S2+Bowden,+Scott

=Stage 2 - Determine Acceptable Evidence.=

Presentation – performance, justification, clarity of Speech, enthusiasm, preparation, and collaboration ||
 * //**Performance Task (Summary in G.R.A.S.P.S. form):** **(T)**// ||
 * ** Goal ** : Discuss the linear trends of gas prices among different states.
 * Role ** : News reporters attempting to get hired and sell their news footage.
 * Audience ** : The board of executives at Channel 5 KOOL.
 * Situation ** : Assuming linear gas price trends, make predictions about the future, determine when the prices are the same and in what year.
 * Product/Presentation ** : An iMovie presentation that shows the research and mathematics conducted. This will be presented to the board of executives at KOOL.
 * Standards ** : Product – performance, accuracy of content, accuracy of mathematics, production quality, collaboration, and resources and credit.

• Comiclife project comparing methods of solving a system of equations. • WebQuest using Google Maps or Google Earth to plan a day trip. • Short discussion of using Google Earth to find ordered pairs on the planet. • Design and build a model roof based on slopes of lines and equations. • Storyboard for the performance task and all appropriate mathematics done out beforehand. • Individual journals and blogs about each individual task and why the students did (or did not) think they tasks were useful or helpful. • Worksheets to practice the mathematics and process of the content. Scored quizzes with a small amount as a gauge to determine what content/process gaps exist. || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Wikispace from a real-life profession that uses the linear systems and equations in everyday life.
 * A cumulative Final Exam. ||
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: A pretest on the content of the unit. Students will take it and have it scored and returned as a study guide for the performance task and final exam.

//**What understandings/goals will be assessed through this task?**// **(G)** D. Algebra 9-Diploma 2. Students solve families of equations and inequalities ||
 * **Understanding** || **Goal (MLR)** ||
 * • Algebraic equations with highest power 1 can be represented as lines || •Mathematics

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** ||
 * • Linear Equations and systems. || • Graphing lines from equations. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * It’s a new day and age in news reporting! Channel 5 KOOL is looking for news reporters who understand mathematics and can use it in everyday discussion. Channel 5 KOOL and its board of executives are sending out a prize for the best report using mathematics. If you can show that your footage is better than the thousands of other applicants, you may just land yourself a new reporting job and will have the distinctive honor of having your footage shown live on a KOOL broadcast. The board is really interested in your ability to think about contemporary issues. So, they have issued the following: The country is really tense about gas prices and that’s what you have been assigned to discuss. You and your co-anchor will be responsible for researching the gas prices from two different years in two states of your choosing (except for Maine and the national average). It’s your job to do all the mathematics to predict where the price of gas will be in 5 years, 10 years, and the year 2050. In addition to determining when the two states had the same gas price. What year was it, and how much was gas? Your broadcast footage will be shown to the board of KOOL. Good luck! ||

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

//**By what criteria will student products/performances be evaluated?**// • Accuracy of Content 20% • Accuracy of Mathematics 40% • Production Quality 10% • Collaboration 10% • Resources and Credits 10% || • Presence 25% • Justification 20% • Clarity of Speech 15% • Enthusiasm 15% • Preparation 15% • Collaboration 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Performance 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**