Scale This goal includes being able to add, subtract, multiply, and divide polynomial expressions using the laws of integral exponents, including algebraic ratios. This goal includes solving linear one variable equations, solving for a specified variable within a literal equation, and solving linear algebraic proportions. Compare scores from baseline test to this test, from the quarter 1 test to this test, and from the quarter 2 test to this test to help determine student needs. Scale This goal includes being able to describe the concept of a function, use function notation, determining whether a relation is a function, linking equations to functions, using functions in a real world context, being able to determine the domain and range of a relation, and using relations in the real world. Make sense of problems and persevere in solving them. This can be accomplished by assigning fewer tasks, but requiring a deeper understanding to be demonstrated by the student These tasks can be on content that has been clumped Instead of drilling students and assigning 35 homework problems solving systems of linear equations, assign 4 scenarios in which students demonstrate their understanding of the solution of the system by solving using a table, graph, analytically, and then having them create a word problem for the given system.
Use results to inform instruction. Compare scores from baseline test to this test and from the quarter 1 test to this test to help determine student needs. It will be kept as up to date as possible as new information and resources are added. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving systems of equations. In order to accomplish this, the following four pedagogical techniques must be effectively utilized over the course of the school year. Even with help, no understanding or skill with solving systems of equations is demonstrated.
Scale This goal includes being able to perform set operations and distinguish patterns that arise from the visual representations of sets. Thus, students could be taught how to distinguish situations that are proportional or are not proportional, solve proportion situations such as percent problems, similar figure problems, and measurement problems at relatively the same time. However, for assessed courses, it is a district expectation that students have been exposed to the content of the course as dictated in the guides prior to the administration of the interim assessments. Pedagogical Technique Example Fair game policy — Content taught previously is expected to be retained. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. . This test will contain items that will address the different aspects of the benchmarks taught in quarter 2 while only revisiting certain aspects of benchmarks taught in quarter 1.
Scale This goal includes being able to provide exact solutions to a quadratic equation with irrational roots and determine the best method of solution for a given quadratic. Interactive Curriculum Guide This guide is available online through our districts SharePoint website. The timing of this guide was set up to provide ample time and opportunity to utilize pedagogically sound practices while covering the state test content thoroughly by the end of the third quarter March 28th. Look for and make use of structure. Algebra 1 Course 1200310 Algebra 1 Formative Baseline Test Duration: 90 minutes August 20th — August 31st Benchmarks assessed by quarter Cannot use as a grade. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding.
Please stay as close as possible to the pacing that this guide presents. However, as a formative assessment, results should be used to inform instruction moving forward. Link to Secondary Mathematics Curriculum Site Printable Documents This guide is part of a subset of printable documents that have been posted online for the end user to print. Look for and express regularity in repeated reasoning. This technique allows the students to make connections and utilize skill sets across various concepts at once, strengthening their conceptual understanding of mathematics Although there are various aspects to proportional relationships, the methodology of solving proportional scenarios is effectively the same.
A majority of these documents have not been uniformly formatted nor are they in a necessarily userfriendly format. If this is not possible, please inform your administration. Scale This goal includes being able to simplify radical 2nd, 3rd, 4th and 5th roots expressions containing variables and also add, subtract, multiply, and divide radical expressions. Due to various extenuating circumstances, there is a possibility that a class may not be able to fully keep up with the pacing of the guide. There are slight differences between the online and paper versions of the practice tests, and therefore slight differences in the answer keys.
Please try to save paper and use the interactive guide whenever possible. Be sure to use the correct answer key. Points of interest: vertex, x-intercept s , y-intercept, and axis of symmetry. However, as a formative assessment, results should be used to inform instruction moving forward. Scale This goal includes being able to graph, determine a property, or write an equation of a line when given a set of characteristics. Also, essential questions and resources have not been inserted into the guide and are thus separate documents.
Characteristics may include: an equation of a line, a point and an equation of the line, two points, the graph of the line, or a point and a characteristic of that line that passes through that point. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. The core content and Intensive Math teacher should be the same person or should communicate often about common students and their content deficiencies. Be sure to use the correct answer key. However, as a formative assessment, results should be used to inform instruction moving forward.
Construct viable arguments and critique the reasoning of others. Compare scores from baseline test to this test to determine student needs. Division should include, but not exceed, division by linear binomial expressions with remainders along with an exposure to synthetic division and division of a polynomial by a monomial. Scale This goal includes solving simple and compound inequalities. Decide whether a solution is reasonable in the context of the original situation. Content Clumping — Where possible, instruct students several related concepts at once.