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PBA-Eddie-Mimi-Jill

# PBA-Eddie-Mimi-Jill

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08/03/2011

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Performance Based AssessmentMimi, Jill, and Eddie
1 – Organizing Idea (What is the overarching concept?)
Big Idea (concept that organizes the unit…):
Mathematical modeling andrepresentationsEssential Question(s):
How can we model relationships wealready know using symbols?
What conclusions can be drawn fromthe relationships we know?
2 – Outcomes (What understandings are you trying to develop?
Enduring Understanding(s):
I want students to understand thatequations are concise and universalways to represent relationships amongquantities.
I want students to understand thatinverting mathematical operations leadsto equivalent relationships.Misconception(s) tied to that understanding:
When manipulating equations theunderlying relationship is changed.
Listing a few numeric examples(instead of algebraic symbols) issufficient enough to fully represent arelationship.Knowledge:
Students will know what the inverseoperations are.
Students will know that solvingequations requires doing order of operations in reverse (SADMEP)
Student will know the difference between equations and expressions.
Students will know that algebra is alanguage.Skill(s):
Students will be able to write equationsand expressions from a description.
Students will be able to combine liketerms.
Students will be able to check their solutions (algebraically).
Students will be able to solve single andmulti-step equations by using inverseoperations (SADMEP).
Students will be able to verbalize therelationship an equation represents.
Students will be able to use groupingsymbols in equations and expressions.
Students will be able to use basicdistributive property.
Students will be able to define andmaintain the definition of a variablethroughout an equation or expression.
3 – Assessment Evidence (What evidence do you have that the student understands?)
Students will write a story based on anequation.
Given an equation, students will solveand generate a new equation with thesame solution
Given a solution students will modify a parameter in the equation such that thesolution is now correct.
Given an equation students will stateand explain how many equivalentOther Evidence:
Solving equations.
Simplifying expressions
.

Performance Based AssessmentMimi, Jill, and Eddie
equations exist.
Given a written situation, students willwrite an equation to represent thesituation and solve. We will modify a parameter and the student will need torewrite the equation and find a newsolution. They will reflect on how thenew factor changed the outcome andwhy. Then, students will modify a parameter of their choice, and they willwrite a new equation and solve. Finally,students will reflect on how the newestfactor changed the outcome and why?
4 – Learning Plan (How are you going to get there?)
Introduce the students to the meaning of the variable and inverse operations (using a scaleand m&ms).
Scaffolded practice of translating sentences and phrases into algebraic equations andexpressions.
Write equations and solve.
Scavenger hunt for skill practice.
Student decides on an answer and then finds an equation, swaps equation with a partner,and solves the new equation.
Decoding worksheets.
Double column worksheet where the answers the same, but the equations are different.
Challenge by choice as a way to introduce 3 step equations.
Shape and color to combine like terms.
5 – Rubric (How are you going to show students understand?)
Test and project

Performance Based AssessmentMimi, Jill, and Eddie
Test
1.Solve the following equations.a.
x
+5 = 34
b.
34
x
- 8 =- 2
c.
5
x
+12= 37
2.Simplify the following expressionsa.
2
x
+ 3+11
x
+9
b.
23- 14
x
- 3
x
+15
c.
12
x
-54
x
- 4 - 31
d.
2 14
x
- 3( )+ 4 - 3
x
3.Write a story that is represented by the equation
8
x
+12=108
. Yourstory should demonstrate your understanding of the numericalrelationships in the equation. Your story should be at least 5 sentenceslong.4.Solve.a.
3
x
+12=18
b.Write an equation, different from part (a), with the same solutionas part (a).5.Modify the following equation such that
x
= 9
.
23
x
+14 =16
6.How many equations are equivalent to
3
x
+1=19
?a.Why?b.Give an example of one equivalent equation.7.I want to put a short fence around my garden. I plan on buying 2x4sand cutting them in half to get the correct size for my fence posts. Ineed 46 posts in order to go all the way around my garden. I found 3whole 2x4s in my garage. How many 2x4s do I need to buy from thestore? Write the equation used to solve this problem.

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