S2+Mitchell,+Jasmine

=Stage 2 - Determine Acceptable Evidence.=

• Glogster: Students will solve for an unknown angle using a real life example of their choice. In the glogster, students will express how angle measures are important to solve the problem. • Audio Recording: Students will create a mnemonic device to remember the formulas of the circle. These include the circumference and area of a circle. The device can be either a rap, a poem, or just a rhyme. • Comic Life: Students will create a comic life that demonstrates how the circle is related to solving formulas of other two and three dimensional figures. • Game: Students will be put in groups of 4. They will create a game including questions and examples involving various volume/ surface area formulas for 3 dimensional figures. • Prezi: Students will create a prezi of a topic chosen by individual students that demonstrates a real life example of volume or surface area. || • Checking for understanding: the six methods I will use in my class are: clickers, entrance/exit tickets, 3,2,1 or fist to five method, every pupil response, example/ non-example, and fill in the blank questionnaires. • Timely feedback: Includes self assessment, peer assessment and teacher assessment. Students will be provided with checklists each lesson; before tests, students will be paired to evaluate each others knowledge of the topic; and as a teacher, I will give feedback throughout the unit rather than just assign grades every assignment. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Students will design a room in a home utilizing knowledge of angles, surface area, and volume. Students will find surface area of furniture in their designed room, and create a glogster which will be submitted as a contest entry.**
 * Role: Students will be put in teams of two. They will take on the role of small business owners looking for a design job. They will design a room in a home including structure and interior design.**
 * Audience: The Extreme Makeover: Home Edition team will review your entry and select a winner to join their team.**
 * Situation: Students will be designing a room with the thought of being chosen to work with the makeover team. The stakes are very high, because otherwise, students are essentially out of work.**
 * Product/Presentation: The makeover team is looking for a wiki page including your design, your shopping list, a picture of your team, an explanation of how the math was used, all formulas used and solutions.**
 * Standards (Criteria from both rubrics - product and presentation):**
 * Product:** **Mathematical Concepts (25%), Working With Others (20%), Neatness and Organization (15%), Creativity (15%), Completion (15%), Mathematical terminology and notation (10%)**
 * Presentation: Comprehension (20%), Content (30%), Enthusiasm (15%), Preparedness (15%), Creativity (10%), Speaks Clearly (10)** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Diagram: Students will create an inspiration diagram displaying all different guidelines for solving angles and explain how to tell the difference between when to use each one.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: I will pre-assess my students by using a KWL on the first day of class. It will include specific questions about the unit topic so I can assess where they are without calling it a test or quiz.

//**What understandings/goals will be assessed through this task?**// **(G)** adjacent angles to write and solve equations for an unknown angle in a figure; solve real world problems involving area, volume and surface area of three dimensional figures. || • Common Core State Standards Geometry: Middle School (7) draw, construct, and describe geometric figures and angles, and describe the relationships between them. ||
 * **Understanding** || **Goal (CCSS)** ||
 * • Use facts about supplementary, complementary, vertical, and

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** ||
 * • Angle Relationships || • 3D figures ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Extreme makeover home edition is currently taking on a big task of helping several families replace their homes due to natural disasters. They are looking for a partnership to join their team to help them with this project. They have set up a contest in which they are looking for experienced home designers. Considering that you and your partner have been struggling with your design business lately, you are eager to submit an entry to the contest. Your job is to choose a room in a home and use google sketchup to design it, with your knowledge of angles in mind. You will then use your interior design skills to go furniture shopping online at any store of your choice to furnish your room with your knowledge of surface area/ volume in mind. You will compile your design, shopping list, formulas/ solutions and information about your team into a wiki page and submit the compilation to the makeover team. The home makeover team will review all entries and select a partnership to join their team to help a lot of struggling families. Good Luck! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Wiki Page || • Presentaion ||

//**By what criteria will student products/performances be evaluated?**// • Working With Others (20%) • Neatness and Organization (15%) • Creativity (15%) • Completion (15%) • Mathematical terminology and notation (10%) || • Comprehension (20%) • Content (30%) • Enthusiasm (15%) • Preparedness (15%) • Creativity (10%) • Speaks Clearly (10) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Mathematical Concepts (25%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**