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Westwood Regional School District 2012-2013 NJASK PRIMER Grades 6 - 7 “Preparation…Concentration…Domination…Celebration!” Developed by: Susan Radoslovich Diane Carroll Westwood Regional School District The essence of mathematics is not to make simple things complicated, but to make complicated things simple. ~S. Gudder Westwood Regional School District Introduction Mathematics success on the NJASK is determined by the time and effort spent throughout the year on class work and homework. The curriculum is aligned with the state standards and all problems done on a daily basis are important to future success on the state test. Students also have access to extra practice using the online program, Study Island, and through online textbook resources. Basic math fact knowledge is integral to success. Students should readily know their basic addition, subtraction, multiplication, and division facts. These can easily be practiced regularly at home with flash cards. NJASK Mathematics Content Number Sense, Numeration, and Numerical Operations Students should be able to work with various concepts and representations of large and small numbers such as scientific notation, squares, and square roots. Students will perform the four operations of addition, subtraction, multiplication, and division of integers. Students will also use ratios and proportions to solve problems including discounts, taxes, commissions, and simple interest. Patterns, Relationships, and Functions Students should be able to evaluate algebraic expressions as well as write, solve, and graph equations and inequalities. Given a simple linear equation or inequality, students will write a problem that represents that equation or inequality. Students will describe, extend, analyze, and create geometric and numeric patterns to solve problems. Spatial Sense, Measurement, and Geometry Students should be able to find area, perimeter, circumference, surface area, and volume. Students will find missing side lengths of right triangles, find congruent, corresponding side lengths or angle measurements, and draw transformations including translations and reflections. Data, Probability, and Statistics Students should be able to display data that have one or more variables in a variety of ways, including frequency tables, bar graphs, histograms, and circle graphs. Students will analyze that data to determine relationships among variables. Terms such as mean, median, and mode will be used to describe sets of data. Westwood Regional School District Point Breakdown by Standard POINT BREAKDOWN GRADE 6 GRADE 7 STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 TOTAL POINTS 13 14 14 8 49 13 14 14 8 49 Standard 1. Number and Numerical Operations A. Number Sense B. Numerical Operations C. Estimation Standards 2: Geometry and Measurement A. Geometric Properties B. Transforming Shapes C. Coordinate Geometry D. Units of Measurement E. Measuring Geometric Objects Standards 3: Patterns and Algebra A. Patterns B. Functions and Relationships C. Modeling D. Procedures Standards 4: Data Analysis, Probability, and Discrete Mathematics A. Data Analysis (Statistics) B. Probability C. Discrete Mathematics--Systematic Listing and Counting D. Discrete Mathematics--Vertex-Edge Graphs and Algorithms Standards 5: Mathematical Processes A. Problem Solving B. Communication C. Connections D. Reasoning E. Representations F. Technology Westwood Regional School District • The Short Constructed Response (SCR) section of NJASK grades 3 through 8 will be non-calculator active for all students including students with disabilities. Students with disabilities may use calculators as an appropriate special education modification under the following circumstances: • For the spring 2010 administration, special education students whose documented educational disability limits him or her from calculating mathematically may use a calculator on the non-calculator sections (with the exception of SCR as noted above) if the student uses a calculator or other manipulatives during routine instruction, except while the student is actually being taught to calculate. • Students who are accommodated through the use of calculators must have the assessment administered to them in an alternative setting. • Beginning with the May 2011 administration, the use of a calculator or other specific manipulatives as an instructional and assessment accommodation must be documented in the student’s IEP or 504 plan. However, the Short Constructed Response (SCR) section as stated above will remain non-calculator active. Westwood Regional School District Multiple Choice Sal is making a frame for a rectangular sand box. He has 4 friends who want to build the sand box with him. He has enough wood to make the perimeter of the sand box 24 feet long. How long should he make the sides of the sandbox if he wants the largest area possible? A) B) C) D) 2 feet by 10 feet 4 feet by 8 feet 5 feet by 7 feet 6 feet by 6 feet Instructional Hints: Underline important information Eliminate useless information Eliminate answers you know are wrong Try to solve the problem before looking at answer choices Short Constructed Response A pitching machine at a batting cage is set to randomly throw balls and strikes. Harry observes that 21 of the last 30 pitches have been strikes. What is the probability that the next pitch will be a strike? Instructional Hints: Underline important information Eliminate useless information Check your calculations Label your answer with the appropriate unit Fully explain your solving strategy when appropriate Westwood Regional School District Extended Constructed Response Suppose Mr. and Mrs. Thomson take their four children to the movies. Adult tickets cost $9.00; let b represent the cost of a child’s ticket. Write an expression to represent the total cost for purchasing the movie tickets. Suppose Mr. and Mr. Thomson spent a total of $15.00 on popcorn and sodas. Write an expression for showing the total cost for going to the movies. What was the total cost for the Thompsons to attend the movies if a child’s ticket is $5.00? Show how to evaluate the expression to find the total cost. Instructional Hints: Underline important information Eliminate useless information Check your calculations Label your answer with the appropriate unit Completely answer and explain each bullet Mathematics Test Taking Tips: 1. 2. 3. Use all the test time given DO NOT leave any questions blank Take a step-by-step approach to word problems. a. Answer all parts of open ended questions b. Write your answers neatly and clearly in the spaces provided c. You cannot get credit if the grader cannot read your writing! 4. Learn to test each of the answers to multiple choice questions to see which one works. 5. Make sure you have your materials ready: pencils, eraser, and calculator. Westwood Regional School District Westwood Regional School District Resources and Samples NJASK Update for 2013: http://www.state.nj.us/education/assessment/ NJASK Parent, Teacher and Student Guide: http://www.nj.gov/education/assessment/ms/ Links to Math reference and manipulatives sheets: http://www.state.nj.us/education/assessment/ms/5-8/ref/math/ Sample tests from Massachusetts can be obtained at: http://www.doe.mass.edu/mcas/testitems.html