- Create one problem from each of the 6 sections from this chapter (listed below).
- Each problem should be multiple choice where each incorrect response is the result of a common student mistake (solving equations wrong, dropping negatives, etc).
- i.e. I need you to solve your problem wrong several different ways.
- Every multiple choice problem needs to have at least 4 options (including the correct answer)

- I should be able to see your thinking
- creating the problems, and
- finding the correct solutions to your problems, and
- creating incorrect responses.

- If there is time, have another student take your practice test on a separate sheet of paper.
- Note: If you would like to create a digital practice test using Google Forms, Slides, etc. please feel free to do so. You can turn in your work separately.

Here are the sections we covered this chapter:

6-1: Graphing Systems of Equations

6-2: Substitution

6-3: Elimination using Addition and Subtraction

6-4: Elimination using multiplication

6-5: Applying systems of Linear Equations

6-6: Systems of Inequalities

When students asked me what a certain section was about, I directed them back to their textbook. I have both an in-class set and we have online pdf's so access should be an issue. Students checked their 'correct' solutions using Desmos. I appreciated how much this pushed students to understand the mechanics of solving systems of equations on a deeper level. It's one thing to use an algorithm. It's another to intentionally break the algorithm and see what you get when you break it.

Sadly, this assignment didn't fix the problem of students who really really need to work on the assignment not doing the assignment. I guess if I had the magic fairy dust to fix that, I would be a very rich man.

If I had to change one thing about this task next year, it would be that students didn't really know what I expected of them; there was some confusion as to what the end product might look like. So, I took pictures of this year's work to show to next year's students. I can usually go through the pictures without saying a word. Students start to get a pretty good intuition about what 'good work' versus 'bad work' feels like. This looks nice. This... doesn't look as nice.

Here's some examples of student-created practice tests. I've included four different levels:

-the "Oh my goodness, can I frame this?"

-the "Good attempt but struggles with organization"

-the "I appreciate how much effort you put into this but it took me some time to figure it out", and

-the "Can you walk me through this, please?"