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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)
MDTP Preparedness for Algebra 1 (optional)
DAPS : 3, 10, 12, 27, 29; FRAC: 9, 7, 14, 26, 32, 44; DEC: 13, 19, 22, 24, 30, 40; INT: 4, 6, 11, 28; E&SR: 1, 12, 21, 34; GEO: 1, 8, 16, 23, 37, 39, 45, 49; LEQN: 2, 20, 25, 35, 36, 38, 42
MDTP Preparedness for Geometry (optional)
MDTP Preparedness for Geometry (optional)
DAPS: 4, 11, 22, 36; E&SR: 2, 9, 19, 28, 33, 39; FUNC: 5, 12, 15, 23, 26, 43; GEO: 7, 8, 10, 16, 17, 20, 24, 30, 35, 40; LEQI: 1, 3, 13, 14, 18, 21, 37, 41, 45; P&QE: 27, 29, 32, 38, 42, 44; RatE: 6, 24, 31, 35
Formative and/or Summative Assessments,
Reengagement & Reassessment
Seeing Structure in Expressions/ Polynomial Expressions 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.
Seeing Structure in Expressions/ Polynomial Expressions 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.
Equations & Reasoning 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.
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: Quadratic 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: Quadratic 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: Quadratric 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.
Solving Equations & Inequalities: Quadratic 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 yaour 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.
Algebra & Functions II Interim Assessment Block (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.
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
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.
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
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.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-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.
A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A-REI.B.4 Solve quadratic equations in one variable.a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A-REI.B.4 Solve quadratic equations in one variable.a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables,
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...
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-APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
Embed your assessments into you custom Clarity Calendar! See tab.
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