Andy Modified Assessment (Student H)

Side Note​​: The traditional summative assessment is ​online (canvas)​​ and each question is shown
one at a time (​one per page​​). To save on paper, all of the questions have been condensed.

Unit 1 Test Part 1: Linear Equations and Inequalities

Instructions: ​For the past 2 weeks, you have learned about Linear Equations and Inequalities. Now is
the time to show that you mastered these concepts!

For part 1, there are 9 multiple choice questions (MC) and 3 free response questions (FRQ). For the
multiple choice portion, ​choose the best answer(s)​​. For the FRQs, ​explain your answer clearly
and make sure your work is shown​​. Each MC is worth 2 points. Each FRQ is worth 5 points. Partial
credit will be given for free response questions. Your test score will be the combination of both Part 1
and Part 2. You have ​90 minutes​​ to complete this test. ​Be sure to show all your work on a
separate sheet of paper, even for the multiple choice questions.

Good luck and try your best!

1. Lucy and Barbara began saving money the same week. The table below shows the model for the
amount of money Lucy and Barbara had saved after ​x​ weeks.

Lucy’s Savings f(x) = 10x + 5

Barbara’s Savings g(x) = 7.5x + 25

After how many weeks will Lucky and Barbara have the same amount of money saved?
A. 1.1 weeks B. 1.7 weeks C. 8 weeks D. 12 weeks

2. Which of the following scenarios could be represented by the equation y=3.5x+10? Choose all that
apply.
A: A car has 100 miles worth of gas left in its tank and consumes gas at a rate of 35 miles
per gallon.
B: A jogger jogs at an average rate of 3.5 miles per hour for 10 days while training for a
marathon.
C: A fabric company charges $10 shipping fee, plus $3.50 per linear yard of fabric.
D: A teacher makes customized T-shirts for each of her 35 students in 10 hours.
E: A child receives a weekly allowance of $10 and gets an additional $3.50 for each time they
wash the dishes after meals.

3. The sequence below shows the total number of days Francisco had used his gym membership at
the end of weeks 1, 2, 3, and 4:

4, 9, 14, 19, …

Assuming the pattern continued, which function could be used to find the total number of days
Francisco had used his gym membership at the end of week n?
A: f(n)=n+5 B: f(n)=5n–1 C: f(n)=5n+4 D: f(n) = n​2

​ 7 ≥ 2x​ ​– 3
4. Solve the inequality: 4x​ +
A. X ≥ 2 B. X ≥ -2 C. X ≥ -5 D. X ≤ -5
Andy Modified Assessment (Student H)
5. Which inequality represents the graph on the right?
a. ​y​≥(-⅓)​x-​ 2 b. ​y​<(-⅓)​x​-2 c. ​y​≤(⅓)​x-​ 2 ​ (⅓)​x​-2
d. ​y>

6. Click true or false. To solve an inequality means to find all values of the
variable for which the statement is true.
True False
7. Which of the following is true about the graph of: y > -x + 8?
A. The shading is above a solid line.
B. The shading is below a solid line.
C. The shading is above a dashed line.
D. The shading is below a dashed line.

8. Ms. Salgado needs to have her car repaired but does not want to spend more than $225 for the
repairs. The mechanic says that the part needed for the repair will cost $78, and that labor will cost
an additional $35 per hour. Which inequality below represents the greatest number of hours the
mechanic can work without exceeding Ms. Salgado’s budget?
a) 225 - 35x < 78 b) 113x ≤ 225
c) 35 + 78x ≤ 225 d) 35x + 78 ≤ 225

9​.​ How can you tell if an inequality will have a closed circle when you graph it?
A: If it has an equal sign (=).
B: If the symbol is greater than.
C: If the symbol has "or equal to."
D: You just guess.

10. Steve and Jade are solving for (the area of a trapezoid). Is either of them
correct? Explain your reasoning.

11. The math club sells candy bars during football games. 60 candy bars will sell for $87. How much
does each candy bar sell for? (Note: express the answer in dollars.cents)

12. Suppose that the function f(x)=2x+12 represents the cost to rent ​x​ movies a month from an
internet movie club. Makalaya has $10. How many more dollars does Makayla need to rent 7 movies
next month?
Andy Modified Assessment (Student H)
Side Note​​: The traditional summative assessment is ​online (canvas)​​ and each question is shown
one at a time (​one per page​​). To save on paper, all of the questions have been condensed.

Unit 1 Test Part 2: Linear Equations and Inequalities

Instructions: ​For the past 2 weeks, you have learned about Linear Equations and Inequalities. Now is
the time to show that you mastered these concepts!

For part 2, there are 11 multiple choice questions (MC) and 2 free response questions (FRQ). For the
multiple choice portion, ​choose the best answer(s)​​. For the FRQs, ​explain your answer clearly
and make sure your work is shown​​. Each MC is worth 2 points. Each FRQ is worth 5 points. Partial
credit will be given for free response questions. Your test score will be the combination of both Part 1
and Part 2. You have ​90 minutes​​ to complete this test. ​Be sure to show all your work on a
separate sheet of paper, even for the multiple choice questions.

Good luck and try your best!

1. Energy and mass are related by the formula E=mc​2

● m is the mass of the object
● c is the speed of light

Which equation finds m, given E and c?

A. m = E - c​2 B. m = Ec​2 C. m = c​2 ​/ E D. m = E / c​2

2. Cell phone Company Y charges a $10 startup fee plus $0.10 per minute, ​x​. Cell phone company Z
charges $0.20 per minute, ​x,​ with no startup fee. Which function representations the ​difference​​ in
cost between Company Y and Company z?
A. f(x) = -0.10x - 10 B. f(x) = -0.10x + 10
C. f(x) = 10x - 0.10 D. f(x) = 10x + 0.10

3. There were originally 4 trees in an orchard. Each year the owner planted the same number of
trees. In the 29th year, there were 178 trees in the orchard. Which function, t(n), can be used to
determine the number of trees in the orchard in any year, n?
A. t(n) = 178n + 429 B. t(n) = 178n − 429
C. t(n) = 6n + 4 D. t(n) = 29n − 4

4​.​ Which best represents x ≥ −5 on a number line?

A B.

C. D.
Andy Modified Assessment (Student H)
5​.​ Water boils at 212 degrees Fahrenheit. Which inequality is true only for temperatures (t) that are
higher than the boiling point of water?
A: t ≥ 212 B: t ≤ 212 C: t > 212 D: t < 212

6​.​ ​Match the following inequalities with the correct definition.

1. ____ < a. Less than or equal to
2. ___ > b. Less than
3. ____ ≤ c. Greater than
4. ___ ≥ d. Greater than or equal to

7​.​ Which of the h-values satisfy the following inequality? Choose all answers that apply 6 ≥ ​(h/2)
A. h=12 B. ​h=14 C. h=16

8. Which inequality would we use to represent the solution to this linear inequality?

A: ≤ B: ≥
C: < D: >

​ 0
9​.​ Fill in the blank with the correct inequality symbol: If x ≥ 5, then -4x ​___ -2
A. ≥ B. < C. > D. ≤

10. Fill in the blank with the word ​above o ​ r ​below​.

If the inequality has a y > or y ≥, then you will shade ____________the equation of the line.
If the inequality has a y < or y ≤, then you will shade ____________the equation of the line.

11. Solve the following linear inequality: -2x – 6 ≤ 8

A. X ≤ -7 B. X ≥ -7 C. X < 1 D. X ≥ -1

Use this information for problems 12 and 13. Suppose that Amy is saving up for a guitar that costs
$200. To raise money, she decides to have a bake sale in which she charges $4 for each baked
good. Her goal with the bake sale is to make enough so that she can get the guitar, which is $200.
Let ​x​ equal the number of baked goods that Amy sells.

12. How many baked goods does she need to sell to ​meet​​ her goal? Make sure to show your work.

13. ​After some thought, Amy realizes that it would be even better if she could ​exceed ​the $200 goal
because then she could afford some accessories for her guitar. If her new goal is $300, how many
baked goods does she ​at least​​ need to sell to reach her new goal? Make sure to show all of your
work.
Andy Modified Assessment (Student H)
References

ALGEBRA C ~ Systems of Inequalities Practice Test. (n.d.). Retrieved from

http://www.canyonhighcowboys.org/ourpages/auto/2015/11/9/65445559/Algebra C Practice Test on Systems
of Inequalities.doc

Bowling, Cawthon, Fletcher, & Skiles. (n.d.). Linear Inequality Test Review. Retrieved from
https://www.bisd.net/cms/lib02/TX01001322/Centricity/Domain/218/Test 8 Linear Inequalities Review.pdf

Carter, J. A., Cuevas, G. J., Day, R., & Malloy, C. E. (2018). ​Glencoe algebra 2.​ Columbus, OH: McGraw-Hill
Education.

Jkaluga. (2013). Linear Inequality Quiz. Retrieved from

https://www.proprofs.com/quiz-school/story.php?title=linear-inequality-quiz

Khan, S. (n.d.). Solving inequalities. Retrieved from

https://www.khanacademy.org/math/algebra/one-variable-linear-inequalities/modal/e/inequalities-in-one-vari
able-1

North Carolina READY End-of-Course Assessment Algebra I/Integrated I. (2012). Retrieved from
http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/alg1pprelease.pdf

North Carolina READY End-of-Course Assessment NC Math 1 2016–2017. (2016). Retrieved from
http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/math1rel1617.pdf

Pennington, L. (n.d.). How to Create One-Variable Equations & Inequalities. Retrieved from
https://study.com/academy/lesson/how-to-create-one-variable-equations-inequalities.html

Rupley, M. (2016). Systems of Linear Inequalities Review. Retrieved from

https://quizizz.com/admin/quiz/584e05a496ba95590959d930

Solving Inequalities Self-Test. (n.d.). Retrieved from

http://teachers.henrico.k12.va.us/math/hcpsalgebra1/documents/4-review/solvineqselftest.doc
Modified Traditional Summative Assessment - Key
Each MC question is worth 2 points and each FRQ is worth 5 points. No partial credit is given in MC unless it’s
a choose all that apply or matching.

Part 1 Test MC Part 2 Test MC

1. C. ​8 weeks 1. D. ​m = E / c​2

2. ​C. A fabric company charges $10 shipping 2. B. ​f(x) = -0.10x + 10

fee, plus $3.50 per linear yard of fabric.
E. A child receives a weekly allowance of $10 3. ​C. t(n) = 6n + 4
and gets an additional $3.50 for each time they
wash the dishes after meals. ​Half credit given
if one answer is chosen. 4. ​A.

3. ​B. f(n)=5n–1 5. ​C: t > 212

4. ​C. X ≥ -5 6. B, C, A, D

​ (⅓)​x-​ 2
5. C​. ​y> 7. A. ​h=12

6. ​True 8. ​A. ≤

7. ​C. The shading is above a dashed line. 9. ​D. ≤

8. D​. 35x + 78 ≤ 225 10. 1. Above 2. Below

9. ​C. If the symbol has "or equal to." 11. ​B. X ≥ -7

Part 1 Test FRQ:

10. ​Sample Answer. ​Jade is correct. ​1 point​​ In 11. ​Sample answer​​: 12. ​Sample answer:
the last step ​1 point​​, When Steven subtracted b1 y=60x ​2 points f(x)=2(7)+12 ​2 points
from each side ​1 point​​, he mistakenly put the b1 in 87=60x ​2 points 14+12=26 ​2 points
the numerator ​1 point​​ instead of the entire fraction x=1.45 ​1 point 26-10=$16 ​1 point
1 point​​.

Part 2 Test FRQ:

12. ​Sample answer 13.​ Sample answer
y=4x ​2 points y<=4x ​2 points
200=4x ​2 points 300<=4x ​2 points
x=50 ​1 point x<=75 ​1 point
 Khounmeuang 1

Modified Assessment

The common assessment is about Linear Equations and Inequalities. This assessment

aligns with a beginning Math I(A) unit about Linear Equations and Inequalities and is geared

towards high school freshmen. Students will be able to master the basics of solving multi-step

linear equations and inequalities, create word problems based on a scenario, and acknowledge

how they play a real in the real world. Questions in the common assessment include conceptual

and computational thinking since I want them to think about their answers and why it’s correct.

It is also important to note that the test is held on Canvas and each question is shown one at a

time. I chose student H for the modified assessment. This particular student is taking Math I as a

7th grader, so she is academically gifted in math. She has a 504 plan because of ADHD and her

parents are involved in her school life. The student knows that she has trouble focusing and is

easily distracted. Organization is also a problem for this student.

Amanda Morin mentioned to keep assignments short by having fewer problems and

questions. She also mentions the use of extra time and to break a long assessment to short

assessments (Morin, 2015). For my accommodations, I split the assessment into two parts. The

first part of the assessment has 12 questions (9 multiple choice; 3 free response) and the second

part has 13 questions (11 multiple choice, 2 free response). The original assessment has 25

questions, so I did not delete any questions since the student is academically gifted. The reason I

split the assignment in two parts is because the student has trouble focusing. The student would

take the first part of the test in class. Then, if the student has a Curriculum & Instruction Lab,

they would do the second part of the test there. If not, the student can do the test before school,

during lunch, or after school. For both tests, the student has 90 minutes to complete it, so

technically the student will have 3 hours to complete the whole test. Even though the student is

academically gifted in math, she may need extended time for assessments. If the student needs
 Khounmeuang 2

even more time, I will allow it. According to the US Department of Education, timed tests may

not allow children with ADHD to demonstrate what they truly know (USDE, 2008). This also

eliminates test anxiety for students that are overwhelmed with timed tests. USDE also mentioned

adapting to worksheets for students. This means to cover up questions so that only one question

is shown on the page. Each question is still shown one at a time on Canvas. This will help the

student not be distracted and focus on the one problem she’s trying to solve. Even though the test

is on Canvas, I expect the student to show work on a separate sheet of paper. To accommodate, I

made a step-by-step “show your work” worksheet for the student. This will help the student with

their organization when showing work. To help with the student’s organization skill, I created a

checklist for the student to check on what students they already did and what they need to do.

For a student that has a difficult time with organization, effective self-regulation strategy is

needed. According to DuPaul, one approach to addressing class preparation involves training

students to monitor their own preparatory behaviors. This includes checklists on what the student

has done and what they need to do. (DuPaul, 2014). The checklist has a column for the student to

write a checkmark and a column for them to circle how confident they were in that particular

question. The student will be graded the same as a typical student with not modifications on

grading.

Trying to meet all of the various learning needs in one lesson will not happen. Instead, I

would plan on focusing on a couple of learning needs per day. Take for example an academically

gifted student in a regular classroom. Beason-Manes discusses implementing a curriculum such

that learning will provide an “authentic, empowering experiences that led to new expectations of

learning” (Beason-Manes, 2018). There may be other academically gifted students in the

classroom also, which will cater to them. An authentic curriculum, just like the MVP curriculum,

will challenge the above-level students and make them think critically in their classes. This may
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involve Project Based Learning and how math can be used in the real world. Through the use of

scaffolding, I could accommodate and modify the curriculum so that it will cater to below-level

and on-level students. Within that unit, I might focus on below-level students. I could do

rotations and group the below-level students together. That way, the students will be able to get

small-group instruction through me when they rotate. Overall, providing accommodations and

modifications for every student will be difficult to do.

 Khounmeuang 4

References
Beason-Manes, A. D. (2018). Community Activism as Curriculum: How to Meet Gifted

Students’ Needs While Creating Change.

DuPaul, G. J. (2014). ADHD in the schools: Assessment and intervention strategies. Place of

publication not identified: Guilford.

Morin, A. (2015). At a Glance: Classroom Accommodations for ADHD. Retrieved from

https://www.understood.org/en/school-learning/partnering-with-childs-

school/instructional-strategies/at-a-glance-classroom-accommodations-for-adhd

USDE. (2008). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional

Strategies and Practices-- Pg 3. Retrieved from

https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching_pg3.html