Alternative Assessment Assignment

Course: Algebra II
Topic: Linear Systems
Chapter: 3 | Sections: 1, 2, 3, 4
Math Journal Collection

Due-November 12th
[100 Points]
Objective
Having accumulated knowledge and understanding on solving systems of equations and inequalities,
you will incorporate the following learning targets/mathematical standards into a math journal entry.
Learning Targets

To solve a system by graphing in order to make predictions from data

To solve a system by substitution/elimination to find a solution to the system
To solve a system of linear inequalities in order to model a situation with constraints
To find maximum/minimum values through the use of linear programming

Mathematical Standards

Write a function that describes a relationship between two quantities.

(CCSS.Math.Content.HSF.BF.A.1)
Recognize situations in which one quantity changes at a constant rate per unit interval relative
to another. (CCSS.Math.Content.HSF.LE.A.1.b)
For a function that models a relationship between two quantities, interpret key features of
graphs and tables in terms of the quantities, and sketch graphs showing key features given a
verbal description of the relationship. (CCSS.Math.Content.HSF.IF.B.4)
Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. (CCSS.Math.Content.HSF.IF.B.5)
Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases. (CCSS.Math.Content.HSF.IF.C.7)

Scenario
A classmate has been ill and as a result, has missed lessons 3-1 through 3-4. You will help them to
catch up, learn, and understand as much as you did from these lessons. In order to do so, you will write
up and turn in a math journal consisting of the following items:
A Letter (35 points)
Concept Map (10 points)
Basic Examples (15 points)
Real World Application Example (30 points)
Reflection (10 points)
Letter
In this portion, you will, in your own words, explain to your classmate in a letter about what they

missed while they were absent. Proper grammar, sentence structure, and punctuation will be graded as
well as organization of your information and if the letter is legible. Remember, you are writing to an
individual who only has prior knowledge before lesson 3-1 and thus, any new terminology should be
properly introduced when being used. You can also use pictures/diagrams in your letter. Below are
some questions that can help to guide your writing.
Questions:
What was, in your own words, the main goal(s) of the lesson?
What strategies were learned?
What activities did you do for this lesson and how did they relate to learning the main goals?
Concept Map
Draw a concept map using the terms we've learned from our lessons 3-1 through 3-4. The terms and
their definitions will be placed in the bubbles while lines drawn between the bubbles will show which
terms are related to each other. Then write one or a few words on each line to tell how the terms are
related in your thinking. Remember, there isnt one right answer. Everybodys map will be different.
Just show the way YOU think about these things. Draw all the relationships you can think of that seem
important.
Basic Examples
You will use your letter to choose a total of three questions for your basic examples section. You will
show your classmate how to solve one problem each pulled from three of the four sections. You can
choose which sections. The problem you choose should reflect what you had believed was the main
goal of each section. Please be sure that when solving each problem, the original problem is provided
along with directions and which page number in the book did the problem come from. Your steps on
how you solved this problem should be clear with a few words accompanying each step of what you
are doing.
Real World Application Example
In this section, you will create your own ORIGINAL word problem for the section that you didn't do a
basic example for in the previous section. The word problem must have a real world application. You
may look in your textbook for ideas.
For this section, you will explain your steps more clearly and explain how you knew what step to take
next in order to solve the problem you created.
And towards the end, after obtaining your solution, you will explain to your classmate how you can
check your answer and explain why your answer would seem reasonable.
Reflection
Proper grammar, sentence structure, and punctuation will be taken into account when grading. For this
portion of the math journal, answer the following questions in complete sentences:
1) The grade I would give myself on this math journal would be ___ because ___.

2) For your examples, does there exist other ways to solve your problems? If so, what are they?
3) After having completing this math journal, I have realized that some thing(s) that I still do
not understand or does not make sense to me is or are __ . The points that confuse me about this
concept are __.
Checklist/Due Dates
October 29th : The letter portion of the math journal is due.
November 3rd : Concept Map is due.
November 6th : Basic Examples of your math journal is due.
November 12th : Real World Application Example and Reflection are due.
Rubric
The following rubric will give an idea of what I will be looking for when I am grading your alternative
assessment assignment.
Advanced

Proficient

Basic

Below Basic

Letter
Writing
[5 points]

Organization
[5 points]

The letter
The letter
The letter
contained no errors
contained 1-5
contained 6-9
in grammar,
errors in grammar, errors in grammar,
punctuation, and
punctuation, and
punctuation, and
spelling. The
spelling. The
spelling. The letter
sentence structure
writing is
was challenging to
of the letter flowed
acceptable.
read at times.
well and is very
legible.
5
4-3
2-1
All written content The information
for each section can be found and is
can be easily found properly labeled
and was properly but the information
is slightly out of
labeled. All
place sometimes.
information on
each section were
kept together.

5
Point of View
[5 points]

4-3

The letter
contained 10 or
more errors in
grammar,
punctuation and
spelling. I could
not read the letter
at all.
0

It was very
It was difficult to
difficult to find
distinguish as first
where one section information. It was
begins and another not divided into
section ends. It was different sections
or information
challenging at
from one section
times to find the
appears in the
information I was
information of
looking for.
another section.
0
2-1

The student
The student did not
The student has The letter might be
occasionally had
take into
done an excellent a little unclear to
consideration of
job of writing to an students who were introduced new
their audience.
individual who did absent during the concepts without
much explanation
lessons in a few
not attend the

lessons.
5
Content
[20 points]

The writer has

thoroughly
answered each
guiding question
for each section.
5

parts.
4-3

of the new concept.

2-1

The writer has

The writer is
touched on all of
missing a few
the guiding
sections or answers
questions for each
to the guiding
section.
questions.
4-3

2-1

0
The writer hasn't
answered any of
the guiding
questions for the
sections.
0

Total
[35 points]
Concept Map
Vocabulary
[5 points]

Missing 3 -4
Missing 5 or more
All vocabulary
Missing 1-2
vocabulary terms vocabulary terms vocabulary terms
terms that were
or definitions from or definitions from or definitions from
taught in the
the concept map.
the concept map.
lessons, along with the concept map.
And there are no
their definitions,
relationships
were properly
drawn.
placed in the
concept map.
0
4-3
2-1
5

Accuracy
[5 points]

There are no
There were 3 or
There were 1-2
All definitions for
definitions for the
more incorrect
incorrect
the vocabulary
terms were correct definitions and the definitions for the vocabulary terms
or are missing
relationships were terms and some of
and the
the relationships relationships or the
acceptable.
relationships
definitions are
described were
provided accurate
incorrect.
arguably incorrect.
information.
5

4-3

2-1

Total
[10 points]
Basic Examples
Organization
[5 points]

Step by Step

The original
problem was
written with the
page numbers
provided and the
reader can easily
follow the steps to
the solution and
can distinguish
between problems.
5

The writer is
missing a few
explanations to
their steps.

The writer's step

A majority of the

4-3

There is no clear
The original
indication of where problem was not
the solution ends. written nor was the
The writer is also page number. It is
missing either the unclear as to how
page number or the
the writer is
original problem
solving the
itself.
problems.

2-1

The writer skipped The writer did not

Process
[5 points]

by step process is
very clear and easy
to follow.
5

Problems
[5 points]

steps have been many steps without

explained but not proper explanation
all.
to their process.
4-3

2-1

The writer pulled

There were two All of the problems
and solved one problems that came
were from the
problem each from
from the same
same section.
a different section
section.
of the textbook.
5
4-3
2-1

include any
explanations to
their solution
process.
0
Missing basic
examples.

Total
[15 points]
Real World Application Example
Problem
[10 points]

The problem is an
original word
problem that has a
real world
connection.

5
Step by Step
Process
[10 points]

Solution
[10 points]

The problem is a The problem was a The problem was a

word problem but problem from the basic calculation
textbook but with problem with no
doesn't seem as
different numbers.
real world
though such a
application.
problem could
apply in the real
world.
4-3

2-1

Some steps are

The steps were not
A few steps are
Each step was
missing their
explained or
missing their
accompanied with
labeled and the
explanation and/or explanation and/or
a proper
reasoning.
writer did not give
reasoning.
explanation of
reasoning as to
what the writer
why they took the
was doing as well
following steps
as a reason as to
that they took.
why their step was
the proper next
step to take.
4-3
2-1
5
0
The writer gave
good insight to the
reader about how
to double check
solutions and gave
reasoning as to
why their solution
was reasonable and
why their method
of double checking
should work.
5

The writer doubled

checked their
solution and gave
reasoning to why
their solution was
reasonable but did
write as to why
they chose their
method of double
checking.

The writer did

double check their
solution but did not
explain their
thinking as to how
their solution was
reasonable or why
this was the correct
way of checking
their solution.

Missing
component.

4-3

2-1

Total
[30 points]
Reflection
Writing
[5 points]

The letter
The letter
The letter
The letter
contained no errors
contained 1-5
contained 6-9
contained 10 or
in grammar,
errors in grammar, errors in grammar,
more errors in
punctuation, and
punctuation, and
punctuation, and
grammar,
spelling. The
spelling.
spelling. The letter punctuation and
sentence structure
was challenging to spelling. The letter
of the letter flowed
read at times.
was difficult to
well.
read.
5
4-3
2-1
0

Questions
[5 points]

The questions were The questions were

All of the
answered but the
merely answered
questions were
writer did not give and the writer did
answered in
not give any
much substance
complete
reasoning to their
some of their
sentences and gave
answers.
a good insight to answers compared
to others.
the writer's
thinking.
2-1
4-3
5

Total
[10 points]

None of the
questions were
answered.