Shalunda Shackelford EDUC-6731C-7 Assessment for Student Learning Instructor: Ralph Prall

 1) Algebra I: SPI Determine and interpret slope in multiple contexts including rate of change in real-world problems.  2) English I: CFU Write in a variety of modes (e.g., summary, explanation, description, persuasion, informational, literary analysis, creative expression).  3) Students will complete an overall project implementing gained knowledge on slope and rate of change.

 Dear Parents,  Your child is starting a new section in Chapter 5 called Rate of Change/Slope. The entire class is responsible for completing a group project that will require them to utilize their time outside of school to complete. Please complete the following survey with your child so that I can help your child in any way to get this project completed on time.  C:\Users\SHACKELFORD_S\Documents\Walden \Survey.docx C:\Users\SHACKELFORD_S\Documents\Walden \Survey.docx

 RATE OF CHANGE/ SLOPE  An electronics company has several factories that make stereos.  Each factory produces the stereos at a steady pace throughout the day.  1. Over a period of 8 hours, factory A produces 400 stereos.  Complete the table. Time (h) Stereos produced 400

 2. Over a period of 6 hours, factory B produces 360 stereos.  Complete the table.  3. How many stereos does each factory produce per hour? 4. Explain how you found the number of stereos that each  factory produces per hour.   5. Discuss how a graph for factory C, which produces 75 stereos  per hour, would compare to the other factories’ graphs.   6. What is the slope of the line y=3x+1?   7. Calculate the slope of the line that passes through points (1,2) and (3,4)? Explain how you found your answer Time (h) Stereos Produced 360

 Quiz: Are You Ready to Go On quiz that is computer generated. It is just a multiple choice test that will only test skills and practice.  Unit Checklist  Rubric

 G: The goal is for my students to complete an overall task that allows them to utilize their gained knowledge and apply it to real life scenarios.  R: Your job is to help raise money for a charity of your choice. To this you must gather data from the community and choose the best recycling company based off the rate of change of the data you gather about the company’s unit rate.  A: Your clients are the charity of your choice.  S: The challenge involves dealing with the research and gathering the necessary data to calculate rate of change.  P: You will create a graph and research paper explaining your findings in order to exemplify learning has occurred.  S: Your work will be judged by a rubric.

1234Score Understanding.*Shows limited or no understanding of the problem *The solution addresses none of the mathematical components required to solve the problem.*Shows some understanding of rate of change/ slope The solution addresses some, but not all the mathematical components presented in the task. *Shows nearly complete understanding of rate of change/slope The solution addresses almost all of the mathematical components presented in the task. There may be minor errors. *Shows complete understanding of slope/rate of change and task at hand. The solutions completely addresses all mathematical components presented in the task Planning and Execution *Uses none of the important elements of the task Works with no particular strategy for solving the problem Uses irrelevant data. Does not show use of diagrams, tables, charts, or graphs Uses some important elements of the task. Uses an inappropriate strategy or application of strategy is unclear Uses some relevant data. Limited use or misuse of diagrams, tables, charts and graphs Uses most of the important elements of the task Uses appropriate but incomplete strategy for solving the problem Uses most of the relevant data Appropriate but may be incomplete use of diagrams, tables, charts and graphs. Uses only the important elements of the task Uses an appropriate and complete strategy for solving the problem Uses only relevant information Uses clear and effective diagrams, tables, charts, and graphs Communication *There is no explanation of the solution, the explanation cannot be understood, or it is unrelated to the task *There is no use or inappropriate use of mathematical terminology and notation *There is no use, or mostly inappropriate use of mathematical representations *There is an incomplete explanation; it may not be clearly represented. *There is some use of appropriate mathematical representations. *There is some use of mathematical concepts and symbols appropriate to the task. *There is a clear explanation. *There is appropriate use of accurate mathematical representation. *There is effective use of mathematical terminology and notation. *There is clear, effective explanation of the solution. All steps are included so the reader does not have to infer how the task was completed. *Mathematical representation is actively used as a means of communicating ideas. There is precise and appropriate mathematical terminology and notation.

1234Score Group participation *Works toward group goals only when prompted *Works toward group goals with occasional prompting. *Works toward group goals without occasional prompting; accepts and fulfills individual role within group *Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group.

 Students will have a unit exam which will have approximately 28 questions with two to three ACT practice questions that also count as part of the overall grade.  Sample questions:  True- True/False:  Directions:  Circle True or False.  Rate of change allows you to see the relationship between two quantities that are changing. If one quantity depends on the other, then  Rate of change =_change of dependent varaible. change of independent variable.  Essay:  Directions:  The formula for calculating the rate of change is as follows:  Rate of change =_change of dependent varaible. change of independent variable. Explain in words what this formula means.