HLTA Exemplar Artifacts
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Unit Plan: Linear Equations Course: Algebra 1 Page 1 of 4 Unit Name: Linear Equations Unit Number:2 Common Core Standards A6REI.A.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. A6REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. A6CED.A.1, Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. (limit to linear, quadratic, and exponential with integer inputs only) A6CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (limit to linear, quadratic, and exponential with integer inputs only) A6CED.4.A Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V IR = to highlight resistance R. A6REI.D.11 Explain why the x6coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x)= g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Time Frame 13 days (which includes 1 day for review, 1 day for testing, and 1 day for AFL) Purpose Students will explore how to use linear models solve real world problems. Overview Students will be able to: 1. solve linear equations, 2. solve real world linear equations, 3. solve literal equations for a specified variable, 4. solve absolute value equations Enduring Understanding Studying geometry involves learning the basic parts of geometry. Everything is built from points, lines and planes and follows very strict and organized rules. Essential Questions 1. How can I make formal geometric constructions 2. What are the basic parts of any construction or description in geometry? 3. How can I prove my solutions to be true? Prior Knowledge (what knowledge/skills need to be spiraled) Student should be able to: 1. Solve one6step equations, 2. Identify parts of an equation, 3. Combine signed numbers, 1
Transcript of HLTA Exemplar Artifacts
Unit Plan: Linear Equations Course: Algebra 1
Page!1!of!4!
Unit%Name:!Linear!Equations! Unit%Number:!!2%Common%Core%Standards!!A6REI.A.1!Explain!each!step!in!solving!a!simple!equation!
as!following!from!the!equality!of!numbers!asserted!at!the!
previous!step,!starting!from!the!assumption!that!the!
original!equation!has!a!solution.!Construct!a!viable!
argument!to!justify!a!solution!method.!
A6REI.B.3!Solve!linear!equations!and$inequalities!in!one!
variable,!including!equations!with!coefficients!
represented!by!letters.!A6CED.A.1,!Create!equations!and!
inequalities!in!one!variable!and!use!them!to!solve!
problems.!Include!equations!arising!from!linear!and!
quadratic!functions,!and!simple!rational!and!exponential!
functions.!(limit$to$linear,$quadratic,$and$exponential$with$
integer$inputs$only)$$
A6CED.A.2!Create!equations!in!two!or!more!variables!to!
represent!relationships!between!quantities;!graph!
equations!on!coordinate!axes!with!labels!and!scales.$(limit$
to$linear,$quadratic,$and$exponential$with$integer$inputs$
only)$
A6CED.4.A!Rearrange!formulas!to!highlight!a!quantity!of!
interest,!using!the!same!reasoning!as!in!solving!equations.!
For!example,!rearrange!Ohm’s!law!V IR= to!highlight!
resistance!R.!
A6REI.D.11!Explain!why!the!x6coordinates!of!the!points!
where!the!graphs!of!the!equations!y$=!f(x)!and!y!=!g(x)!
intersect!are!the!solutions!of!the!equation$f(x)!=!g(x);!find!
the!solutions!approximately,!e.g.,!using!technology!to!
graph!the!functions,!make!tables!of!values,!or!find!
successive!approximations.!
Mathematical%Practices%1. Make!sense!of!problems!and!persevere!in
solving!them.
2. Reason!abstractly!and!quantitatively.
3. Construct!viable!arguments!and!critique!the
reasoning!of!others.
4. Model!with!mathematics.
5. Use!appropriate!tools!strategically.
6. Attend!to!precision.
7. Look!for!and!make!use!of!structure.
8. Look!for!and!express!regularity!in!repeated
reasoning.
Time%Frame%%13!days!(which!includes!1!day!for!review,!1!day!for!
testing,!and!1!day!for!AFL)!
Purpose!!!Students!will!explore!how!to!use!linear!models!
solve!real!world!problems.%Overview%%Students!will!be!able!to:!
1. solve!linear!equations,
2. solve!real!world!linear!equations,
3. solve!literal!equations!for!a!specified!variable,
4. solve!absolute!value!equations
Enduring%Understanding%%Studying!geometry!involves!learning!the!basic!
parts!of!geometry.!!Everything!is!built!from!
points,!lines!and!planes!and!follows!very!strict!
and!organized!rules.!
Essential%Questions!1. How!can!I!make!formal!geometric
constructions!
2. What!are!the!basic!parts!of!any!construction
or!description!in!geometry?!
3. How!can!I!prove!my!solutions!to!be!true?
Prior%Knowledge!!(what!knowledge/skills!need!to!be!spiraled)!Student!should!be!able!to:!
1. Solve!one6step!equations,
2. Identify!parts!of!an!equation,
3. Combine!signed!numbers,
1
4. Use!the!order!of!operations.
Key%Vocabulary%%Equivalent!
Equations
Reasonable!
Solutions!
Inverse!operations!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Variable!
Identity
Inverse!Property!
Formula
Commutative!Property!
Transforming!Equations
Associative!Property!
Reciprocal
Coefficient!
Distributive!Property
Like!Terms
Absolute!value!
Rounding!
Constant!
Assessment%%Evidence%%Pre<assessments$:!!CRT$Pretest$
Embedded$assessment$:!!Check$Point$Quizzes,$Exit$quizzes,$bellwork$
Unit$assessments$:!!CCSS!Algebra1!Linear!Equations!
Learning%Plan%
Lesson%Overview% Materials% Practice%
Day!162!
A6REI.B.3!Solving!Equations!
SharePoint:$
Day!162:!Flip!Chart!
Day!162:!Student!Packet!
Equations!
Included!in!Student!
Packet!!
Day!3!
A6REI.B.3! Solving!Equations!
SharePoint:$
Day!3:!!Bingo!activity!
Day!3:!Flip!chart!
SharePoint:$
Independent!
Practice!#1!
Day!4!
A6CED.A.1!
A6CED.A.2!
Equations!in!the!Real!World!
SharePoint:$
Day!4:!Real!World!
Problems!CW!
Day!4:!!Solving!
Equations!Enrichment!
Extension!(optional)!
SharePoint:$
Independent!
Practice!#2!
Day!5!
A6CED.A.1!
A6CED.A.2!
Equations!in!the!Real!World!
SharePoint:$
Day! 5:! Linear! Equations!
in!2!variables!CW!&!IP!
EORE%Student$Edition$Vol.$1:$
Explain!1,!2,!&!3!
Elaborate!
(pp!56662)!
Included!with!
classwork!handout!
2
Day!6!
A6CED.A.1!
A6CED.A.2!
Equations!in!the!Real!World!
SharePoint:$
!Day!6:!!Solving!Equations!
in!Real!World!CW!
EORE%Student$Edition$Vol.$1:$
Evaluate!#9620!
!(pp!64665)!
SharePoint:$
Independent!
Practice!#3!
EORE%Student$Edition$Vol.$
1:$
Performance!Task!
!(pp!66)!
Day!7!
A6CED.A.4!
Literal!Equations!
SharePoint:$
Day!7:!!Student!
Worksheet!Literal$
Equations!!
EORE%Student$Edition$Vol.$1:$
Explore,!Explain!&!
Elaborate!
(pp!67670)!
Complete!student!
worksheet!
EORE%Student$Edition$Vol.$
1:$
Evaluate:!11622!
(pp!71)!
Day!8!
A6CED.A.4!
Literal!Equations!
SharePoint:$
Day!8:!!Classwork!
Handout!
SharePoint:$
Independent!
Practice!#4!
Day!9!
A6REI.D.11!
Solving!Absolute!Value!Equations!
SharePoint:$
!Day!9:!!Student!Packet!
EORE%Student$Edition$Vol.$1:$
Explore,!Explain!1!
(pp!6016602)%
Included!in!Student!
Packet!
EORE%none!
Day!10!
A6REI.D.11!
Solving!Absolute!Value!Equations!
SharePoint:$
!Day!10:!!Student!Packet!
Absolute$Value$
Equations$in$Real$Life!
EORE%Student$Edition$Vol.$1:$
Explain!2,!Elaborate!&!
Performance!Task!!
(pp!6036604!&!610)!
SharePoint:$
Independent!
Practice!#5!
3
Day!11! Review!for!Unit!Assessment! SharePoint:$
Unit!Review!
Day!12! Unit!2!Assessment! SharePoint:!
Linear!Equations!Unit!
Assessment!
Day!13! AFL:!!Students!can!track!their!progress!
on!the!AFL!unit!sheets!and!go!over!the!
test!to!make!a!plan!of!recovery.!
SharePoint:$
AFL!
*Checkpoint quizzes are to utilized as needed
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© 2008 National Council of Teachers of Mathematics http://illuminations.nctm.org
The Sailors and Coconuts Problem NAME ___________________________
As a group, work to solve the following problem. Explain your strategy and the reason you chose that strategy.
Three sailors were marooned on a deserted island that was also inhabited by a band of monkeys. The sailors worked all day to collect coconuts but were too tired that night to count them, They agreed to divide them equally the next morning. During the night, one sailor woke up and decided to take his share. He found that he could make three equal piles, with one coconut left over, which he threw to the monkeys. Thereupon, he put his own share in a pile down the beach, and left the remainder in a single pile near where they all slept.
Later that night, the second sailor awoke and, likewise, decided to take his share of coconuts. He also was able to make three equal piles, with one coconut left over, which he threw to the monkeys.
Somewhat later, the third sailor awoke and did exactly the same thing with the remaining coconuts.
In the morning, all three sailors noticed that the pile was considerably smaller, but each thought that he knew why and said nothing. When they then divided what was left of the original pile of coconuts equally, each sailor received seven and one was left over, which they threw to the monkeys.
How many coconuts were in the original pile?
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Grade 3 Unit 4: Multiplication and Division
Name____________________________ Date______________________
3.OA.1 – 2 I can interpret multiplication and division equations.
1. Destiny found a math picture on the floor after math. Here it is.
a. What are different equations that this picture could represent? Circle all thatapply. 2 points______
4 × 5 = 20 20 ÷ 4 = 5 5 × 2 = 10
10 ÷ 5 = 2 5 × 4 = 20 20 ÷ 2 = 10
b. Write a story problem that matches this picture. 1 point ______
2. Show how you can find the product of 5 × 6 on a hundreds chart. 2 points _____
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
Answer: 5 × 6 = _______
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3. Brian’s teacher gave him this math problem: 3 = 21 2 points ____
a. Brian started solving the problem by sketching an array. Finish his work to showhow he solved the problem.
b. Now, solve the equation 3 = 21 = ____
4. The model below shows a division problem.
a. Write a division equation that matches the picture. 2 points ______
b. Write a story problem that matches your equation. 1 point ______
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3.OA.3 I can solve word problems. 5. Kendra had 8 times as many pencils as Tracy. Kendra has 56 pencils. How many pencils does Tracy have? Use a picture, words, and/or an equation to show how you know your answer is correct. 2 points ______ 6. Peggy has 6 pieces of string. Each piece has a length of 8 inches. Peggy placed all six pieces of string in a long line with the end of one string touching the end of another string. What was the total length of the line she created? Use a picture, words, and/or an equation to show how you know your answer is correct. 2 points ______
7. Martin had 4 goldfish bowls. This is what he did with the fish. He put:
10 fish in the 1st bowl 10 fish in the 2nd bowl 7 fish in the 3rd bowl
and 13 fish in the 4th bowl Martin says that he showed 4 × 10 using the bowls and the goldfish. Is he correct? Explain why or why not. 2 points _______
!
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3.OA.4 I can determine the unknown in an equation.
Determine the unknown number for each problem. 1 point each _________
8. 6 × ? = 42 ? = ______
9. Δ × 10 = 70 Δ = ______
10. 7 × 2 = � � = ______
11. * × 9 = 0 * = ______
12. 36 ÷ 9 = ? ? = ______
13. 24 ÷ � = 8 � = ______
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Scoring
3.OA.1-2 I can interpret multiplication and division equations.Test Question #1a: 2 points if all three correct equations are circled
1 point 1 or 2 correct equations are circled #1b: 1 point for a correct word problem
Test Question #2: 1 point for correct model 1 point for correct answer
Test Question #3: 1 point for correct model in part a 1 point for correct answer in part b
Test Question #4a: 2 points for correct equation 1 point if dividend and divisor correct but wrong quotient
#4b: 1 point for a correct word problem *Proficiency: 7 out of 10 points
3.OA.3 I can solve word problems.Test Question #5: 1 point the picture or equation
1 point for correct answer Test Question #6: 1 point the picture or equation
1 point for correct answer Test Question #7: 1 point for answering “No”
1 point for correct explanation *Proficiency: 4 out of 6 points
3.OA.4 I can determine the unknown in an equation.Test Questions #8 – 13 1 point each
*Proficiency: 4 out of 6 pointsStudent Reflection
Learning Target Test Questions Score How did I do?
(Circle one.)
3.OA.1-2 I can interpretmultiplication and division equations.
#1 – 4 _____ out of 10 I got it! Still learning it…
3.OA.3 I can solve wordproblems. #5 – 7 _____ out of 6 I got it! Still learning it…
3.OA.4 I can determine theunknown in an equation. #8 – 13 _____ out of 6 I got it! Still learning it…
Learning Targets I know and can do: Learning Targets I am still learning:
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Fractions!
Learning!Targets:!
1. I!can!find!common!denominators.
2. I!can!create!equivalent!fractions!with!common!denominators.
3. I!can!add!and!subtract!fractions!including!mixed!numbers.
Vocabulary:!Denominator!
Numerator!
Equivalent!
Sum!
Difference!
Common!Denominator!
Fractions! !5.NF.1,!5.NF.2!
Independent!Practice! Resource! Complete?! Points!Monday! I!can!find!common!denominators.!
HW!#1:!Cookie!Calculation!HW!!
Tuesday! I!can!create!equivalent!fractions!with!common!denominators.!In!class:!Equivalent!Fraction!Game!!
HW!#2:!Find!Equivalent!Fraction.!Part!1!Wednesday!! I!can!create!equivalent!fractions!with!common!
denominators.!
HW!#3:!Find!Equivalent!Fraction.!Part!1!Thursday!! I!can!add!and!subtract!fractions!including!mixed!
numbers.!
HW!#4:!Lesson!2!Sprint!(Engage!NY)!
Starting… Getting There… Got It!
Starting… Getting There… Got It!
Starting… Getting There… Got It!
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Friday! I!can!add!and!subtract!fractions!including!mixed!numbers.!
NO!HW!today!!!
Parent!Resources!
Learning!Progression!for!Fractions!https://vimeo.com/71842832!
Fraction!Table:!https://learnzillion.com/resources/65046!
Standards!for!the!week!
Use!equivalent!fractions!as!a!strategy!to!add!and!subtract!fractions.!5.NF.A.1
Add!and!subtract!fractions!with!unlike!denominators!(including!mixed!numbers)!by!replacing!given!fractions!with!equivalent!fractions!in!such!a!way!as!to!produce!an!equivalent!sum!or!difference!of!fractions!with!like!denominators.!For$example,$2/3$+$5/4$=$8/12$+$15/12$=$23/12.$(In$general,$a/b$+$c/d$=$(ad$+$bc)/bd.)!5.NF.A.2
Solve!word!problems!involving!addition!and!subtraction!of!fractions!referring!to!the!same!whole,!including!cases!of!unlike!denominators,!e.g.,!by!using!visual!fraction!models!or!equations!to!represent!the!problem.!Use!benchmark!fractions!and!number!sense!of!fractions!to!estimate!mentally!and!assess!the!reasonableness!of!answers.!For$example,$recognize$an$incorrect$result$2/5$+$1/2$=$3/7,$by$observing$that$3/7$<$1/2.!
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Lesson Plan Course Name: Geometry 1
Unit: Introduction to Geometry Date Day 13 Lesson: Day 13 G-CO.1 Learning Target: As a result of today’s class, students will be able to:
1. Construct a parallel line and a perpendicular line given a line segment and a point not on that line.
CCSS: G.CO.1 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. Formative Assessment: How will students be expected to demonstrate mastery of the learning target during in-class checks for understanding? (Embedded assessments, checking for understanding activities in order to assess if the students are meeting the stated learning targets (objective) and sub-objectives.)
Students will demonstrate understanding by completing problems in class and taking a checkpoint quiz.
Probing Questions for Differentiation on Mathematical Tasks Assessing Questions (used to scaffold instruction for students who are “stuck” during the lesson or the lesson tasks)
What is a transversal? What are parallel lines? What are perpendicular lines?
Advancing Questions (used to further learning for students who are ready to advance beyond the standard during class)
Compare and contrast constructing a perpendicular line and constructing a segment bisector. How could this be useful in a real-world situation? Would there be any use for a line that is not parallel or perpendicular? Can you justify why these constructions work?
Mathematical Practice: Which student mathematical practice(s) will be targeted for proficiency development during this lesson? X Make sense of problems and persevere in solving them. � Reason abstractly and quantitatively. � Construct viable arguments and critique the reasoning of others. � Model with mathematics. � Use appropriate tools strategically. X Attend to precision. � Look for and make use of structure. X Look for and express regularity in repeated reasoning.
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Lesson Plan Course Name: Geometry 1
Activity/Tasks What will the teacher be doing? What will the students be doing? How will
students be actively engaged in each part of the lesson?
Beginning of class routines: Warm-up activity connecting to prior knowledge
Warm up/Go Over Homework
Taking Attendance
Housekeeping
Assisting in Warm Up
Aid in correcting homework.
Students complete the daily warm up that their teacher uses, under the procedures that the teacher typically implements.
Students implement classroom procedures to go over last night’s homework assignment.
Activity/Task 1: How will the students be engaged in understanding the learning targets?
Constructing Perpendicular Lines
Teacher will distribute the Constructing a Perpendicular Line worksheet. The teacher will model the instructions on for this construction and require the students to write these examples on their own paper. As each step is presented, the teacher will make sure to ask clarifying questions to ensure understanding (Monitor and adjust).
Teacher will have students work in groups to reflect on the constructions that were created using the instruction. The teacher will walk around and assist groups by asking questions that relate the reflection back to the constructions.
The teacher will ask students to complete the practice at least 3 times on the back of their note paper.
Students will write down the example problems as the teacher presents them.
Students will discuss questions and concerns with the teacher as they progress through the problems. MP1, MP6, MP8
Students will then work with their group to reflect on the constructions and then begin practicing on the back of their paper. MP1
Activity/Task 2 : How will the students be engaged in understanding the learning targets?
Constructing Parallel Lines
Teacher will distribute the Constructing a Parallel Line worksheet. The teacher will model the instructions on for this construction and require the students to write these examples on their own paper. As each step is presented, the teacher will make sure to ask clarifying questions to ensure understanding (Monitor and adjust).
Teacher will have students work in groups to reflect on the constructions that were created using the instruction. The teacher will walk around and assist groups by asking questions that relate the reflection back to the constructions.
The teacher will ask students to complete the practice at least 3 times on the back of their note paper.
Students will write down the example problems as the teacher presents them.
Students will discuss questions and concerns with the teacher as they progress through the problems.
Students will then work with their group to reflect on the constructions and then begin practicing on the back of their paper.
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Lesson Plan Course Name: Geometry 1
Student-led closure and checking for understanding of the learning target.
Construction Blueprints
Teacher will distribute the Construction Blueprints graphic organizer. Teacher will instruct students to use their flip-books to begin completing the blueprint.
Teacher will walk around the room to answer questions and ensure that students are accurately reflecting on the constructions learned in this unit.
Students will work with their group to complete the Construction Blueprints graphic organizer. Students will be encouraged to use their flip book and to work cooperatively to ensure accuracy. (Teams of 4) (Journaling)
Materials Needed: Copies of Constructing Perpendicular Lines and Constructing Parallel Lines, straight edge, compass, protractor
Technology Tips: ActivExpressions can be used to poll the class to ensure everyone is ready to move onto the next step of the construction. They can also be used to have groups submit their reflections to promote a class discussion.
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Learning(Target Test(Questions Score How(did(I(do?((((((((((((((((((((((((((((Circle(one.)
NBT.2.7'I'can'add'decimals.
1A,'4,'6,'7,' _____'ouf'of'4 I'got'it!''''Still'learning'it…
NBT.2.7'I'can'subtract'decimals.
1C,'3,'5 _____'out'of'3 I'got'it!''''Still'learning'it…
NBT.2.7'I'can'multiply'decimals'using'different'strategies.'
1B,'2,'8A,'8B _____'out'of'4 I'got'it!''''Still'learning'it…
Learning(Target Test(Questions Score How(did(I(do?((((((((((((((((((((((((((((Circle(one.)
NBT.2.7'I'can'add'decimals.
1A,'4,'6,'7,'8B _____'ouf'of'4 I'got'it!''''Still'learning'it…
NBT.2.7'I'can'subtract'decimals.
1C,'3,'5 _____'out'of'3 I'got'it!''''Still'learning'it…
NBT.2.7'I'can'multiply'decimals'using'different'strategies.'
1B,'2,'8A,'8B _____'out'of'4 I'got'it!''''Still'learning'it…
Parent'Signature'_______________________________________________________
Learning'Targets'I'know'and'can'do: Learning'Targets'I'am'still'learning:
Student'Name_________________________________________________________
Parent'Signature'_______________________________________________________
Student'Name_________________________________________________________
Learning'Targets'I'know'and'can'do: Learning'Targets'I'am'still'learning:
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Student Self Assessment Name _____________________________Algebra 1: Equations & Inequalities Unit Period _________ Date __________
For each learning target record how many questions of each learning target you earned full credit on Readiness Test and thendecide how well you understand the learning target at this time. For the Post Test record how many points you earned,determine what kind of mistake you made and the level of mastery for each learning target.
Algebra 2: Equations & Inequalities Unit 6/5/13 PUHSD Algebra Curriculum Team
Check point quizzes are given tomonitor learning and to address
misconceptions with tutoring beforethe Unit Test.
9 Point Quiz Unit TestEquations &Inequalities
Readiness CheckHow well do I know it?
Level ofAccuracy
Why did I not earnfull credit?
Level of Mastery
Exceed
90-100%
Proficient
70-89%
Approach
50-69%
SomeEvid.25-49%
NoEvidence
0-24%
Standards
Learning TargetI can…. Po
intsEarned
Percent Tutoring
Y or N?Circle 1
Questionson
Test
PointsEarned
Percent
A-REI.3 Solve for a single variable froman equation*Embedded standard A-REI.1 9
Yes 0-69%
No 70-100%1-3
9A-CED.1 Set up equations and inequalities
to solve a real-world problemwith one unknown variable.Solve the equation to find theanswer to the real world problem.
8Yes 0-69%
No 70-100%4-5
8
A-CED.2 Set up an equation to solve a real-world problem with two unknownvariables. Graph the equation ona coordinate plane.
9Yes 0-69%
No 70-100%6-7
9
A-CED.3 Writing equations andinequalities that represent real-lifesituations within a set oflimitations. Decide if the solutionfits within the limitations.
8Yes 0-69%
No 70-100%8-9
8
A-CED.4 Rearrange a given formula tosolve for a single unknownvariable. 6
Yes 0-69%
No 70-100%10-11
6A-REI.12
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For each learning target you are approaching, some evidence, or no evidence create an action plan of how youwill learn that standards to be prepared to take the recovery quiz. Please remember to also write down times anddates. The more specific you are about your plan the more likely you are to stick to it. Whenever is NOT SPECIFIC!!
Action PlanConcept mastery options I will attempt prior to taking a Recovery Quiz.
(Check all that apply & write dates and times: Morning, Lunch time, Advisory or Afterschool)
Standards
LearningTargetI can….
StandardRecovery
Tutoringwith
Teacher
StandardRecovery
TutoringinMASC
StandardRecovery
Tutoringwith
another
teacher/student
StandardRecovery
byIndependently
Completing
Review
StandardRecovery
byRe-reading
notes
StandardRecovery
by_________
onlineProgram
Date ofRecoveryQuiz
Score(s)
A-REI.3 Solve for a singlevariable from anequation*Embedded
standard A-REI.3
Date(s): Date(s): Date(s): Date(s): Date(s): Date(s):
A-CED.1 Set up equationsand inequalities tosolve a real-worldproblem with oneunknown variable.Solve the equationto find the answerto the real worldproblem.
Date(s): Date(s): Date(s): Date(s): Date(s): Date(s):
A-CED.2
Set up an equationto solve a real-world problemwith two unknownvariables. Graphthe equation on acoordinate plane.
Date(s): Date(s): Date(s): Date(s): Date(s): Date(s):
A-CED.3
Writing equationsand inequalitiesthat represent real-life situationswithin a set oflimitations. Decideif the solution fitswithin thelimitations.
Date(s): Date(s): Date(s): Date(s): Date(s): Date(s):
A-CED.4
Rearrange a givenformula to solvefor a singleunknown variable.
Date(s): Date(s): Date(s): Date(s): Date(s): Date(s):
A-REI.12
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Data Analysis Protocol
1. Determine the percent of students proficient on the assessment for each standard/target by teacher andthen for all students within the team. Write the information in the chart below.
Target 1 Target 2 Target 3 Target 4
Teacher A
Teacher B
Teacher C
Teacher D
Total Team
2. For each standard/target, determine which students are unsatisfactory, limited knowledge, proficient,and advanced by teacher and as a team.
Target 1 Unsatisfactory Limited Knowledge Proficient Advanced
Teacher A
Teacher B
Teacher C
Teacher D
Total Team
Target 2 Unsatisfactory Limited Knowledge Proficient Advanced
Teacher A
Teacher B
Teacher C
Teacher D
Total Team
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Target 3 Unsatisfactory Limited Knowledge Proficient Advanced
Teacher A
Teacher B
Teacher C
Teacher D
Total Team
Target 4 Unsatisfactory Limited Knowledge Proficient Advanced
Teacher A
Teacher B
Teacher C
Teacher D
Total Team
3. In which area(s) did my students struggle? In which area(s) did our team’s students struggle? What isthe cause? How will we respond?
4. Which students need additional time and support to learn the standard(s)/target(s)? What is our plan?
5. Which students need extension/enrichment? What is our plan?
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