You will need the following items:
Students may also use a scientific calculator to complete this assessment.
Gather these materials before you begin.
When your student has completed his work on paper, come back to the computer to complete the rest of the assessment.
Use this tool as an opportunity to help you determine your student’s understanding of the concepts.
For each problem, first check to see if the student answered it correctly. Then ask your student to explain to you how he arrived at each of his answers, or “teach back” the solution. Based on your student’s response, choose the statement(s) that most accurately describe how your student solved the problem. (IMPORTANT: Several of the questions require multiple responses. Be sure to mark ALL appropriate responses.)
0 of 12 questions completed
Questions:
You have already completed the quiz before. Hence you can not start it again.
Quiz is loading…
You must sign in or sign up to start the quiz.
You have to finish following quiz, to start this quiz:
Time has elapsed
Your student’s performance indicates that he would be more successful in a previous level. Here are some additional steps you can take.
Your student’s performance indicates that he may be ready for Algebra 1. Here are some additional steps you should take.
Your student is ready for Algebra 1. The following skills were taught in previous levels of Math-U-See and are not specifically retaught in Algebra 1. You will want to make sure your student has mastered these skills before beginning.
View a detailed analysis of the assessment.
Return to the Placement Assessments to try the test for a higher level, Geometry or Algebra 2.
CORRECT ANSWER: 34
Ask the student to explain how he determined the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 34
The student needed to know that the absolute value of a number is the distance of a number from zero on the number line. The student may also refer to absolute value as the magnitude (value) of a number without regard to its sign.
SKILL: Determine the absolute value of a number.
CORRECT ANSWER: 34
The student needed to know that the absolute value of a number is the distance of a number from zero on the number line. The student may also refer to absolute value as the magnitude (value) of a number without regard to its sign.
SKILL: Determine the absolute value of a number.
CORRECT ANSWER: 20
Ask the student to explain how the answer could be found. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 20
The student needed to explain how to subtract integers. The student could demonstrate his understanding in one of the following ways:
1) He could explain that subtracting integers is the same as adding the opposite. Example: 7-(-13) is the same as 7 + 13.
2) He could show how to subtract integers on a number line.
3) He used models or drew a diagram to represent positive and negative numbers to demonstrate how to subtract integers.
SKILL: Subtract Integers.
CORRECT ANSWER: 20
The student needed to explain how to subtract integers. The student could demonstrate his understanding in one of the following ways:
1) He could explain that subtracting integers is the same as adding the opposite. Example: 7-(-13) is the same as 7 + 13.
2) He could show how to subtract integers on a number line.
3) He used models or drew a diagram to represent positive and negative numbers to demonstrate how to subtract integers.
SKILL: Subtract Integers.
CORRECT ANSWER: 12
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 12
The student needed to know how to divide integers. He needed to show and explain that a negative integer divided by a negative integer equals a positive integer.
He could have done this in one of the following ways:
SKILL: Divide integers.
CORRECT ANSWER: x = 85
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: x = 85
The student needed to know how to solve for an unknown in a proportion. The student could have solved the problem in one of three ways:
Solution A:
1) Determine the ratio between the two known numerators.
2) Multiply the numerator and denominator of the know fraction by that ratio.
Solution B:
1) Determine the ratio between the numerator and denominator of the given fraction.
2) Multiply both numerators by the reciprocal of that ratio.
Solution C:
1) Cross multiply the numerators and denominators to create an equation.
2) Solve for the unknown.
or
SKILL: Solve for the unknown in a proportion.
CORRECT ANSWER: x = 85
The student needed to know how to solve for an unknown in a proportion. The student could have solved the problem in one of three ways:
Solution A:
1) Determine the ratio between the two known numerators.
2) Multiply the numerator and denominator of the know fraction by that ratio.
Solution B:
1) Determine the ratio between the numerator and denominator of the given fraction.
2) Multiply both numerators by the reciprocal of that ratio.
Solution C:
1) Cross multiply the numerators and denominators to create an equation.
2) Solve for the unknown.
or
SKILL: Solve for the unknown in a proportion.
CORRECT ANSWER:
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER:
The student needed to subtract a mixed number from a whole number. He needed to regroup (borrow) from the whole number and then subtract.
SKILL: Subtract mixed numbers and simplify the answer to lowest terms.
CORRECT ANSWER:
The student needed to subtract a mixed number from a whole number. He needed to regroup (borrow) from the whole number and then subtract.
SKILL: Subtract mixed numbers and simplify the answer to lowest terms.
CORRECT ANSWER: 8
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 8
The student needed to know that exponents represent repeated multiplication. To simplify the exponent, he needed to multiply the base by itself the number of times indicated by the exponent.
SKILL: Simplify an expression with a positive exponent.
CORRECT ANSWER: -9
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: -9
The student needed to know that exponents represent repeated multiplication. He also needed to know the order of operations which indicate that exponents are addressed first. Therefore, since there were no parentheses to show that the minus sign belonged to the 3, he needed to multiply first and then take the opposite.
SKILL: Simplify an exponent with a negative sign.
CORRECT ANSWER: -9
The student needed to know that exponents represent repeated multiplication. He also needed to know the order of operations which indicate that exponents are addressed first. Therefore, since there were no parentheses to show that the minus sign belonged to the 3, he needed to multiply first and then take the opposite.
SKILL: Simplify an exponent with a negative sign.
CORRECT ANSWER: y = -4
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: y = -4
The student needed to solve for the unknown y. He could have done this in one of two ways:
Solution A:
1) Subtract five from both sides.
2) Multiply both sides by the reciprocal of the coefficient.
Solution B:
1) Subtract five from both sides.
2) Divide both sides by the coefficient.
SKILL: Solve a two-step equation with one unknown.
CORRECT ANSWER: y = -4
The student needed to solve for the unknown y. He could have done this in one of two ways:
Solution A:
1) Subtract five from both sides.
2) Multiply both sides by the reciprocal of the coefficient.
Solution B:
1) Subtract five from both sides.
2) Divide both sides by the coefficient.
SKILL: Solve a two-step equation with one unknown.
CORRECT ANSWER: 4
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: 4
The student needed to find the square root of 16, or the number which, when multiplied by itself, yields a product of 16.
SKILL: Determine the square root.
CORRECT ANSWER: 4
The student needed to find the square root of 16, or the number which, when multiplied by itself, yields a product of 16.
SKILL: Determine the square root.
CORRECT ANSWER: -126
Ask the student to explain how he found the answer. Which of the following statements characterized his response? CLICK ALL THAT APPLY.
CORRECT ANSWER: -126
The student needed to multiply the integers. A negative integer multiplied by a positive integer yields a negative integer.
SKILL: Multiply integers.
CORRECT ANSWER: -126
The student needed to multiply the integers. A negative integer multiplied by a positive integer yields a negative integer.
SKILL: Multiply integers.
The next two questions are just for the instructor to complete. Click on the statement that best describes your student’s work during the written part of the assessment.
How long did it take the student to complete the assessment? Click on the best response.
A student who has mastered the prerequisite concepts should be able to complete the written assessment in about 30 minutes.
A student who has mastered the prerequisite concepts should be able to complete the written assessment in about 30 minutes.
How often did the student ask for help or hints as to how to solve a problem? (Note: This is different than asking for clarification about how a question is worded.) Click on the best response.
A student who has mastered the prerequisite concepts should feel confident in his or her ability to solve the problems and should not need to ask for assistance.
A student who has mastered the prerequisite concepts should feel confident in his or her ability to solve the problems and should not need to ask for assistance.