ALEX Learning Activity

  

Multi-Step Real-Life and Mathematical Practice Problems

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: YVETTE AKRIDGE
System:Andalusia City
School:Andalusia City Board Of Education
  General Activity Information  
Activity ID: 2877
Title:
Multi-Step Real-Life and Mathematical Practice Problems
Digital Tool/Resource:
Multi-Step Real-Life and Mathematical Practice Problems Quizizz
Web Address – URL:
Overview:

Students will use the Quizizz response system to review solving multi-step problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals) and to use tools strategically. This Multi-Step Real-Life and Mathematical Practice Problems Quizizz game has fifteen questions to test the understanding of solving multi-step real-life problems and is intended to be used as an after-activity. Quizizz allows the teacher to conduct student-paced formative assessments through quizzing, collaboration, peer-led discussions, and presentation of content in a fun and engaging way for students of all ages.

 

(This learning activity can be used as a stand-alone activity but is best used as an After Activity, the During and After Activities can be found in the Notes or Recommendations section.)
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 7
8. Solve multi-step real-world and mathematical problems involving rational numbers (integers, signed fractions and decimals), converting between forms as needed. Assess the reasonableness of answers using mental computation and estimation strategies.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form.
  • Interpret solutions of problems with rational numbers in the context of the problem.
  • Assess the reasonableness of answers using mental computation and estimation strategies.
  • Use variables to represent quantities in a real-world or mathematical problem.
Teacher Vocabulary:
  • Rational numbers
  • Integers
  • Estimation
Knowledge:
Students know:
  • techniques for converting between fractions, decimals, and percents.
  • Techniques for estimation, mental computations, and how to assess the reasonableness of their answers.
Skills:
Students are able to:
  • convert between different forms of a rational number.
  • Add, subtract, multiply and divide rational numbers. -translate verbal forms of problems into algebraic symbols, expressions, and equations.
  • Use estimation and mental computation techniques to assess the reasonableness of their answers.
Understanding:
Students understand that:
  • One form of a number may be more advantageous than another form, based on the problem context.
  • Using estimation strategies helps to determine the reasonableness of answers.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.7.8.1: Define estimation, rational numbers, and reasonable.
M.7.8.2: Recall mental calculation strategies.
M.7.8.3: Recall estimation strategies.
M.7.8.4: Analyze the given word problem to set up a mathematical problem.
M.7.8.5: Recognize the mathematical operations of rational numbers in any form, including converting between forms. (Ex. 0.25=1/4 =25%).
M.7.8.6: Recognize the rules of operations of positive and negative numbers.
M.7.8.7: Recognize properties of numbers (Distributive, Associative, Commutative).
M.7.8.8: Recall problem solving methods.

Prior Knowledge Skills:
  • Represent addition and subtraction with objects, mental images, drawings, expressions, or equations.
  • Define integers, positive and negative numbers.
  • Define rational number.
  • Define equivalent, simplify, term, distributive property, associative property of addition and multiplication, and the commutative property of addition and multiplication.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.7.8 Add and subtract integers in a real-world situation.
Mathematics
MA2019 (2019)
Grade: 7
Accelerated
9. Solve real-world and mathematical problems involving the four operations of rational numbers, including complex fractions. Apply properties of operations as strategies where applicable. [Grade 7, 5]
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Apply knowledge of addition and subtraction of rational numbers to describe real-world contexts.
  • Solve multi-step problems using numerical expressions that involve addition, subtraction, multiplication, and/or division of rational numbers, including problems that involve complex fractions.
Teacher Vocabulary:
  • Rational numbers
  • Complex fractions
  • properties of operations
Knowledge:
Students know:
  • Include situations involving elevation, temperature changes, debits and credits, and proportional relationships with negative rates of change.
  • Develop greater fluency with evaluating numerical expressions, using the properties of operations to increase their flexibility in approach.
Skills:
Students are able to:
  • Interpret products and quotients of rational numbers by describing real-world contexts.
  • Solve real-world and mathematical problems involving the four operations with rational numbers.
Understanding:
Students understand that:
  • it important to be able to write numeric expressions in multiple ways.
  • Rational numbers can represent values in real-world situations.
  • properties of operations learned with whole numbers in elementary apply to rational numbers
Diverse Learning Needs:
Mathematics
MA2019 (2019)
Grade: 7
Accelerated
17. Solve multi-step real-world and mathematical problems involving rational numbers (integers, signed fractions, and decimals), converting between forms as needed. Assess the reasonableness of answers using mental computation and estimation strategies. [Grade 7, 8]
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form.
  • Interpret solutions of problems with rational numbers in the context of the problem.
  • Assess the reasonableness of answers using mental computation and estimation strategies.
  • Use variables to represent quantities in a real-world or mathematical problem.
Teacher Vocabulary:
  • Rational numbers
  • Integers
  • Estimation
Knowledge:
Students know:
  • Multiplying by 0.1 is the same as multiplying by 1/10 , the value of 10 percent can also be found by simply dividing by 10.
  • 1% = 0.01 = 1 100 .
  • Since multiplying by 0.01 is the same as multiplying by 1/100 , the value of 1 percent can also be found by simply dividing by 100.
  • Adding a percent of a number onto the original number is the same thing as adding that percent to 100 and then finding that new percent of the number.
  • Finding more than 100% of a number must yield an answer that is larger than the original number.
Skills:
Students are able to:
  • Convert between different forms of a rational number.
  • Add, subtract, multiply and divide rational numbers.
Understanding:
Students understand that:
  • One form of a number may be more advantageous to use in a problem context than another form.
  • Using estimation strategies helps to determine the reasonableness of answers.
  • Finding one percent or ten percent of a number can facilitate solving percent problems.
Diverse Learning Needs:
Learning Objectives:

Students will be able to:

    • solve multi-step real-world and mathematical problems involving rational numbers (integers, signed fractions, and decimals), converting between forms as needed.

    • assess the reasonableness of answers using mental computation and estimation strategies.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

Students will demonstrate their mastery of solving multi-step real-world and mathematical problems involving rational numbers (integers, signed fractions, and decimals), converting between forms as needed through interactive game-based Quizizz. The students and teacher will follow these steps:

  1. The teacher will have the students log on to https://quizizz.com/.

  2. The students will be prompted to enter the game code for the Multi-Step Real-Life and Mathematical Practice Problems. (See additional information below for alternative ways to assign the game.)

  3. The teacher will display the game code at the front of the class.

  4. The students will enter their names, which will appear on the screen at the front as they join - no student accounts are needed.

  5. Once everyone has joined, the teacher will need to press the “Start” button on the teacher device, which will then display the name of the Quizizz and a count down from 5 indicating the game is about to start.

  6. Students work as fast as they can to answer multiple-choice style questions on solving multi-step real-world and mathematical problems involving rational numbers.

  7. The progress of students as they answer questions will be displayed on the live dashboard at the front of the class.

  8. Once the game has ended, the teacher can award the winner with the kudos he/she deserves.

  9. When the final leader board is displayed, every student can see their personal feedback on their device: total points, the number of correct/incorrect questions, and the position in the class they finished in.

  10. On the teacher device, there are options to review questions, see the class accuracy, see the toughest question, the question that took the longest to answer, and interesting facts.

  11. Also on the teacher device, the teacher can choose to download the results of the quiz. This provides a spreadsheet listing each of your students, what they answered each question, and how long it took them. Correct answers are highlighted in green, and incorrect ones in red.

  12. The teacher will use the results to determine whether the students understand solving multi-step real-world and mathematical problems involving rational numbers.

  13. Press the ‘Play Again’ button to instantly play the same Quizizz again if further review is needed- your students’ devices will automatically reset to the start of the game or the teacher can search for a different Quizizz game.
Assessment Strategies:
Advanced Preparation:

The teacher will need to ensure the classroom has the following:

Classroom set of computers, iPads, or smart devices. (If allowed students can use their own personal devices.)

 

Prior to playing Quizizz, the teacher will need to:

  1. Create a Quizizz account by logging on to https://quizizz.com/.  (More information on how Quizizz works can be found at Getting Started.)

  2. Once an account has been set up, the teacher will use the Multi-Step Real-Life and Mathematical Practice Problems to decide if he/she wants to play the game live or as homework.

  3. The instructions above are for the game to be played live, so the teacher will need to host a live game in order to get a code and start the game. Share this code with your students in your class so they can join the game.

  4. The teacher can have students set up an account and the teacher and student revisit prior played Quizizz games.

  5. If the students already have a Quizizz account, they will be prompted to log in using their student information.

  6. Take the time to set up a teacher account and play the game yourself before introducing it to your students. Instructions are available on the site.

  7. NAMES - Be sure to set rules for your students when entering their names. If they join with an inappropriate nickname, you can “kick” them out.
Variation Tips (optional):
Notes or Recommendations (optional):

This activity can stand alone or be used as a Before/Engage activity for the following learning activities:

Multi-Step Real-Life and Mathematical Problems Introduction (Before Activity)

Multi-Step Real-Life and Mathematical Problems Lesson (During Activity)
  Keywords and Search Tags  
Keywords and Search Tags: math problems, multi step, multistep, real world, reallife, solve problems