Course#: 1200310 - Algebra 1. Main Textbook Resource. Florida Prentice Hall
Algebra 1, Pearson 2011. Additional instructional supplements are indicated as ...
Algebra 1 Course# 1200310
2012 – 2013 Revised: July, 2012 Teachers: For the most recent revision, please check the interactive guide that has been posted within Secondary Math’s NEW website
Curriculum Guide Aligned to benchmarks as indicated in the course description below
Course#: 1200310 - Algebra 1
Main Textbook Resource Florida Prentice Hall Algebra 1, Pearson 2011 Additional instructional supplements are indicated as needed
Algebra 1 Course# 1200310 Curriculum Guide This guide was created to help direct your instructional focus during the school year. This guide is a STANDARDS based, NOT textbook based document. As such, there will be times that alternative resources may have to be utilized in order to properly cover the learning goals and associated benchmarks. The timing of this guide was set up to provide ample time and opportunity to utilize pedagogically sound practices while covering the state test content thoroughly by the end of the third quarter (March 28th). Please stay as close as possible to the pacing that this guide presents. In order to accomplish this, the following four pedagogical techniques must be effectively utilized over the course of the school year.
Pedagogical Technique
Example
Fair game policy – Content taught previously is expected to be retained. However, in order to aid student retention, review and/or incorporation of previously learned content may need to be infused within instruction (“just in time” review). *
Once students have been instructed on how to simplify rational expressions, then rational expressions should be included in the assigned scenarios and assessments for the remainder of the year.
Content Clumping – Where possible, instruct students several related concepts at once. This technique allows the students to make connections and utilize skill sets across various concepts at once, strengthening their conceptual understanding of mathematics
Although there are various aspects to proportional relationships, the methodology of solving proportional scenarios is effectively the same. Thus, students could be taught how to distinguish situations that are proportional or are not proportional, solve proportion situations such as percent problems, similar figure problems, and measurement problems at relatively the same time.
Teach for understanding – not for content coverage. This can be accomplished by assigning fewer tasks, but requiring a deeper understanding to be demonstrated by the student(These tasks can be on content that has been clumped)
Instead of drilling students and assigning 35 homework problems solving systems of linear equations, assign 4 scenarios in which students demonstrate their understanding of the solution of the system by solving using a table, graph, analytically, and then having them create a word problem for the given system.
Standards for Mathematical Practice(MP) – Demonstrate during instruction and instruct students how to utilize the eight standards of mathematical practice
In NO order of importance:
*Note: Level 1 and 2 students can receive these reviews during their Intensive Math class. The core content and Intensive Math teacher should be the same person or should communicate often about common students and their content deficiencies.
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
Algebra 1 Course# 1200310 Finally, the curriculum guide that follows is meant to be used as its name implies, it is just a “GUIDE”. The guide delineates the MINIMUM amount of material that MUST be presented to the students according to state law and according to course descriptions that have been approved by the state board of education. The guide in NO WAY dictates the exact teaching strategy or supportive content that may be needed to be presented to the students in accordance to Differentiated Instruction (DI) or Response To Intervention (RTI) methodologies. Due to various extenuating circumstances, there is a possibility that a class may not be able to fully keep up with the pacing of the guide. However, for assessed courses, it is a district expectation that students have been exposed to the content of the course as dictated in the guides prior to the administration of the interim assessments. If this is not possible, please inform your administration.
Interactive Curriculum Guide This guide is available online through our districts SharePoint website. It will be kept as up to date as possible as new information and resources are added. For the best experience PLEASE CHOOSE this guide. Link to Secondary Mathematics Curriculum Site
Printable Documents This guide is part of a subset of printable documents that have been posted online for the end user to print. A majority of these documents have not been uniformly formatted nor are they in a necessarily userfriendly format. Also, essential questions and resources have not been inserted into the guide and are thus separate documents. Please try to save paper and use the interactive guide whenever possible.
Algebra 1 Course# 1200310 Algebra 1 benchmarks to be incorporated throughout the curriculum Mathematics Benchmark MA.912.A.10.1 MA.912.A.10.2 MA.912.A.10.3
Description Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guessing- and-checking, solving a simpler problem, writing an equation, working backwards, and creating a table. Decide whether a solution is reasonable in the context of the original situation. Decide whether a given statement is always, sometimes, or never true (statements involving linear or quadratic expressions, equations, or inequalities, rational or radical expressions, or logarithmic or exponential functions).
Language Arts Benchmark LACC.1112.RST.2.4
Description Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LACC.910.RST.2.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LACC.1112.RST.3.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
LACC.910.RST.3.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Algebra 1 Course# 1200310 Algebra 1 Formative Baseline Test Duration: 90 minutes August 20th – August 31st
Benchmarks assessed by quarter
Cannot use as a grade. Use results to inform instruction. Quarter 1
Quarter 2 Quarter 3
MA.912.A.3.1 MA.912.A.3.2 MA.912.A.3.3 MA.912.A.3.5 MA.912.A.5.4 MA.912.A.3.4 MA.912.D.7.1 MA.912.D.7.2 MA.912.A.2.3 MA.912.A.2.4 MA.912.A.2.13 MA.912.A.3.7 MA.912.A.3.8 MA.912.A.3.9 MA.912.A.3.10 MA.912.A.3.12 MA.912.G.1.4 MA.912.A.3.11 MA.912.A.3.12 MA.912.A.3.13 MA.912.A.3.14 MA.912.A.3.15 MA.912.A.4.1 MA.912.A.4.2 MA.912.A.4.3 MA.912.A.4.4 MA.912.A.5.1 MA.912.A.6.1 MA.912.A.6.2 MA.912.A.7.1 MA.912.A.7.8 MA.912.A.7.10 MA.912.A.7.2
Algebra 1 Course# 1200310 QUARTER 1 Week 1 & 2 Textbook sections: 2.3-2.5, 2.7,2.8 August 20th - August 31th
Learning Goal 1: Students will be able to solve and then justify the method of solution of multistep (more than three step) equations set in a real world context. This goal includes solving linear one variable equations, solving for a specified variable within a literal equation, and solving linear algebraic proportions.
Score 4.0:
Scale
Score 3.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve equations. No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving equations
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving equations.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes in volume.
Score 0.0:
Even with help, no understanding or skill with solving equations is demonstrated.
Suggested Essential Questions
NGSSS
MA.912.A.3.1 MA.912.A.3.2 MA.912.A.3.3 MA.912.A.3.5 MA.912.A.5.4 Common Core Correlation Culminating Question Teacher Reflection Date Completed
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 1 Week 3 Textbook sections: 3.4, 3.6 September 4th - September 7th ; September 3rd No School-Labor Day
Learning Goal 2: Students will be able to solve, graph, and then justify the method of solution of multistep (more than three step) inequalities set in a real world context.
Scale
This goal includes solving simple and compound inequalities.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve inequalities.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving inequalities.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving inequalities.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving inequalities.
Score 0.0:
Even with help, no understanding or skill with solving inequalities is demonstrated.
Suggested Essential Questions
NGSSS
MA.912.A.3.2 MA.912.A.3.4 MA.912.A.3.5 Common Core Correlation Culminating Question Teacher Reflection Date Completed
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 1 Week 4 & 5 Textbook sections: 3.5, 3.8, Supplemental material on cross product and complements utilizing the symbol ~A September 10th – September 21st ; September 17th Early Dismissal, September 19th End of Interim
Learning Goal 3: Students will understand the concepts and operations of sets.
Scale
This goal includes being able to perform set operations and distinguish patterns that arise from the visual representations of sets.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to understand the concepts and operations of sets.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for understanding the concepts and operations of sets.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with understanding the concepts and operations of sets.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes of understanding the concepts and operations of sets
Score 0.0:
Even with help, no understanding or skill with understanding the concepts and operations of sets is demonstrated.
Suggested Essential Questions
NGSSS
MA.912.D.7.1 MA.912.D.7.2 Common Core Correlation Culminating Question Teacher Reflection Date Completed
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 1 Week 6 & 7 Textbook Sections: 4.2 - 4.7 September 24th – October 5th; September 26th Early Dismissal
Learning Goal 4: Students will understand the concepts of relations and functions.
Scale
This goal includes being able to describe the concept of a function, use function notation, determining whether a relation is a function, linking equations to functions, using functions in a real world context, being able to determine the domain and range of a relation, and using relations in the real world.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to understand the concepts of relations and functions.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for understanding the concepts of relations and functions.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with understanding the concepts of relations and functions.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with understanding the concepts of relations and functions.
Score 0.0:
Even with help, no understanding or skill with understanding the concepts of relations and functions is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.2.3 MA.912.A.2.4 MA.912.A.2.13
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 1 Weeks 8 - 10 Textbook sections: 5.1, 5.3 - 5.6 October 8th – October 26th ; October 18th Early release and End of 1st Quarter
Learning Goal 5: Students will be able to proficiently work with linear two variable equations.
Scale
This goal includes being able to graph, determine a property, or write an equation of a line when given a set of characteristics. Characteristics may include: an equation of a line, a point and an equation of the line, two points, the graph of the line, or a point and a characteristic of that line that passes through that point.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to proficiently work with linear two variable equations.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for proficiently working with linear two variable equations. No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with proficiently working with linear two variable equations.
Score 2.0: Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes involved with proficiently working with linear two variable equations.
Score 0.0:
Even with help, no understanding or skill of working with linear two variable equations is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.3.7 MA.912.A.3.8 MA.912.A.3.9 MA.912.A.3.10 MA.912.A.3.12 MA.912.G.1.4
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 Algebra 1 Quarter 1 Benchmark Test Duration: 45 minutes October 17th - 24th
This test is both summative and formative. As a summative assessment, it will count as 5% of 2nd quarter’s grade. However, as a formative assessment, results should be used to inform instruction moving forward. This assessment matches the design of the Algebra 1 EOC in terms of the complexity and responses for the assessed benchmarks. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. Compare scores from baseline test to this test to determine student needs. Benchmarks assessed Quarter 1
MA.912.A.3.1 MA.912.A.3.2 MA.912.A.3.3 MA.912.A.3.5 MA.912.A.5.4 MA.912.A.3.4 MA.912.D.7.1 MA.912.D.7.2 MA.912.A.2.3 MA.912.A.2.4 MA.912.A.2.13 MA.912.A.3.7 MA.912.A.3.8 MA.912.A.3.9 MA.912.A.3.10 MA.912.A.3.12 MA.912.G.1.4
Algebra 1 Course# 1200310 QUARTER 2 Week 11 Textbook section: 5.7 October 29th – November 2nd
Learning Goal 6: Students will be able to model a linear data set with an equation and a graph, and then use that model to make predictions
Scale
This goal includes being able to describe the slope of the linear model is related to the rate of change of the data set.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to model and to make predictions with a linear data set.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for modeling and making predictions with a linear data set.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with modeling and making predictions with a linear data set.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with modeling and making predictions with a linear data set.
Score 0.0:
Even with help, no understanding or skill with modeling and making predictions with a linear data set is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.3.11 MA.912.A.3.12
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 2 Weeks 12 - 14 Textbook sections: 6.1 – 6.6 November 5th – November 20th ; November 6th Early release, November 21 – 23 Fall Break
Learning Goal 7: Students will be able to solve real world systems of equations and inequalities graphically and algebraically.
Scale
This goal includes being able to solve systems of equations with non-integral solutions, systems that require more than five steps to solve, and the use of graphing technology to approximate solutions to a system.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve systems of equations.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving systems of equations.
Score 2.0: Score 1.0: Score 0.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving systems of equations. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving systems of equations. Even with help, no understanding or skill with solving systems of equations is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.3.13 MA.912.A.3.14 MA.912.A.3.15
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 2 Weeks 15 - 18 Textbook sections: 8.1 – 8.8, concept byte on dividing polynomials, and supplemental material for synthetic division and division with remainders th st November 26 – December 21 ; Dec. 19-21 Early release, December 21st End of 2nd Quarter
Learning Goal 8: Students will be able to proficiently simplify and factor polynomial expressions.
Scale
This goal includes being able to add, subtract, multiply, and divide polynomial expressions using the laws of integral exponents, including algebraic ratios. Factoring should include quadratic trinomials with integral coefficients, including a > 1. Division should include, but not exceed, division by linear binomial expressions(with remainders) along with an exposure to synthetic division and division of a polynomial by a monomial.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to proficiently simplify and factor polynomial expressions.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for proficiently simplifying and factoring polynomial expressions.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with proficiently simplifying and factoring polynomial expressions.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with proficiently simplifying and factoring polynomial expressions.
Score 0.0:
Even with help, no understanding or skill with proficiently simplifying and factoring polynomial expressions is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.5.1 MA.912.A.4.1 MA.912.A.4.2 MA.912.A.4.3 MA.912.A.4.4
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 Algebra 1 Quarter 2 Benchmark Test/ Midterm Exam Duration: 90 minutes December 19th - 21st
This test is both summative and formative. As a summative assessment, it will count as midterm exam grade or 5% of 1st semester’s grade. However, as a formative assessment, results should be used to inform instruction moving forward. This assessment matches the design of the Algebra 1 EOC in terms of the complexity and responses for the assessed benchmarks. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. Compare scores from baseline test to this test and from the quarter 1 test to this test to help determine student needs. This test will contain items that will address the different aspects of the benchmarks taught in quarter 2 while only revisiting certain aspects of benchmarks taught in quarter 1. Benchmarks assessed by quarter Quarter 1
Quarter 2
MA.912.A.3.1 MA.912.A.3.2 MA.912.A.3.3 MA.912.A.3.5 MA.912.A.5.4 MA.912.A.3.4 MA.912.D.7.1 MA.912.D.7.2 MA.912.A.2.3 MA.912.A.2.4 MA.912.A.2.13 MA.912.A.3.7 MA.912.A.3.8 MA.912.A.3.9 MA.912.A.3.10 MA.912.A.3.12 MA.912.G.1.4 MA.912.A.3.11 MA.912.A.3.12 MA.912.A.3.13 MA.912.A.3.14 MA.912.A.3.15 MA.912.A.4.1 MA.912.A.4.2 MA.912.A.4.3 MA.912.A.4.4 MA.912.A.5.1
Algebra 1 Course# 1200310 QUARTER 3 Weeks 19 - 21 Textbook Sections: 10.2, 10.3, and supplemental material with simplifying radicals that contain roots >= 3 January 7th –January 25th ; January 21st No School
Learning Goal 9: Students will be able to proficiently simplify radical expressions.
Scale
This goal includes being able to simplify radical( 2nd, 3rd, 4th and 5th roots) expressions containing variables and also add, subtract, multiply, and divide radical expressions.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to proficiently simplify radical expressions.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for proficiently simplifying radical expressions.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with proficiently simplifying radical expressions.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with proficiently simplifying radical expressions.
Score 0.0:
Even with help, no understanding or skill with proficiently simplifying radical expressions is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.6.1 MA.912.A.6.2
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 3 Weeks 22 - 24 Textbook sections: 9.1, 9.2 January 28th – February 13th ; February 13th End of Interim
Learning Goal 10: Be able to graph quadratic equations, with and without technology, and then use the graph to find approximate solutions to the equations. This goal includes being able to graph quadratic equations in either vertex y = f ( x ) = a ( x − h ) + k or standard form 2
y = f ( x ) = ax 2 + bx + c and being able to determine all
Scale
points of interest of its graph. Points of interest: vertex, x-intercept(s), y-intercept, and axis of symmetry.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to graph quadratic equations.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for graphing quadratic equations.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with graphing quadratic equations.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with graphing quadratic equations.
Score 0.0:
Even with help, no understanding or skill with graphing quadratic equations is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.7.1 MA.912.A.7.8 MA.912.A.7.10
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 QUARTER 3 Weeks 24 - 29 Textbook Sections: 9.2, 9.3, 9.4, 9.6 February 14th – March 28th ; February 15th Early release, February 18th No School, Mar. 26th Early Release, Mar. 28th End of 3rd Quarter
Learning Goal 11: Be able to solve real world quadratic equations by factoring and using the quadratic formula.
Scale
This goal includes being able to provide exact solutions to a quadratic equation with irrational roots and determine the best method of solution for a given quadratic. (i.e. taking square roots, applying the zero product property, factoring, or use of the quadratic formula)
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve quadratic equations.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving quadratic equations.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving quadratic equations.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving quadratic equations.
Score 0.0:
Even with help, no understanding or skill with solving quadratic equations is demonstrated.
Suggested Essential Questions
Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS MA.912.A.7.2 MA.912.A.7.8 MA.912.A.7.10
Resources
Vocabulary
DW Test item #
Algebra 1 Course# 1200310 Algebra 1 Quarter 3 Benchmark Test Duration: 90 minutes April 2nd – April 5th
This test is both summative and formative. As a summative assessment, it will count as 5% of the 4th quarter’s grade. However, as a formative assessment, results should be used to inform instruction moving forward. This assessment matches the design of the Algebra 1 EOC in terms of the complexity and responses for the assessed benchmarks. However, this assessment also assesses the different aspects of the benchmarks to help give a more holistic snapshot of student understanding. Compare scores from baseline test to this test, from the quarter 1 test to this test, and from the quarter 2 test to this test to help determine student needs. This test will contain items that will address the different aspects of the benchmarks taught in quarter 3 while only revisiting certain aspects of benchmarks taught in quarter 1 and 2, Benchmarks assessed by quarter Quarter 1
Quarter 2 Quarter 3
MA.912.A.3.1 MA.912.A.3.2 MA.912.A.3.3 MA.912.A.3.5 MA.912.A.5.4 MA.912.A.3.4 MA.912.D.7.1 MA.912.D.7.2 MA.912.A.2.3 MA.912.A.2.4 MA.912.A.2.13 MA.912.A.3.7 MA.912.A.3.8 MA.912.A.3.9 MA.912.A.3.10 MA.912.A.3.12 MA.912.G.1.4 MA.912.A.3.11 MA.912.A.3.12 MA.912.A.3.13 MA.912.A.3.14 MA.912.A.3.15 MA.912.A.4.1 MA.912.A.4.2 MA.912.A.4.3 MA.912.A.4.4 MA.912.A.5.1 MA.912.A.6.1 MA.912.A.6.2 MA.912.A.7.1 MA.912.A.7.8 MA.912.A.7.10 MA.912.A.7.2
Algebra 1 Course# 1200310 QUARTER 4 Week 30 - 39 Chapter 2 April 2nd –June 5th
Benchmark Review and project based learning after state assessment
Scale
This goal includes being able to describe the concept of a function, use function notation, determining whether a relation is a function, linking equations to functions, using functions in a real world context, being able to determine the domain and range of a relation, and using relations in the real world.
Score 4.0:
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as the skill to teach other students how to solve quadratic equations.
Score 3.0:
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught for solving quadratic equations.
Score 2.0:
No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes involved with solving quadratic equations.
Score 1.0:
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes with solving quadratic equations.
Score 0.0:
Even with help, no understanding or skill with solving quadratic equations is demonstrated.
Suggested Essential Questions Common Core Correlation Culminating Question Teacher Reflection Date Completed
NGSSS
Resources
Vocabulary
DW Test item #
