When

Goal Assessed

Type of assessment

Purpose

Implementation

Feedback Strategies
how will students be informed of results/credit

Informing Instruction

Day 1

Students will be able to solve linear equations with two variables in respect to one variable.

Entry-Level (Individual work with worksheet)

To assess knowledge of solving for variables through isolation of a variable in an equation

Individual assessment; students will individually respond to questions from a worksheet regarding equations with two variables in respect to one variable.

Day 5

Students will be able to identify functions by using the vertical line test and the definition of a function.

Progress Monitoring (Group Activity)

To develop strategies of proving if an equation is a function and if coordinates yield a function

Group assessment; students will work in groups of three to develop ways of proving items are functions by using the definition of a function. Items are graphs as well as equations.

The instructor will call on students to give their answers, and will have a whole class discussion on how to solve equations using previous knowledge of properties of equality. Students will have immediate feedback if answers were correct through the instructor giving praise. If the answer is incorrect, the instructor will scaffold until the answer is valid, and then give praise. Students will engage in a whole class discussion to show their general rule of functions. If their discussion yielded validity, the instructor will give praise to the group. If students were not on the right frame

The instructor will informally assess students by asking students to raise their hands if they answered questions wrong. The instructor will approach a similar problems and recall previously covered properties in solving equations to re-teach concepts.

If students arent able to see any patterns within items which are functions and items which are not, the instructor may give hints of what to look for in these items to reteach concepts.

Day 8

Students will be able to construct a graph that represents linear equations/inequalities.

Progress Monitoring (Group Activity with graph worksheet)

To develop understanding of linear functions graphically and rates

Group assessment; students will work in groups of three and be given a worksheet of graphs. They must tell the story of what is happening in the graph and discuss why at certain points a functions yields an event. They can be creative as much as they want.

of mind in discussion, the instructor will funnel back into the right track and scaffold until students yielded plausible answers. The instructor will correct students if necessary. Students will share their story in a whole class discussion. If the groups story was incorrect, the instructor will ask other students in the class if it was valid. If no student was able to discern invalidity in the story, the instructor will scaffold by asking why a graph might be declining or inclining. The instructor will give praise to the groups for correctness.

The instructor will scaffold students and if students have no way of approaching the graph to tell a story, the instructor may revisit what it means to have an inclining and declining slope, what is a slope, and what it means to have no slope. The instructor may have to re-teach through a discussion about slopes before engaging into the activity so students will be able to comprehend the worksheet.

Day 8

Students will be able to identify functions by using the vertical line test and the definition of a function.

Progress Monitoring (Group Activity)

To develop strategies of proving if an equation is a function and if coordinates yield a function

Group assessment; students will work in groups of three to develop ways of proving items are functions by using the definition of a function. Items are graphs as well as equations.

Day 11

Students will be able to construct a function to model a linear relationship between two quantities.

Entry-Level (Think-Pair-Share)

To develop realworld applications of linear functions and reinforce concepts of linear relationships between two quantities

Pair assessment; students will work on word problems, which contain two variables. They first work individually to solve each problem, and then work with a pair to discuss how he or she solved the problem.

Students will engage in a whole class discussion to show their general rule of functions. If students were correct, the instructor will give praise. If students were not correct, the instructor will facilitate discussion as to why might students have the misconception essentially debugging invalidity in logic. The instructor will have students present their methods for solving problems in class in a coherent order of the direction he or she wants to teach. The instructor will then try to connect the different methods so students can connect concepts. Students will immediately see if they worked out the problem correctly when comparing their

If students arent able to see any patterns within items which are functions and items which are not, the instructor may give hints of what to look for in these items to reteach concepts.

The instructor may need to give hints with word problems if students cannot comprehend the problems individually. The instructor may also give a simplistic method of how to solve the word problems by methods of counting and revisit similar word problems so students can connect and relate

Day 15

Students will be able to solve linear equations with more than two variables in respect to one variable.

Progressive Monitoring (Think-Pair-Share with manipulatives)

To demonstrate an understanding of relationships between variables

Pair assessment; students will be given word problems that deals with the relations of the number of coins to the amount yieldedfirst problem contains only two types of coins, and the problems thereafter contain multiple types of coins of different value. Students may use manipulatives to solve for problems.

Day 19

Students will be able to support their rationale by using at least two vocabularies in their written assessment.

Progressive Monitoring/Summative of lesson (Reflection)

To relate all the information through the lesson into concise thoughts

Individual assessment; students must use vocabulary theyve learned today and connect previous mathematic concepts to answer essential questions

answers with other students. The instructor will have students present their methods for solving problems in class in a coherent order of the direction he or she wants to teach. The instructor will then try to connect the different methods so students can connect concepts. Students will immediately see if they worked out the problem correctly when comparing their answers with other students. Students will utilize all theyve learned throughout the unit thus far to formulate an answer. If they do not know how to connect concepts, they can use notes theyve taken in previous lessons. They will get written feedback from the instructor

to the current problem. The instructor may need to give hints with word problems if students cannot comprehend the problems individually. The instructor may also give a simplistic method of how to solve the word problems by methods of counting.

If students do not use the mathematic literacy expected, the instructor may restate vocabulary and concepts more clearly for future lessons. The instructor may model literacy through discussions, lectures, etc.

Day 20

Students will be able to construct scatter plots for bivariate measurements and explain their investigations of patterns of association between two quantities.

Authentic Summative Assessment (Digital Poster)

To assess knowledge and understanding of bivariate relations and develop literacy in mathematic vocabulary

Students will present their findings and explain their graphs. They will justify their reasoning of the linear function theyve chosen to represent the pattern of data and use this function to predict future records.

when he or she hands back their journals. The instructor will paraphrase and clarify explanations if necessary so other students can understand the groups findings. The instructor will write feedback to groups.

If students do not make coherent arguments in the rationale, then teachers must scaffold students by suggesting reasons why data plots may not comply with their argument.