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Performance Assessment

Modeling Quadratics
Starr Levy

Students will be required to use a variety

of algebraic concepts and skills that
pertain to quadratic functions. They will
use a store brought water balloon
launcher to make a connection between
the water balloons parabolic path and use
mathematics to help their group be
successful with their project. This activity
helps students develop and implement a
plan of action, determine what
information is needed to help them make
the best decisions and find solutions, and
make connections between quadratic
equations and a water balloon launchers
Modeling Quadratics
Course: Algebra I
 F.IF.C7:Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases.*
 A-REI.B.4 : Solve quadratic equations in one variable
 F-IF.C.9 :Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).

The student will solve quadratic equations in two variables, including b) justifying steps used in
simplifying expressions and solving equations, using field properties and axioms of equality that
are valid for the set of real numbers and its subsets; c) solving quadratic equations algebraically
and graphically; f) solving real-world problems involving equations. Graphing calculators will be
used both as a primary tool in solving problems and to verify algebraic solutions.
The student will investigate and describe the relationships among solutions of an equation, zeros
of a function, x-intercepts of a graph, and factors of a polynomial expression.
The student will investigate and analyze functions algebraically and graphically. Key concepts
include a) domain and range, including limited and discontinuous domains and ranges; b) zeros; c)
x- and y-intercepts.
Student Template
# Element Point Self- Teache 5 Student correctly
identified the path that the
Value Assess r water balloon takes while
in the air.
ment Assess
6 Student explained their
ment mathematical reasoning
behind their model
1 Student
contributed at least
three suggestions in
the initial planning 7 Student correctly created
a quadratic equation that
discussions with models the situation
his/her partner
(indicated by
initials). 8 Student can show why
their equation works and
2 Student developed
correctly substitutes values
a plan for coming
in for the variables.
up with solutions for
the task.
9 Student identifies the
initial height of the water
3 Student
balloon and describes
documented any
how it was found.
research done and
the information
gathered to 1 Student correctly
address this real- estimates the time it
0 would take for the ball to
world problem.
hit the ground if no
receiver catches the ball
4 Student recorded by using the equation
findings while
Rubric (Cont.)
1 Student correctly
estimates the time it
1 Given the speed at
which the student is
1 would take for the
5 releasing the ballon, the
receiver to catch the student accurately
determines the most
ball by taking the
ideal time for the
catching height into
balloon to be released
consideration along
with the equation
1 Student gives at least 2
additional objects that
1 Student graphs an 6 would also follow the
accurate model football’s parabolic
2 representing the b trajectory.
trajectory in the air.
1 Student answers all of
the questions and
1 Student uses
mathematics to
7 provides reasoning for
3 determine when the
each answer
ball reaches its
maximum height 1 Student actively
participates in a 2-3
8 minute class
1 Student determines
the maximum height

4 the balloon travels 1 Student answered all of

and explains how this the higher-order
value was found
9 questions posed to him
or her by the teacher
and the classmates after
the presentation
Rubric (Cont.)
2 Student’s work and presentation is
well- organized

2 Student’s work is neat

2 Student can explain their reasoning

for their ideas, formulas, and work
2 shown from activity.

2 Student uses Word Processing

Software to type presentation key
3 ideas / information (Bonus Points!)

Assessment Critique Summary
Key 1: Assessment serves a clear and Key 2: Assessment reflects valued Key 3: Design. (Does the selection of the method
appropriate purpose. (Did the author specify achievement targets. (Has the developer make sense given the goals and purposes? Is
users and uses, and are these appropriate?) clearly specified the achievement targets to be sampling appropriate to get a good estimate of
Ra Description and Support reflected in the assessment? Do these student learning? Is there anything in the assessment
tin represent important learning outcomes? that might lead to misleading results?)
g Ra Description and Support Rat Description and Support
tin ing
Within the assessment, scholars are given g
the opportunity to give themselves a self- Scholars are required to use their prior
score based on the work provided in the The outcome of the project requires that knowledge and own collected data to help
5 assessment. Based on the rubrics scholars know that quadratics are all support them with their final product. I don’t
requirements, scholars will be able to around them. The assessment itself, allows anticipate any misleading results because all
compare their final product with the scholars to see that quadratics are 5 the directions aren’t overly complex and they
stiupulations from the rubric. applicable in the real world. The are given the opportunity to demonstrate the
5 assessment aligns with the provided accuracy of their own data.
standards and provides scholars the
opportunity to demonstrate mastery
through practice and prior knowledge.