_UniversityParking_Worksheet.docx
MFAS_UniversityParking_Worksheet.pdf
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
1. The teacher asks the student to complete the problems on the University Parking
worksheet.
1. The teacher asks follow-up questions, as needed.
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to correctly represent the problem with an equation.
Examples of Student Work at this Level
The student:

Attempts to solve the problem using a computational approach but is unable to do so correctly.

Writes an expression instead of an equation. The student provides answers such as 6 + 1100c or
.

Writes an incorrect equation such as 1110x = 6 or 10x = 1110.
Questions Eliciting Thinking
Can you restate the problem in your own words? What is the unknown?
What other quantities are described in this problem? How are the quantities related?
Can you draw a diagram to help you visualize the problem?
Instructional Implications
Help the student understand that writing and solving equations is an effective problem solving strategy. Provi
identify the unknown and clearly define a variable to represent it. For example, guide the student to begin by
other quantities described in the problem (e.g., the number of parking lots and the total number of cars) and to
equation back to the problem description.
Discourage the student from writing an equation such as x = 1110 ÷ 6, which reflects a computational procedu
written, it is better to write equations that model relationships. Explain that as problem contexts become more
with an equation and then solve the equation rather than attempt a computational strategy.
Provide additional opportunities to write and solve equations to solve real-world and mathematical problems.
Moving Forward
Misconception/Error
The student solves the problem by writing a numerical expression or an equation that reflects a numerical pro
Examples of Student Work at this Level
The student correctly solves the problem but writes an expression such as 1110 ÷ 6 or an equation such as 111
Questions Eliciting Thinking
What is an expression? Is it different from an equation? In what way?
Can you draw a diagram to help you visualize the problem?
Can you write an equation that shows the relationship among the quantities in this problem?
Instructional Implications
Model writing the equation as 6x = 1110 and explain how this models the relationship among the quantities in
among the quantities. Further explain that although this equation is equivalent to others written, it is better to
quadratic equations, and exponential equations), it will be much easier to model relationships with an equatio
Provide additional opportunities to write and solve equations to solve real-world and mathematical problems.
Almost There
Misconception/Error
The student is unable to correctly solve the equation and/or interpret the solution.
Examples of Student Work at this Level
The student writes a correct equation that models the relationship among the variables but makes an error in s
The student describes the solution as:




The total number of cars.
The number of parking lots.
A specific number (e.g., 6660).
A set of instructions for a calculation (e.g., "You divide 1110 by 6").
Questions Eliciting Thinking
I think you made a small error; can you find and fix it?
Can you be more specific in describing the solution? What quantity in the problem is equal to 185? What doe
Instructional Implications
Provide feedback to the student and allow the student to revise his or her work. Discuss strategies for solving
Encourage the student to be explicit when defining a variable or describing a solution. Remind the student tha
cars per parking lot, not just "cars").
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student writes an equation such as 6x = 1110 and correctly solves it. The student explains that:


The number of parking lots times the number of cars per parking lot is equal to the total number of car
Each parking lot can hold 185 cars.
Questions Eliciting Thinking
How did you know to divide by six to solve your equation?
How can you check your solution?
Instructional Implications
Pose the problem, "If there are a total of 1110 parking spaces in seven parking lots—one small lot with 30 spa
equation that models the relationship among the quantities and variable.
Review solving equations of the form x + p = q and consider using MFAS task Center Section (6.EE.2.7).
Review operations with fractions, and then consider using MFAS task Equally Driven (6.EE.2.7), which asse
ACCOMMODATIONS & RECOMMENDATIONS
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Special Materials Needed:
o
University Parking worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Solve real-world and mathematical problems by writing and
solving equations of the form x + p = q and px = q for cases in
which p, q and x are all non-negative rational numbers.
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
MAFS.6.EE.2.7:
When students write equations of the form x + p = q and px =
q to solve real-world and mathematical problems, they draw on
meanings of operations that they are familiar with from
previous grades’ work. They also begin to learn algebraic
approaches to solving problems.16
16
For example, suppose Daniel went to visit his grandmother,
who gave him $5.50. Then he bought a book costing $9.20 and
had $2.30 left. To find how much money he had before visiting
his grandmother, an algebraic approach leads to the equation x
+ 5.50 – 9.20 = 2.30. An arithmetic approach without using
variables at all would be to begin with 2.30, then add 9.20,
then subtract 5.50. This yields the desired answer, but students
will eventually encounter problems in which arithmetic
approaches are unrealistically difficult and algebraic
approaches must be used.