Sorry! This resource requires special permission and only certain users have access to it at this time.
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the Graphing Points on the Number Line worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student does not demonstrate an understanding of rational numbers as points on the number line. 
Examples of Student Work at this Level The student gives all coordinates as integers.

Questions Eliciting Thinking Is F really at 10? Can you look again? How could you describe its location more precisely?
Can coordinates of points be given by fractions or must they be whole numbers? 
Instructional Implications Review the definition of rational numbers and provide numerous examples of rational numbers initially written as fractions and then written as decimals. Explain to the student that there is a point on the number line for every rational number. Remind the student that the values of numbers get greater as one moves from the left on the number line to the right and that this is true of the negative numbers as well. Also, point out that a number and its opposite are equidistant from zero (e.g., if 8.5 is midway between 8 and 9, then 8.5 is midway between 8 and 9). Ask the student to graph rational numbers, both positive and negative, given in the form of both fractions and decimals. Provide feedback. 
Moving Forward 
Misconception/Error The student incorrectly finds the coordinates of points or incorrectly graphs points with negative rational coordinates. 
Examples of Student Work at this Level The student states the coordinate of G is instead of .

Questions Eliciting Thinking What is the number that is halfway between 5 and 6? What is the number that is halfway between 5 and 6? Where would this number be located on the number line?
How are the locations on the number line of and related? 
Instructional Implications Make clear that a number and its opposite are equidistant from zero (e.g., if 8.5 is midway between 8 and 9, then 8.5 is midway between 8 and 9). Introduce the concept of absolute value and explain the relationship between the graphs of numbers and their opposites in terms of this concept. Give the student additional opportunities to graph rational numbers and their opposites and guide the student to compare their distances from zero. 
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 states that the coordinates of the graphed points are E(0), F(approximately 9.6), G(approximately 1.5), H(approximately 8.2) and correctly graphs each point in problem 2.
The student initially describes the coordinate of H as 8 but gives a more precise answer (8.2) upon questioning.

Questions Eliciting Thinking Is point H right at 8? Can you look again? How could you describe its location more precisely?
What if you were asked to graph ? How might you go about doing that? 
Instructional Implications Engage the student in a discussion of the different ways that the minus or negative symbol is used in mathematics. Encourage the student to interpret expressions such as –n as meaning “the opposite of n.” Ask the student to consider the meaning of numbers such as –(–5).
Introduce the concept of absolute value and challenge the student to explain the relationship between the graphs of numbers and their opposites in terms of this concept. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 Graphing Points on the Number Line 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
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.