Assessment Framework Assessment Assignment Type Grading Source Estimated in-class time When? Diagnostic Assessment Unit 1 Diagnostic Summative Assessment Traditional Curriculum created – see Dropbox < ½ block Beginning of unit Performance Task Authentic Rubric NJ state portfolio task ½ to 1 block Lesson End of Unit Assessment Unit 1 Assessment Summative Assessment Traditional Curriculum created – distributed at end of unit 1 block After Module 2 Project Phase #1 Authentic Assessment Rubric Curriculum created – see Dropbox or curriculum guide ½ - 1 block Beginning of unit Project Phase #2 Authentic Assessment Rubric Curriculum created – see Dropbox or curriculum guide ½ - 1 block After/around MVP 2.1 Project Phase #3 Authentic Assessment Rubric Curriculum created – see Dropbox or curriculum guide ½ - 1 block After/around MVP 2.7 Quizzes Formative Assessment Rubric or Traditional Teacher created < ½ block Varies (at least 3 quizzes throughout the Unit) Lesson 1: Real Number System Objectives: SWBAT Understand the structure of number system Know the definition of each sub system in Real Number System Reason the close property of real number system under addition, subtraction, and multiplication system Use counter example to argue a false statement Focused Mathematical Practices MP 3: Construct viable arguments and critique the reasoning of others Vocabulary Number system, rational number, irrational number, counter example Common Misconceptions/struggles CCSS Concepts Skills Material/ Suggested Assessment
What students will know What students will be able to do Resource Pacing Check Point N.RN.3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and the product of a nonzero rational number and an irrational number is irrational Review Counting numbers, whole numbers, integers New Definitional of rational, irrational, and real numbers Real number system Understand that rational numbers has a closed property under addition, subtraction, and multiplication Review Convert repeating decimal to a fraction New Identify rational and irrational numbers Use a counter example to argue a false statement Orange teacher dropbox 3 block Task: Rational & Irrational numbers (NJ Portfolio tasks) Lesson 2: Writing Expressions Objectives After examining the structure of patterns and behavior of quantities, students will write variable expressions to model real world quantities with at least ___ out of ___ correct on an exit ticket. Focused Mathematical Practices MP 4: Model with mathematics MP 7: Look for and make use of structure Vocabulary Expression, equivalent, variable, term, factor, coefficient Common Misconceptions/struggles Distributive property Interpreting an expression such as “2n” as “2 times n” Expressing pictorial representations abstractly CCSS Concepts What students will know Skills What students will be able to do Material/ Resource Suggested Pacing Assessment Check Point N.Q.2: Define appropriate quantities for the purpose of descriptive modeling A.SSE.1: Interpret expressions that represent a quantity in Review Variables represent unknown quantities New The structure of patterns and quantities can be used to create variable expressions Review Identifying variable quantities New Write variable expressions to represent real world patterns and quantities MVP 1.1 and 1.2 1 block 1.1 Set #9-12 or 1.2 Set #9-11
Construct a viable argument to justify a solution method A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters equation consists of a sequence of equations until the value(s) that make each of the equations in the true becomes evident that are equivalent Manipulate equations using properties of equality with the goal of making each new equation simpler than the one before Solve literal equations Solve linear equations Lesson 4: Solving Equations Objectives Using prior knowledge about the previous day’s lesson, students will solve linear equations (including literal equations) with at least ___ out of ___ correct on an exit ticket. Focused Mathematical Practices MP 2: Reasoning abstractly and quantitatively MP 7: Look for and make use of structure Vocabulary Equation, solve, inverse operations, literal equations, justify Common Misconceptions/struggles Operations with signed numbers Understanding the difference between operations with quantity A and quantity Ax (for example) Interpreting an expression such as “Ax” as “A times x” Operations with abstract quantities CCSS Concepts What students will know Skills What students will be able to do Material/ Resource Suggested Pacing Assessment Check Point A.REI.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. Review The process of solving equation consists of a sequence of equations until value(s) that make of the equations in sequence true evident Review Solving 1 and 2 step equations Describe solving an equation as an undoing process Solve literal and linear equations New MVP 1.7 ½ block 1.7 Set #8, 14 and 1.7 #8 (from task)
context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods A.REI.12: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear equation that represents a quantity “equaling” something) New The intersection of shaded regions of a graph of a system of linear inequalities represents the solution set for that system New Given a problem situation, create a system of linear inequalities in two variables to model constraints Represent solutions to a system of linear inequality as a graph on a coordinate plane