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)
15, 17, 24, 31, 33, 41
MDTP Preparedness for Geometry (optional)
3, 5, 12, 13, 15, 22, 26, 42, 18
Formative and/or Summative Assessments,
Reengagement & Reassessment
There are no Focused Interim Assessment Blocks (FIAB) for this Unit.
Consider revisiting a former FIAB that you have been intervening around or prepare for the Interim Comprehensive Assessment.
There are no Interim Assessment Blocks (IAB) for this Unit.
Consider revisiting a former IAB that you have been intervening around or prepare for the Interim Comprehensive Assessment.
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
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
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.
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...
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-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).
Embed your assessments into you custom Clarity Calendar! See tab.