Timothy Bullus

EDUC522
Formative Assessment Design

Content Area: Mathematics

Class: Algebra II
Grade: 11th
Topic: Linear Relationships
Standard Area: CC.2.2 Algebraic Concepts
Standards to be assessed:
1. CC.2.2.HS.C.1: Use the concept and notation of functions to interpret and apply them in
terms of their context.
a. Assessment Anchor: A1.2.1: Functions
i. A1.2.1.1: Analyze and/or use patterns or relations
1. A1.2.1.1.1: Analyze a set of data for the existence of a pattern and
represent the pattern algebraically and/or graphically.
2. CC.2.2.HS.C.2: Graph and analyze functions and use their properties to make
connections between different representations
a. Assessment Anchor: A1.2.1: Functions
i. A1.2.1.1: Analyze and/or use patterns or relations
1. A1.2.1.1.1: Analyze a set of data for the existence of a pattern and
represent the pattern algebraically and/or graphically.
3. CC.2.2.HS.C.3: Write Functions or sequences that model relationships between two
quantities.
a. Assessment Anchor: A1.1.2: Linear Equations
i. A1.1.2.1: Write, solve and/or graph linear equations and inequalities
using various methods
1. A1.1.2.1.1: Write, solve, and/or apply a linear equation (including
problem situations)
2. A1.1.2.1.2: Use and/or identify an algebraic property to justify any
step in an equation solving process (linear equations only).
3. A1.1.2.1.3: Interpret solutions to problems in the context of the
problem situation (linear equations only)

Learning Objective:

1. Student will be able to represent the relationship between an x and y variable in a table,
or graph, in order to determine if the relationship is linear.
2. Student will be able to identify a linear relationship between x and y on a graph or table
in order to represent the relationship in equation form.

Essential Questions:
1. How can you use a table of values to determine if a relationship between an x variable
and y variable is linear?
2. How can you use a graph of a relationship between an x variable and y variable to
determine if the relationship is linear?
3. When a linear relationship is represented in equation form, describe the relationship
between x and y in terms of dependency?

Formative Assessment #1:

Part 1: Fill in the blank. Complete the following tables representing a relationship between x
and y and determine if the relationship is linear. (Type II)
1.
x
y

0
3

1
5

x
y

25
100

50
200

x
y

0
-2

2
-4

3
8

2.
75
300

3.
6
-6

Scoring Rubric:

Total Points Possible 5 per table, 15 total

o Correctly input missing values: 3 points
o Correctly determine if linear relationship exists: 2 points
Note: if student incorrectly input x or y variables into table, yet correctly
determined linear relations based on the information presented, then
award credit as understanding is still evident.

Part 2: Sketch the graph and determine if the relationship represented is linear. (Type II)

Scoring Rubric: Total Points 6 per graph, 36 total

3 Points: Demonstrates complete understanding of mathematical concepts
2 Points: Demonstrates complete understanding of mathematical concepts, with
numerical or arithmetical errors.
1 Point: Incomplete understanding, numerous mathematical errors, incorrect graph.
0 Points: No work, major errors.
Assessment Area
Graphing: X and Y values
are correctly identified, as
are the y-intercept and slope.
Relationship: Student
correctly deduces if the
relationship is linear, through
either showing constant
difference between variables,
or the vertical line test.

Points Possible
3

Points Awarded

Part 3: Real Life Representation Project (Type III)

1. Describe three real-world situations in which a distance changes at a fairly constant rate
over time. For example, the distance driven on an interstate highway or the distance
walked in a walkathon changes at a fairly constant rate.
2. Choose one of your three real-world situations from Step 1, and determine a suitable way
to collect some time and distance data. Collect and record a minimum of seven data
values. This data will become your portfolio data set.
3. Organize the data from your portfolio data set in a table of values.
4. Use graph paper to graph your portfolio data set. Label the x-axis with units of time, and
label the y-axis with units of distance. The point that represents the first distance measure
that you took should have an x-coordinate of 0.

Formative Assessment #2:

Comprehensive Question- The following question should be assigned following direct instruction
and guided practice. It is comprehensive in that it will require students to apply all concepts
learned in the section. (Teacher Answers in Red)

Suppose that you work part-time at a sports equipment store, earning a base salary of $100 plus a
10% commission on sales you make during the week:
a. Complete the table for weekly sales of $0 through $400 (Type I)
Weekly Sales, x
0
100
200
300
400
500

Weekly Income, y
100+(.10)(0)=100
100+(.10)(100)=110
100+(.10)(200)=120
130
140
150

b. Does the table above represent a linear relationship between x and y? Explain (Type II)
Yes, as there is a constant difference of 100 in consecutive x-values, and a constant
difference of 10 in consecutive y-values.
c. If the relationship is linear, write the next orders pair that would appear in the table. (Type
II) 600, 160
d. Graph the points represented in the table and connect them: (Type I)
160
140
110

120
100
100

Weekly Income

120

130

140

150

80
60
40
20
0
0

50

100 150 200 250 300 350 400 450 500

Weekly Sales

e. Write a linear equation to represent the relationship between the weekly sales, x, and the
weekly income, y. (Type II) y = .10x + 100
f. Find the weekly income, y, for weekly sales of $850. (Type II) y = .10(850) + 100 =
$185
g. Do to your great performance over the past couple weeks, your boss offers you a raise.
You are lucky, because he is going to let you pick between 2 options:

a. Your weekly commission of 10% will remain the same, but your weekly base pay
will increase 25% to $125, or
b. Your weekly commission of 10% will increase 100% to 20% of weekly sales, but
your base pay will remain $100
In 1 to 2 paragraphs, explain using your knowledge of linear relationships which option
you would choose. Present evidence using linear representation including tables, graphs,
and an equation. After making and defending your selection, describe what you infer
about the relationship of y in terms of x, and how the rate of either increase or decrease of
x impacts y. (Type III)
Formative Assessment II: Scoring Rubric
Assessment
Area
Essay

Linear
Representatio
n

Organization

3 Points

2 Points

1 Point

0 Points

Student identifies
their choice, and
present evidence
correctly
identifying the
linear
relationship
between x and y
values, clearly
and correctly
represents the
relationship in
linear form and
clearly explains
how y is
dependent on the
rate of change of
the x variable.
Student correctly
represents the
linear
relationship in
graph, table, and
equation form
with no errors.

Student identifies
and defends their
choice, and
provides linear
representation as
evidence, but
includes 1-3
mathematical
errors in their
work, or does not
clearly infer the y
variable as being
dependent of the
rate of change of
the x variable.

Student makes
a choice, but
does not
provide linear
representation
or show a clear
understanding
of the
relationship
between x and
y.

Student does
not attempt to
complete
exercise.

Student represents
the linear
relationship in all
forms, but work
includes 1-3
mathematical
erros.

Student does
not represent
linear
relationship in
any form.

X and Y values in

X and Y values in

Student does
not represent
linear
relationship in
all required
forms, or work
includes more
than 3
mathematical
errors.
X and Y values

Work is not

tables are clearly

defined, graph
axis are scaled
and labeled
correctly, work is
neat and
complete.

tables are clear,

as is scaling on
graph, but work is
sloppy, or contain
1-3 mistakes.

are not
correctly
shown in table,
axis are not
labeled or
scaled
correctly.

complete or is
unreadable.

Personal Reflection:

In the design of these formative assessments, I tried to mold them towards the
Algebra II class I have recently begun to teach, and not just try to model the book. I have
been with this class for about 3 weeks now, and a couple things are apparent. Their
foundation knowledge of mathematics is lacking, their number sense is low, and they
dont retain what they do from class to class. The school I am in is strict with a direct
instruction, guided practice, independent practice system for our 90 minute blocks, which
meet every other day. The teaching is very procedural and in my opinion, lacks
conceptual understanding reinforcement. As always, being a mathematics scholar who
had to overcome two learning disabilities, I always am sensitive to struggling learners.
In developing these formative assessments, I took into account our schools
schedule, and that we only meet every other day, meaning if they have class on Thursday,
I dont see them again until the following Monday. Therefore I attempted to assess my
students on their understanding of concepts, basing my rubrics on judging their ability to
conceptualize and identify the correct information to guide their problem solving, and not
as much their ability to make a equal b. I understand they will make arithmetic mistakes
when under time constraints, and that is fixable. Yet judging my students performance
solely of off their arithmetic, which may reflect poor number sense, or a miscalibrated
calculator, would not provide me with a true indication of their conceptual
understanding. This is why I required multiple visual representations of the linear
relationships. This shows me that they actually understand the concept that the
relationship has a constant change between x and y, and increases or decreases
proportionately, which I feel is the big idea of the project. I can work with adding and
subtracting, but I need them to understand the relationship between x and y going
forward in algebra.
Finally, using backwards design and the six facets of understanding as my guide, I
wanted to ensure I could assess the students understanding of the concepts in real world,
practical situations. This was the purpose of the essay and open-ended question. While I
am not worried about which option they pick, I am more concerned with their evidence.
If they can use the visual representations and the concepts of linear relationships to

express to me why they chose either option, and how y increases or decreases based on
how they manipulate the x value, then they show they have an understanding of the
concept, and can move on.