Assessments

In 8th grade, students analyze, create and represent linear and simple non-linear functions in multiple ways to make connections between them, including mathematical concepts related to bivariate data and Pythagorean Theorem, and “real-world” situations like those arising from two & three dimensional space.

Essential Standard Claim 1 Proficiency Scales

Can be used to inform standard-based grading

The ALD thresholds in Target E are combined with Target F from the previous unit.

Applicable Pre-assessments

If given prior, then you only need to view a portion of the results.

MAP (part of the district assessment plan)

Learning Continuum by Topic: See MAP Report

Learning Continuum by Standard: See MAP Report

MDTP Preparedness for 8th Grade (optional)

#1, 2, 6, 8, 10, 13, 16, 18, 19, 20, 21, 22, 23, 24, 25, 28, 31, 32, 38, 39, 40

MDTP Preparedness for Algebra 1 (optional)

17, 31, 33, 41, 42, 44

Formative and/or Summative Assessments,

Reengagement & Reassessment

Functions (Focused IAB): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Functions FIAB Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

There are no Interim Assessment Blocks for this Unit

Consider using the Focused IAB instead.

Cumulative Assessment #1: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

Consider using a Claim 2, 3 &4 task as a Performance Task

Cumulative Assessment Reengagement Day: Do instead of a review day before the first assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #2: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

Consider using a Claim 2, 3 &4 task as a Performance Task.

Guidelines for Creating your Own Assesment in Claim 1

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function representedby an algebraic expression, determine which function has the greater rate of change.

8.F.A.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1, 1), (2, 4) and (3, 9), which are not on a straight line.

8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

Embed your assessments into you custom Clarity Calendar! See tab.