S2+Fletcher,+Caleb

=Stage 2 - Determine Acceptable Evidence.=

•Mathematical Concepts 10% •Strategy 20% •Storyboard 15% •Working with others 15% •Enthusiasm 15% •Use of Technology 10%
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(** ||
 * **Goal:** To find the mysterious criminal that has been destroying New York City.
 * Audience:**The local police force.
 * Situation:** A new criminal is on the loose and it's your job to track him down by figuring out where he was firing from**.**
 * Product/Presentation:** Compiling a imovie of how you finally solved your specific case under the situations given, and showing it to your fellow officers**.**
 * Standards (Criteria from both rubrics - product and presentation):**
 * Product:**

•Preparedness 20% •Working with Others 20% •Comprehension 20% • Enthusiasm 15% •Content 15% •Use of Technology 10% || •Comic Life- Students will use comic life to tell us how a parabola is created and why it looks the way it does •Digital Poster- Students will generate a digital poster that describes an everyday real-world problem •Radio Debate- Students will debate which equation is better in the world of quadratics the vertex form or the standard form •Imovie- Students will construct an imovie showing that they can solve a real world problem •Video Game- Students will make a video game to teach their fellow students about solving quadratics. || • Checking for Understanding: Exit ticket, poll, thumbs up, fill in your thoughts, the mirror, and give one get one •Timely Feedback: =Assessment Task Blue Print=
 * Presentation:**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Web-quest- Students will create a web-quest that will show other students how to solve quadratics through a step by step process
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: Students will a sample test that I have constructed pertaining to the new material at hand, and then at the end of the session they shall receive a similar test to see how they did..
 * Students: Students will be asked to assess their storyboards before making their Imovies
 * Peers; After the imovies are shown they will judge which ending should be used for the next episode based on a simple survey
 * Teacher: Constant comments on their storyboards, along with a portfolio of everything they have done to get to the final product so I can see their thought process. ||

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (CCSS** ||
 * • there are multiple ways to solve a quadratic’

•that real world problems can be solved using quadratic.

•a quadratic will produce a parabola, which is generated by multiple equations || • **Content Area**: Algebra
 * Domain:** Reasoning with Equations and Inequalities
 * Standard:** Solve Equations and inequalities in one variable

Added with

// **Content Area:** Functions // **// Domain: //**// Interpreting Functions // **// Standard: //**// Analyze functions using different representations // ||

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * • Quadratics || •Parabolas ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * In the dead of the night your phone rings. With tired eyes you stare at the illuminated screen to realize that the chief is calling you. Quickly you answer it and he tells you to get downtown as quick as you can. Once you've gotten dressed and rushed towards the address you noticed that a cloud of dust. Pulling off to the side you stare carefully at the cloud of dust and realize that the skyscraper that use to be there has collapsed. Pulling up next to the chief you quickly ask what was going on. The chief explains to you that a new criminal is in town and wants you to capture the man before he can cause anymore damage. Thanks to the information they received, it appears that the victim tends to stay in one location when he fires each shot but, since the shots are done at the wee hours of the morning no one truly knows where they come from. Luckily, the guys down at the lab have figured out one crucial piece of data and that was the maximum height of the ball before it landed. Using your famous mathematical deductive skills you, along with your trusted team,must bring this criminal to justice and show the police officers in your unit how you were able to pull it off. Let's hope that you can catch him before the next building is leveled. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Imovie || •Viewing ||

//**By what criteria will student products/performances be evaluated?**// •Strategy 20% •Storyboard 20% •Working with others 15% •Enthusiasm 15% •Use of Technology 15% || •Preparedness 20% •Working with Others 20% •Comprehension 20% • Enthusiasm 15% •Content 15% •Use of Technology 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Mathematical Concepts 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**