S2+Thiry,+Simone

=Stage 2 - Determine Acceptable Evidence.=

• glogster: Students will create a digital poster that interprets the process of solving equations and inequalities in at least 2 ways. • prezi: Students will create a digital presentation that shows how to solve a given quadratic equation in 3 ways. • wiki: Students will post to the wiki discussion a post that compares and contrasts the processes of solving equations and inequalities and reply to at least 2 other posts. • blog: Students will write a blog post that relates the process of solving equations to another issue, subject, or discipline. • inspiration: Students will create an inspiration outline that demonstrates their personal method of attack for solving quadratic equations by reflecting on previous lessons. || • Formative assessment Part 1 (During Instruction, Checking For Understanding): Hand Signals, Analogy Prompt, Question Board, • Formative assessment Part 2 (Timely Feedback on Product): peer/self/teacher assessment or reflection: || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Design new criteria for professional sports arenas.**
 * Role: Sport surfaces designer/engineer who has been contracted as part of a redesign group.**
 * Audience: Organization of professional sports (NBA, NHL, MBA, NASCAR, etc.)**
 * Situation: Need to redesign certain aspects of professional sports surfaces using quadratic functions in order to increase the level of difficulty of the game.**
 * Product/Presentation: A group-produced design, presentation of the design, and individual packets with accompanying data and reflection.**
 * Standards (Criteria from both rubrics - product and presentation): Product: Mathematical Concepts (10%), Diagrams and Sketches (20%), Working with Others (10%), Explanation (20%), Neatness and Organization (10%), Strategy and Procedures (20%), Relevance to Prompt (10%)**
 * Presentation: Content (25%), Preparedness (15%), Comprehension (20%), Collaboration with Peers (15%), Self and Peer Evaluation (20%), Listens to Other Presentations (5%)** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • podcast: Students will explain how to solve equations and how the process works in a podcast.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • pre-assessment: Homework sheet review of multiplication and division, variables, coordinate planes. Students will discuss with groups, and do a Walkabout review with the class on the first day of the unit.

//**What understandings/goals will be assessed through this task?**// **(G)** the initial form of the equation. || •Common Core State Standards. Algebra - High School Reasoning with Equations and Inequalities. ||
 * **Understanding** || **Goal (MLR)** ||
 * • Different methods should be used to solve quadratic equations in one variable, depending on

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** ||
 * • Solving single variable equations. || • Quadratic equations. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Recently, in a top secret meeting, officials from several professional sports leagues have decided that by 2014, sports arenas will undergo a dramatic transformation. Due to the increased ability and practice of today's star athletes, the officials have decided to change certain aspects of playing fields, courts, tracks and rinks in order to make the games more difficult for the players and more interesting for the fans to watch. You are a sports surfaces designer and engineer who has been selected as a member of a team to assist in this redesign. Your expert knowledge of quadratic equations will help you meet the requirements of the board and determine which adjustments need to be made. In two weeks, you will present your proposal to the board of officials and directors. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • google sketch-up || • presentation ||

//**By what criteria will student products/performances be evaluated?**// •Diagrams and Sketches (20%) Relevance to Prompt (10%) •Working with Others (10%) •Explanation (20%) •Neatness and Organization (10%) •Strategy and Procedures (20%) || • Content (25%) • Preparedness (15%) • Comprehension (20%) • Collaboration with Peers (15%) • Self and Peer Evaluation (20%) • Listens to Other Presentations (5%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Mathematical Concepts (10%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**