Assessments

In Algebra 1, students demonstrate fluency by creating, comparing, analyzing, solving, providing multiple representations, and identifying the structures of exponential & quadratic functions building on the understanding of linear functions from grade 8 to apply linear, quadratic and exponential models to data and unfamiliar problems.

Essential Standard Claim 1 Proficiency Scales

Can be used to inform standard-based grading

Applicable Pre-assessments

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

MDTP Preparedness for Algebra 1 (optional)

19, 30, 34, 33

MDTP Preparedness for Geometry (optional)

9, 26, 39

Formative and/or Summative Assessments,

Reengagement & Reassessment

There are no Interim Assessment Blocks (IABs) for this unit.

Consider using the IAB below.

Number and Quantity Focused Interim Assessment Block (FIAB): 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.

Number & Quantity 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.

Create Equations: Linear & Exponential Focused Interim Assessment Block (FIAB): 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.

Create Equations: Linear & Exponential 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.

Solve Equations & Inequalities: Linear & Exponential Focused Interim Assessment Block (FIAB): 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.

Solve Equations & Inequalities: Linear & Exponential 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.

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

To save time in this relatively short unit, consider using a Claim 4 task as an individual 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

To save time in this relatively short unit, consider using a Claim 4 task as an individual performance task.

Guidelines for Creating your Own Assesment in Claim 1

A-CED.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.

A-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables,

or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Embed with F-IF.C.9, F-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear... and show intercepts...

A-REI.D.11 Explain why the x-coordinates 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. Include cases where f(x) and/or g(x) are linear...

Embed with A-REI.D.11, A-REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

F-BF.A.1 Write a function that describes a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

Embed with F-BF.A.1, F-BF.A.2 Write arithmetic [this unit] and geometric [end of this unit or beginning of the next] sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

A-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t is approximately equal to 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

N-RN.A.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Embed with N-RN.A.2, N-RN.A.1 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want [5^(1/3)]^3] = 5^[(1/3)3] to hold, so [5^(1/3)]^3] must equal 5.

F-LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F-LE.1 is assessed in Claim 4.

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