6.

2: Comprehensive Assessment Plan by Kristan Morales Leading Edge CTAP10 class Summer 2013

1.

Detailed Overview of Unit

Objective:
Students will explore and create systems of linear equations and solve them using 3 methods: graphing, substitution and elimination and explain in their own words what the solution means in reference to the equations and the graph.

Standards: CCSS.Math.Content.HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. CCSS.Math.Content.HSA-CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.

Activities:
Students watch video on how to solve systems of equations 3 different ways and make comment on youtube video regarding which methods they prefer and why. Mrs. Morales Pirates and the Linear Equations youtube video chapter 6.1: solve by graphing video chapter 6.2: solve by substitution video chapter 6.3: solve by elimination video

Students explore graphing systems of equations using desmos graphing calculator. They will set up free desmos graphing calculator account that will allow them to get a link and share their graphs with the class or embed their graphs into a webpage or blog. https://www.desmos.com/calculator Students use IXL link to practice solving systems of equations 3 ways: http://www.ixl.com/math/algebra-1/solve-a-system-of-equations-by-graphing http://www.ixl.com/math/algebra-1/solve-a-system-of-equations-usingsubstitution http://www.ixl.com/math/algebra-1/solve-a-system-of-equations-usingelimination Once they submit their answer, the program tells them if they are right or wrong and if wrong shows complete description of correct solution

Post powerpoint slide via slide share http://www.slideshare.net/kristanmorales/elimination-63lq?utm_source=ss&utm_medium=upload&utm_campaign=quick-view and get students to follow it and make comments on it regarding how to arrive at the solution and discuss how they know the solutions in the slide are correct-this can by an asynchronous activity. Post a power point slide in slide share and use Polleverywhere to get instant classroom feedback while sharing slide via a Google hangout or in live classroom http://www.slideshare.net/kristanmorales/elimination-63lq?utm_source=ss&utm_medium=upload&utm_campaign=quick-view. This would be a synchronous activity.

2. 3 my Formative 1. Take quiz to seeAssessments: if students can graph single line given equation of line:
http://www.thatquiz.org/tq-0/?-j10g-l3-p0. Measuring progress occurs while that quiz gives feedback and shows if problem is correct or not. 2. Take Prentice Hall chapter 6.1 online quiz and get immediate feedback, take Prentice Hall textbook chapter 6.2 online quiz and get immediate feedback, take Prentice Hall textbook chapter 6.3 online quiz and get immediate feedback 3.

Student create a Google document that includes: screen shot and link to their online graphing calculator system of equations y = mx+ b form of equations that created the graphs for their system with written instructions on how to graph their equations using slope and y intercept. the solution to their system written as a point (x, y) NOTE: The solution must have whole number values for both x and y. Typed, step-by-step instructions for how to solve their system using substitution. Typed, step-by-step instructions on how to solve their system using elimination. Possible word problem situation that can be modeled using their equations Once document is completed student shares document with teacher who can comment and grade their work.

3.

3 Methods of Feedback:
students receive instant feedback from their my quiz letting them know if they can graph a single line and are ready to graph 2 lines simultaneously. student receive instant feedback from their Prentice Hall chapter 6.1-6.3 online quizzes. Student receives feedback from their teacher via the comments on their google document

Student receive comments from their classmates via voicethread to see if classmates arrive at same solution they did for their system and gain insight as to solving using the 3 methods. Students receive feedback through class comments on slideshare activity.

4.

Summative Assessment and Rubric (3 proficiency levels and 3 criteria):

1. Students create a voicethread for the slide of the graph of the systems of equations they created using their online graphing calculator account from their Google document formative assessment project. NOTE: The solution to their system must have integer values for both x and y (so the point is easily identifiable on the graph) and respond to 3 of their classmates voicethread slides. 2. 1st response they will name the equations of the lines in y=mx + b form by looking at the classmates graph and explain how to solve classmates system by graphing. On their own paper they will need to a) name the classmate who created the slide b) write down the equations and c) graph the equations themselves 3. 2nd response they will explain how to solve a different classmates system by substitution. They will need to identify the equations seen in the graph in y=mx+b and explain in words how to solve using substitution. On their own paper they will need to a) name the classmate who created the slide b) write down the equations and c) show all the work needed to solve the system by substitution. 4. 3rd response they will explain how to solve a different classmates system by elimination. They will need to identify the equations seen in the graph in y=mx+b and explain in words how to solve using elimination. On their own paper they will need to a) name the classmate who created the slide b) write down the equations and c) show all the work needed to solve the system by elimination. 5. Each student will have solved three different systems of equations by the time they have made all 3 of their voicethread comments. Students take 3 pictures (1 for each voicethread written solution) with their phone, upload the 3 images to a Google document. Student will then share the document with the 3 classmates who created the systems who will comment on their solution, in the comment box of the Google document. Once satisfied, the student will submit Google document, that includes the 3 comments from the other students to the teacher via a Google form on teacher website for teacher to review, comment and share with class.

Heres the link to the grading rubric: Rubric: Activity 6.2: Comprehensive Assessment plan by KMorales this is what the rubric looks like:

5.

Create a example of student work:

Heres an example of what the voice thread that I would give to the students: http://voicethread.com/share/4714619/ Mrs. Morales example graph: https://www.desmos.com/calculator/7gj2bpc3gb

The equations used to create these 2 graphs are:

y=2x+2 y=1/2x +8

How to solve system by Graphing:

y=2x+2 Start at 2 on the y axis and go up 2 over 1 to get the next point on the graph. Continue until you have 3 to 4 points plotted out and connect to draw the line. y=1/2x +8 Start at 8 on the y axis and go up 1 and over 2 to get the next point on the graph. Continue until you have plotted 3 to 4 points and connect to draw the line. The place where the two lines intersect is the point (4,10) and that is the solution to the system.

Solve by Substitution:
y=y 2x+2 = 1/2x+8 -2 -2 2x = 1/2x+6 -1/2x -1/2x 1.5x = 6 1.5 1.5 x= 4 y = 2(4) + 2 y= 10 (4, 10) Substitute y =y since they equal each other Subtract two from each side Subtract 1/2x from both sides Divide both sides by 1.5 x will equal four Substitute x=4 back into one of the original equations to get y

The solution to the system is a point with coordinates x=4, y=10

Solve by Elimination:
y = 2x + 2 - (y = 1/2x +8) 0 = 1.5x - 6 +6 +6 6 = 1.5x 1.5 1.5 4 = x y = 2x + 2 y= 2(4) +2 y = 10 (4, 10) Subtract the second equation from the first to eliminate y Add 6 to both sides Divide both sides by 1.5 x will equal 4

substitute x=4 into original equation and solve for y y will equal 10 The solution to the system is a point with coordinates x=4, y=10