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# Assessment Plan for Unit

Course/Topic/Unit of Study: _Mathematics/Algebra/Linear_Functions________________ Standards/#ssential Concepts \$ S%ills from the &o'a Core:
"(F()( Understand that a function is a rule that assigns to each input e*actly one output( The graph of a function is the set of ordered pairs consisting of an input and the corresponding output( ) "(F(+( Compare properties of t'o functions each represented in a different 'ay ,algebraically- graphically- numerically in tables- or by !erbal descriptions.( For e*ample- gi!en a linear function represented by a table of !alues and a linear function represented by an algebraic e*pression- determine 'hich function has the greater rate of change( "(F(/( &nterpret the e0uation y 1 m* 2 b as defining a linear function- 'hose graph is a straight line3 gi!e e*amples of functions that are not linear( For e*ample- the function A 1 s+ gi!ing the area of a s0uare as a function of its side length is not linear because its graph contains the points ,)-).- ,+-4. and ,/-5.- 'hich are not on a straight line( "(F(4( Construct a function to model a linear relationship bet'een t'o 0uantities( 6etermine the rate of change and initial !alue of the function from a description of a relationship or from t'o , *- y. !alues- including reading these from a table or from a graph( &nterpret the rate of change and initial !alue of a linear function in terms of the situation it models- and in terms of its graph or a table of !alues( "(F(7( 6escribe 0ualitati!ely the functional relationship bet'een t'o 0uantities by analy8ing a graph ,e(g(- 'here the function is increasing or decreasing- linear or nonlinear.( S%etch a graph that e*hibits the 0ualitati!e features of a function that has been described !erbally.

## rade Le!el: __"th_______ Timeline: + 'ee%s

9ey :ocabulary: algebraic e*pression- b- data points- decreasing- function- graph- increasing- input- linear- m- ordered pairs- output- rate of changerise- run- slope- slope;intercept form- table of !alues- undefined slope- *- y- y;a*is-y;intercept- 8ero slope-

How I will gather evidence of learning: Learning Targets Taught and Assessed
9no'ledge Target,s.

Formative Assessments Description esulting Action ,including method. ,<o' the information When used? 'ill be used(. #ntry tic%ets and e*it tic%ets 'ill be gi!en to determine the le!el of understanding the students of the %no'ledge targets( &f the entry tic%ets sho' the students already possess the %no'ledge- the lesson can be shortened or s%ipped altogether( &f the e*it tic%ets sho' the students ha!e not gained the %no'ledge- more clarification or re; teaching can be done

## Summative Assessments Description ,including method. When used?

Understanding what a liner function is. Understanding what the slope of a line means. Understanding what the rise of a slope means Understanding what the run of a line means. Define the slope of a line based on the rise and run. Being able to identify a linear equation in the slope-intercept form. Students are able to identify what a data point is. Students are able to identify when give data points are nonlinear. Students are able to identify a linear equation written in the slope-point form. Students understand that predictions can be made based on the given data. Students are able to create linear equations using the data gathered to determine the slope of a line. Students are able to write a linear equation given the lines slope and 1 data point. Students understand how to write a linear equation given 2 data points. Students understand how to approximate a linear equation when given nonlinear data. Students understand how to construct a linear equation in the slope-point form.

=easoning Target,s.

## &ndependent practice problems 'ill be gi!en during class time(

The practice problems 'ill be used to determine if the each student is able to apply 'hat has been learned(

>ui88es 'ill be gi!en to confirm that the students able to apply the %no'ledge learned to sol!e problems and ans'er 0uestions( The 0ui8 results 'ill be used to determine a portion of the student?s grade for the class(

Students are able to make predictions based on linear models of data. Students are able to take nonlinear data points, construct a linear model approximating this data, and use this model can be used to predict data points other than those given. Using guided instruction- the class as a 'hole 'ill 'or% through comple* e*amples( =eflection on ho' the students performed 'ill be used to the effecti!eness of the lessons( A unit test 'ill be gi!en consisting of problems similar to those 'or%ed in independent study and on the 0ui88es( The scores from the testthe 0ui88es- and the :oicethreads 'ill be used to determine the students? unit grades(

S%ill Target,s.

@roduct Target,s.

Students will be divided into work groups of four to five. Each student will demonstrate complete understanding of linear equations by creating a Voicethread link containing a unique set of data points. These links will be made available to the other students in their group. Students will add comments to each others Voivethreads showing their understanding of how to work the problem. Together they will choose one Voicethread present to the rest of the class demonstrating their understanding of the process.