Eric R.

Bran

Assessment Plan
Introduction to Geometry
Windows User

2012

ebran001@gmail.plattsburgh.edu

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TABLE OF CONTENTS
Introduction 2 5 6 18 21 23 24 29 29 33 37 40 41

Unit Plan Overview . Weekly Assessment Plan .

Connections to Instructional Goals Grading Policy

.. . . .

Assessment Samples Pretest Sample

Formative Assessment Samples Sample 1 Sample 2 Sample 3 Sample 4

... ... ... ... .

Summative Assessment Sample

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INTRODUCTION

DESCRIPTION This assessment plan is designed for the introductory unit of High School Geometry. In this unit, the students will be exposed to various definitions, postulates, and theorems. These new concepts will serve as the building blocks and the foundation of geometric logic. The unit will begin with a review of basic algebraic topics and will gradually progress to new more complex concepts. These concepts will be used alongside mathematical logic to prove postulates and theorems later in the course. The students enrolled in this course will vary in grade, ability, and experience. Depending on the school, the students may range from sophomores to seniors, and sometimes even freshmen. This course is intended to prepare students for the New York Geometry Regents examination. The course includes basic geometric concepts and theory, and is focused heavily on practice and reflection. Students will work with geometric models, postulates, and theorems, to develop critical thinking skills necessary to solve geometric proofs. INSTRUCTIONAL GOALS The instructional goals of this unit are to cover the basics of high school geometry using selected chapters from the text book, have students reflect on their learning preferences, and promote respect, integrity, and patience in the classroom. At the end of the unit, students will be able to: Solve basic algebraic equations; Define the basic terms of geometry; Solve problems using different geometric definitions; Define complex terms of geometry; Deduce whether a claim is true by using different geometric definitions; Define the degree measures of special kids of pair of angles; Find the degree measure of special kinds of pair of angles. CONTENT KNOWLEDGE This unit plan is based on Mount Vernon City School Districts curriculum map for the High School Regents Geometry course. A big resource for the unit is the online textbook which offers detailed knowledge information and a variety of examples.

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The unit will contain the following lesson plans/chapters: Solving Equations 1-1 Undefined Terms and Set Theory 1-3 Definitions, Lines, and Line Segments 1-4 Midpoints and Bisectors 1-5 Rays and Angles 1-6 More Angle Definitions 5-6 Perpendicular Bisector of a Line Segment 3-4 Direct and Indirect Proofs 3-5 Postulates, Theorems, and Proofs 4-3 Proving Theorems about Angles 14-1 Parallel Lines: Properties and Constructions

Knowledge: At the end of the unit, students will be able to: Work with integers; Apply properties of equality from algebra; Solve multi-step problems; Solve simple proportions by cross product; Simplify ratios; Find the square of a number; Find the square root of a number; Use the Pythagorean Theorem. Define points on a line and line segment; Define midpoint and bisector of a line segment; Find the midpoint and bisectors of a line segment; Define a ray and an angle; Define the bisector of an angle; Identify an angle bisector. Define perpendicular bisector Identify a perpendicular bisector Deduce whether a claim is true or false Identify the basic tools for doing proofs. Define Adjacent angles, Complementary angles, & Supplementary angles; Define parallel lines; Use properties of parallel lines; Construct a parallel to a given line at a given point; Identify linear pair of angles and vertical angles.

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Text Gantert, A. X. (2008). AMSCO Geometry. New York, NY: AMSCO School Publications, INC. (ISBN: 978-1-56765-596-4) ASSESSMENT GOALS (1) Gather Ample Evidence One of the hardest parts of teaching is trying to figure out how much the students are actually learning. The main goal of this assessment plan is to gather as much evidence as possible to gauge student learning. The hope is that by gathering as much information as possible, the teacher can generate a unit grade which is reflective of the students learning and achievements. (2) Diversify Assessments for Accuracy This assessment plan provides multiple methods of assessing student achievement in order to provide the students with multiple outlets to demonstrate their proficiency. By providing different opportunities for students to demonstrate what they know, the assessment data can be more accurate at reflecting the reality. Sometimes students may struggle at taking test, but excel at doing a presentation. The diversity in assessments allows for students to succeed even if they struggle with certain assessments. (3) Student Proficiency A more ambiguous goal of this assessment plan is to provide the teacher with fast and reliable information regarding his/her students. By including formative assessment methods, the teacher can be better prepared to adjust instruction to be more effective. The diagnostics test, for example, is intended for the teacher to create a lesson plan based on the needs of the students.

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UNIT PLAN OVERVIEW

WEEK 1 Lesson Title Class Activity Homework

Monday

Diagnostics Test Worksheet 1

Tuesday Solving Equations Guided Notes Worksheet 2

Wednesday Solving Equations Practice Worksheet 3

Thursday Solving Equations Lab Activity 1 Journal Entry 1

Friday

Quiz Geometry Essay Friday More Angle Definitions Quiz Blueprint Project Part I Friday

WEEK 2 Lesson Title

Class Activity Homework

Monday Undefined terms & set Theory Lecture Worksheet 4

Tuesday Definitions, Lines, & Lines Segments Guided Notes Worksheet 5

Wednesday Midpoint & Bisector Practice Worksheet 6

Thursday Rays & Angles

Lab Activity 2 Journal Entry 2

Lesson Title

Monday Perpendicular Bisector of a Line Segment

Class Activity Homework Worksheet 7

Tuesday Direct and Indirect Proofs Guided Notes Journal Entry 3 Tuesday Proving Theorems About Angles Guided Notes Worksheet 10

Wednesday Postulates, Theorems, and Proof Review Q&A Worksheet 8

Thursday

Lab Activity 3 Study for Test

Test Blueprint Project Part II Friday Review

Lesson Title

Class Activity Homework

Monday Proving Theorems About Angles Review Worksheet 9

Wednesday

Practice Finalize Blueprint Project

Thursday Parallel Lines: Properties & Construction Presentations Journal Entry 4

Presentations Take Home Quiz

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WEEKLY ASSESSMENT PLAN

WEEK 1 Monday Lesson Title Class Activity Homework Diagnostics Test Worksheet 1 Tuesday Solving Equations Guided Notes Worksheet 2 Wednesday Solving Equations Practice Worksheet 3 Thursday Solving Equations Lab Activity 1 Journal Entry 1 Friday

Quiz Geometry Essay

Common Core Standards Week one is a review of knowledge that students will be expected to know before exploring the complex concepts of geometry. There are no standards in the geometric strand for this kind of review. Instructional Goals At the end of the week, students will be able to: Solve basic algebraic equations. Knowledge At the end of the week, students will be able to: Work with integers; Apply properties of equality from algebra; Solve multi-step problems; Solve simple proportions by cross product; Simplify ratios; Find the square of a number; Find the square root of a number; Use the Pythagorean Theorem. Informal Formative Assessments White Board Warm up: Students will be given a personal whiteboard in which they will write the answer to the warmup question. The warm-up questions will come straight out of the worksheet that was assigned for homework the previous night. The teacher will instruct the students to display their answers by raising their whiteboards. By doing this, the teacher can quickly gauge how many students

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got the question right. This also allows for the teacher to decide whether or not to move on to the next set of warm-up questions. Red, Yellow, Light: At the end of each class, students will be given a post-it note. In this post-it note, they will write a question they still have about the material learned and their name. Before exiting the classroom they will place the post-it note in a traffic light poster by the classroom door. If the students feel comfortable with the material learned, they will put the post-it on the green section of the poster. If the students are still struggling with the material, the students will put the post-it on the red section. If the students understand some of the material but still need some clarity, the students will place their post-it in the yellow section. This assessment tool will be used for the teacher to plan for the next lesson. Thumbs up, Thumbs Down: During the class, the teacher will check for understanding using the thumbs up, thumbs down technique. If students feel good about the material they will put their thumbs up. If the students are confused they will put their thumb down. If the majority of the class is confused, the teacher can spend more time explaining the material. If there are only a few students who are confused, the teacher can take a mental note and help those students out when they work individually. Formal Formative Assessments Diagnostics Test (Pass/Fail): At the beginning of the unit, students will take a diagnostic test. This test is intended to gauge what prior information the students know prior to the unit. It is essential for students to know how to solve basic algebraic equations. By taking this diagnostics test, the teacher as well as the students, can see where they need to work on to achieve success. A basic foundation on algebra is important for the success in geometry. The diagnostic test will be 20 questions and will take roughly 30 minutes. The students will swap papers and grade each other (NOTE: In order to promote integrity in the classroom, students will be exposed to situations in which they need to provide honest feedback to their peers). After the tests have been graded, the teacher will collect them for evidence. This will serve as a guide to structure the algebra review lesson of the following day. Worksheet 1, 2, & 3 (30 points): These three worksheets will focus on basic algebra review. Questions in this worksheet will be similar to the diagnostics test in order to provide plenty of practice for content mastery. The worksheets will be used at the beginning of the class to begin the warm-ups. During the warmup, the teacher will be able to work any problems that the students are confused about. Worksheets will be collected, the teacher will make a copy of them, and finally the students will receive the copies. Originals will be kept in student folders in the classroom for evidence of student achievement.

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Journal Entry 1 (10 points): Students will be asked to keep a journal throughout the course. They are welcomed to write as often as possible, but there will only four of these journal entries will be answering a question. These four will be graded. Students will answer the following questions: (1) What do you like about the material weve covered? (2) What material are you currently struggling with? (3) What would make your learning easier? (4) What motivates you to do well in a math class? The journals will be collected every Friday. Lab Activity 1 (20 points): Every Thursday, students will work in groups to complete a task that relates their knowledge to real-world application. On the first week, the students will get a choice between three different topics: (1) Baseball, (2) Population, and (3) Space. The students will be instructed to choose the topic that they are most interested in and form groups based on these preferences. Each group will work on a specific algebraic worksheet that relates to their topic. Towards the end of the class the group will select 2-3 representatives to share their findings to the class. Each student must hand-in their own worksheet with a sentence or two describing how they contributed to the activity. Quiz (20 points): Students will be quizzed on all the material they have learned in week one. This quiz will take the majority of the period and will cover material on simplifying equations, solving multi-step problems, solving algebraic equations, defining terms, and solve problems using the Pythagorean Theorem. Quizzes will be graded; the teacher will make a copy, and finally hand in the copy to the students. The originals will be kept in a folder for evidence of student achievement. Geometry Essay (30 points): Students will be asked to research a working definition for geometry and explain it in their own words. They will be asked to research how professionals use geometry in their careers and how it can be useful in the students life. Furthermore, the students will be asked to research a profession of their choice and find out if the profession uses any kind of geometry and explain how. The paper will be graded using a rubric.

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WEEK 2 Monday Undefined terms & set Theory Lecture Worksheet 4 Tuesday Definitions, Lines, & Lines Segments Guided Notes Worksheet 5 Wednesday Midpoint & Bisector Practice Worksheet 6 Thursday Rays & Angles Friday More Angle Definitions Quiz Blueprint Project Part I

Lesson Title

Class Activity Homework

Lab Activity 2 Journal Entry 2

Common Core Standards CCSS.Math.Content.HSG-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. CCSS.Math.Content.HSG-GPE.B.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio. Instructional Goals At the end of the week, students will be able to: Define the basic terms of geometry; Solve problems using different geometric definitions. Knowledge At the end of the week, students will be able to: Define points on a line and line segment; Define midpoint and bisector of a line segment; Find the midpoint and bisectors of a line segment; Define a ray and an angle; Define the bisector of an angle; Identify an angle bisector.

Informal Formative Assessments White Board Warm up: Students will be given a personal whiteboard in which they will write the answer to the warmup question. The warm-up questions will come straight out of the worksheet that was assigned for homework the previous night. The teacher will instruct the students to display their answers by raising their whiteboards. By doing this, the teacher can quickly gauge how many students

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got the question right. This also allows for the teacher to decide whether or not to move on to the next set of warm-up questions. Red, Yellow, Light: At the end of each class, students will be given a post-it note. In this post-it note, they will write a question they still have about the material learned and their name. Before exiting the classroom they will place the post-it note in a traffic light poster by the classroom door. If the students feel comfortable with the material learned, they will put the post-it on the green section of the poster. If the students are still struggling with the material, the students will put the post-it on the red section. If the students understand some of the material but still need some clarity, the students will place their post-it in the yellow section. This assessment tool will be used for the teacher to plan for the next lesson. Thumbs up, Thumbs Down: During the class, the teacher will check for understanding using the thumbs up, thumbs down technique. If students feel good about the material they will put their thumbs up. If the students are confused they will put their thumb down. If the majority of the class is confused, the teacher can spend more time explaining the material. If there are only a few students who are confused, the teacher can take a mental note and help those students out when they work individually. Line of Understanding: Students will be asked to line up based on how comfortable they feel with the material provided in the lessons. Those who are really comfortable with the material will line up on one side of the line. Those who are not as comfortable will line up towards the other side of the line. The teacher will instruct the students to find the midpoint of the line and fold it based on that point. At this point students should be facing another student. This will become the partners for the lab activity on Thursday. By doing this grouping method, the teacher is able to gauge how students feel about the material. At the same time, the grouping is intentionally to have one student who isnt as comfortable with the material to be with someone who is (NOTE: students will be exposed to different opportunities in which they will practice patience and respect towards their classmates and the material). Formal Formative Assessments Worksheet 4, 5, & 6 (30 points): These three worksheets will focus on basic geometric definitions. Questions in these worksheets will gather information on how well the students are able to identify geometric definitions using a variety of diagrams, models, and representations. Students will be asked to find the midpoint of segments, and bisectors of angles. The worksheets will be used at the beginning of the class to begin the warm-ups. During the warm-up, the teacher will be able to work any problems that the students are confused about. Worksheets will be collected, the

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teacher will make a copy of them, and finally the students will receive the copies. Originals will be kept in student folders in the classroom for evidence of student achievement. Journal Entry 2 (10 points): Students will be asked to keep a journal throughout the course. They are welcomed to write as often as possible, but there will only four of these journal entries will be answering a question. These four will be graded. Students will answer the following questions: (1) Do you think definitions are important? Why or why not? (2) How can knowing the definitions of geometric terms be useful in the future of the course? (3) What is an effective method for you to really learn the definitions provided in this course? The journals will be collected every Friday.

Lab Activity 2 (20 points): The teacher will provide a set of images. Students will choose their top 3 images and bring them back to their desk. Students will work in groups to complete a lab activity. Each student will share why they chose their images to the group. Together they will work to try and find angles, angle bisectors, lines, lines segments, midpoints, and rays. They will use markers to draw on the images. On the back of the image, the students will write all the terms that they discovered. Students will submit all their work to the teacher, who will make student copies. Originals will be kept for evidence of student achievement. Quiz (15 points): Students will be quizzed on all the material they have learned in week two. This quiz will take the only half of the period. The quiz will cover of the period and will cover material on basic geometric definitions. Quizzes will be graded; the teacher will make a copy, and finally hand in the copy to the students. The originals will be kept in a folder for evidence of student achievement. Part I Blueprint Project (60 points): Students will be asked to complete the first part of the Blueprint Project. The students will think about their dream home. They are to think about how many levels, windows, doors, and what kind of furniture will be in their dream home. They will be instructed to draw a blueprint of one of the floors. Architects use basic geometric concepts to build scale models before building homes. The students will receive instructions to use as many geometric concepts as possible in their Blueprint. Students who incorporate all the different geometric concepts will receive 3 extra points added to their upcoming test. Students will also write an essay describing how their blueprint encompasses the different geometric concepts theyve learned in week two.

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WEEK 3 Monday Perpendicular Bisector of a Line Segment Tuesday Direct and Indirect Proofs Guided Notes Journal Entry 3 Wednesday Postulates, Theorems, and Proof Review Q&A Worksheet 8 Thursday Friday

Lesson Title

Class Activity Homework Worksheet 7

Lab Activity 3 Study for Test

Test Blueprint Project Part II

Common Core Standards CCSS.Math.Content.HSG-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. CCSS.Math.Content.HSG-CO.B.8 Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. Instructional Goals At the end of the week, students will be able to: Define the complex terms of geometry; Deduce whether a claim is true by using different geometric definitions. Knowledge At the end of the week, students will be able to: Define perpendicular bisector Identify a perpendicular bisector Deduce whether a claim is true or false Identify the basic tools for doing proofs. Informal Formative Assessments White Board Warm up: Students will be given a personal whiteboard in which they will write the answer to the warmup question. The warm-up questions will come straight out of the worksheet that was assigned for homework the previous night. The teacher will instruct the students to display their answers by raising their whiteboards. By doing this, the teacher can quickly gauge how many students got the question right. This also allows for the teacher to decide whether or not to move on to the next set of warm-up questions.

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Red, Yellow, Light: At the end of each class, students will be given a post-it note. In this post-it note, they will write a question they still have about the material learned and their name. Before exiting the classroom they will place the post-it note in a traffic light poster by the classroom door. If the students feel comfortable with the material learned, they will put the post-it on the green section of the poster. If the students are still struggling with the material, the students will put the post-it on the red section. If the students understand some of the material but still need some clarity, the students will place their post-it in the yellow section. This assessment tool will be used for the teacher to plan for the next lesson. Thumbs up, Thumbs Down: During the class, the teacher will check for understanding using the thumbs up, thumbs down technique. If students feel good about the material they will put their thumbs up. If the students are confused they will put their thumb down. If the majority of the class is confused, the teacher can spend more time explaining the material. If there are only a few students who are confused, the teacher can take a mental note and help those students out when they work individually. Formal Formative Assessments Worksheet 7 & 8 (20 points): These two worksheets will focus on more complex geometric definitions. Questions in these worksheets will gather information on how well the students are able to identify geometric definitions using a variety of diagrams, models, and representations. Students will be asked to find perpendicular bisectors of a line segment, identify midpoint of segments, and find bisectors of angles. The worksheets will be used at the beginning of the class to begin the warm-ups. During the warm-up, the teacher will be able to work any problems that the students are confused about. Worksheets will be collected, the teacher will make a copy of them, and finally the students will receive the copies. Originals will be kept in student folders in the classroom for evidence of student achievement. Journal Entry 3 (10 points): Students will be asked to keep a journal throughout the course. They are welcomed to write as often as possible, but there will only four of these journal entries will be answering a question. These four will be graded. Students will answer the following questions: (1) How can you check to see if information you find in the internet is true? (2) List 2-3 questions that you would ask in order to find out if a claim is true or false. (3) How would you determine a claim to be true in all situations? (4) Conversely, how would you prove a claim to not be true in all situations? Lab Activity 3 (20 points): The teacher will hand out index cards. The students will be instructed to write a fact about themselves that others in the classroom may not know. The teacher will collect the facts and

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read them out loud. Students will record their facts in a piece of paper. The students will be asked to go around the room asking their peers yes or no questions. The objective is to try to figure out who wrote each fact. Students will be asked to answer the following questions: (1) how did you eliminate possible solutions? (2) What process did you use to complete the task? (3) How did you use inductive reasoning to complete the task? Formal Summative Assessments Test (100 points): This is a summative assessment which contains content from the first week all the way to the second week. This test incorporates algebraic equations and geometric definitions. There are some short answer questions and some multiple choice questions, but no partial credit will be awarded. This is a way to keep this assessment as objective as possible.

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WEEK 4 Monday Proving Theorems About Angles Review Worksheet 9 Tuesday Proving Theorems About Angles Guided Notes Worksheet 10 Wednesday Thursday Parallel Lines: Properties & Construction Presentations Journal Entry 4 Friday Review

Lesson Title

Class Activity Homework

Practice Finalize Blueprint Project

Presentations Take Home Quiz

Common Core Standards CCSS.Math.Content.HSG-CO.C.9 Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segments endpoints. CCSS.Math.Content.HSG-CO.C.10 Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. CCSS.Math.Content.HSG-CO.C.11 Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals. CCSS.Math.Content.HSG-CO.D.12 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. CCSS.Math.Content.HSG-CO.D.13 Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. Instructional Goals At the end of the week, students will be able to: Define the degree measures of special kinds of pairs of angles; Find the degree measures of special kinds of pair of angles.

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Knowledge At the end of the week, students will be able to: Define Adjacent angles, Complementary angles, & Supplementary angles; Define parallel lines; Use properties of parallel lines; Construct a parallel to a given line at a given point; Identify linear pair of angles and vertical angles. Informal Formative Assessments White Board Warm up: Students will be given a personal whiteboard in which they will write the answer to the warmup question. The warm-up questions will come straight out of the worksheet that was assigned for homework the previous night. The teacher will instruct the students to display their answers by raising their whiteboards. By doing this, the teacher can quickly gauge how many students got the question right. This also allows for the teacher to decide whether or not to move on to the next set of warm-up questions. Red, Yellow, Light: At the end of each class, students will be given a post-it note. In this post-it note, they will write a question they still have about the material learned and their name. Before exiting the classroom they will place the post-it note in a traffic light poster by the classroom door. If the students feel comfortable with the material learned, they will put the post-it on the green section of the poster. If the students are still struggling with the material, the students will put the post-it on the red section. If the students understand some of the material but still need some clarity, the students will place their post-it in the yellow section. This assessment tool will be used for the teacher to plan for the next lesson. Thumbs up, Thumbs Down: During the class, the teacher will check for understanding using the thumbs up, thumbs down technique. If students feel good about the material they will put their thumbs up. If the students are confused they will put their thumb down. If the majority of the class is confused, the teacher can spend more time explaining the material. If there are only a few students who are confused, the teacher can take a mental note and help those students out when they work individually. Formal Formative Assessments Worksheet 9 & 10 (20 points): These two worksheets will focus on word problems using all the geometric definitions taught in the unit. The worksheets will be used at the beginning of the class to begin the warm-ups.

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During the warm-up, the teacher will be able to work any problems that the students are confused about. Worksheets will be collected, the teacher will make a copy of them, and finally the students will receive the copies. Originals will be kept in student folders in the classroom for evidence of student achievement. Journal Entry (10 points): Students will be asked to summarize what theyve learned about themselves throughout this unit as well as what they learned about geometry. Take-Home Quiz (15 points): Students will do a take-home quiz. This quiz will be covering all the information covered in the past few weeks. It will involve word problems, basic constructions, and using definitions. The purpose of this assessment is to give students practice as they move on to the next unit. These quizzes will be graded by their peers on the following day. The teacher will collect them, double check the grade, and hand back a photocopy of the quiz. The original will be kept for evidence of student achievement. Formal Summative Assessment Part II - Blueprint Project (60 points): The students will complete the second part of the blueprint project. They will be asked to scale their blueprint up to triple its size. The students are not required to redraw the blueprint but all measurements should be reflected on the scale. The students will also be asked to find the area of their blueprint and how much carpeting they should purchase to cover the whole floor. Students will be asked to write a final reflection paper describing anything theyve learned in the unit and how they used the information to complete the project. The students will give a 5 minute presentation showcasing their finalized product. The presentation and essay will be graded on a scale. The blueprint will be graded on how accurate their computations and how much geometry they applied to their project.

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CONNECTIONS TO INSTRUCTIONAL GOALS

WEEK 1 Instructional Goals Students will be able to solve basic algebraic equations Students will be expected to know basic algebra to succeed in this geometry course. Throughout the week, the students will be reviewing topics from their prior algebra class. The students will have the opportunity to ask questions and practice the concepts being reviewed during the lessons. The teacher will use informal formative assessments to check for understanding throughout the lessons. At the beginning of the week, the teacher will administer a diagnostics pre-test. The results of this test will serve as a guide for the lesson planning of the week. The test is on a pass/fail basis, because it is not meant to hurt the students grades. The test has the purpose to gauge how much prior knowledge the students are bringing to the unit. The first week is all about gearing the lessons to meet the needs of that specific class so they can review information that they should already know. Students will demonstrate their progress by submitting worksheets that provide practice of the lesson taught. At the end of the week, the students will have to take a full-period quiz in which they will be asked to demonstrate how much algebra they are able to understand before beginning on geometric concepts. Along with these objective assessments, the students will be required to keep a journal for the course. They will be asked to reflect on the concepts and on their own learning preference. This subjective tool will be used to assess students aptitude in the classroom. On Thursday, the students will work in a lab activity that will test their knowledge of algebraic equations. During this assessment, the students will work together to solve-multi step problems. They will be asked to write a paragraph or two explaining how they contributed to the group work. The reason for this written portion is for the teacher to have evidence of student engagement in the classroom. The teacher can also compare their observations of the students with what they write to see if they are writing honestly. The final homework for the week is meant to prep the students with a basic definition of geometry. Starting on Monday, the students will be starting to learn more complex definitions of geometry and therefore need a basic understanding of what geometry is and what it is used for. Assessments: Diagnostics Test, Worksheets, Lab Activity, Research Paper, Journal, & Quiz.

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WEEK 2 Instructional Goals The Students will be able to define the basic terms of geometry After week one, the students should be able to solve basic algebraic equations. The students will share with their peers what they found on the definition of geometry. This opening activity will be used to kick-start the lesson on basic geometric terms. Students will be assessed on how well they understand the definitions by demonstrating it on the worksheets. At the end of the week, the students will take a quiz on the definitions they learned. Teacher will use informal formative assessment techniques mentioned in the weekly assessment plan overview to check for student understanding. The blueprint project will also test the students ability define the different geometric terms by asking them to list what definitions they used in their blueprint. The worksheets reflect whether the students are able to look at multiple problems and use definitions correctly to come to an acceptable solution. The student will be able to solve problems using different geometric definitions. During the lab activity on Thursday, students will be given pictures and will be asked to find geometric concepts within the images. They will share with each other their findings, and will write how they contributed to the activity. They will also list all the geometric definitions they used to complete the activity. This will directly assess how well students are able to use the definitions and apply them to solve geometric problems. Students will also be asked to write a journal entry so they can demonstrate if they see the importance of these definitions. The blueprint project will also test the students ability to construct the geometric terms learned throughout the week as well as define them in their blueprint creation. Assessments: Research Paper, Worksheets, Journal, Quiz, Project.

WEEK 3 Instructional Goals The students will be able to define complex terms of geometry Students will be exposed to new geometric definitions. These definitions will be more complex than the ones from week two. The students will demonstrate their knowledge through the different worksheets. During this week, they will also be tested on all the material they have learned so far. They will be tested on the algebraic review, basic geometry definitions, complex geometric definitions, and the applications of their definitions. This test will be multiple-choice with some short answers. This is an objective cumulative assessment because the answers are either right or wrong, not partial credit will be awarded. The worksheets reflect whether the students are able to look at multiple problems and use definitions correctly to come to an acceptable solution.

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The students will be able to deduce whether a claim is true by using different geometric definitions During the lab activity, the students will play a game that will test their ability to reason logically and to deduce whether a claim is true or not. They will be asked to reflect on the process they used to find the answers. This subjective assessment will be collected to show evidence of student proficiency in the process behind direct and indirect proofs. The test will also challenge students to solve problems by accurately selecting statements that are true. Assessments: Worksheets, Journal, Lab Activity, Test.

WEEK 4 Instructional Goals The students will be able to define the degree measures of special kinds of pairs of angles Students will be assessed to see if they can define special kinds of pairs of angles by submitting the worksheets. These worksheets will provide extra practice from the lesson learned in the class. The teacher will review the answers of these worksheets in the warm-up. Students will be assessed on how well they know the definitions in a take-home quiz at the end of the week. The worksheets reflect whether the students are able to look at multiple problems and use definitions correctly to come to an acceptable solution. The students will be able to find the degree measures of special kinds of pair of angles Students will submit worksheets to show that they can apply the definitions theyve learned to word problems and other geometric problems. They will also be assessed on their proficiency in the take-home quiz at the end of the week. The worksheets reflect whether the students are able to look at multiple problems and use definitions correctly to come to an acceptable solution. Students will be assessed for the entire unit during this week. They will present their finalized version of their blueprint project. The presentation will be graded on a rubric as well as the other components of the project. The project is designed to be worked in steps throughout the month. The assessment should provide accurate information on student progress and gauge the student mastery of the subject. As usual the students will be asked to submit a journal entry, this time it will summarize their experience with geometry for the introductory unit. A completed project should be reflective of all the definitions and applications of such that the students were exposed to throughout the month.

Assessments: Worksheets, Journal, Quiz, Presentation, Project.

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GRADING POLICY
GRADING SCALE RATIONALE To pass the unit, a student must earn at least 65% of the total possible points from the assignments. In other words, the student must earn at least 325 points to pass the unit. The student can look at the unit requirements and be able to determine their grade based on how many points they score in each assignment. GRADING SCALE Percentage Score 95-100% 90-94.9% 85-89.9% 80-84.9% 75-79.9% 70-74.9% 65-69.9% Letter Grade A AB+ B BC+ C

UNIT REQUIREMENTS RATIONALE The goal of this assessment plan is to provide students with a variety of ways to demonstrate what theyve learned. In order to compute a single score for this unit/month, the teacher must be mindful of the grading policy. Each assignment has a point value, some are worth more than others, but essentially they are all weighed based on how useful the information gathered can be, in order to determine what the students have learned. At the top of the list, we have the Blueprint Project. In this summative project, students will be assessed on how well they can apply what they have learned in the unit. They will have the opportunity to demonstrate their learning, their struggles, and conscious reflection of what theyve learned. This will be the final unit project and is worth the most amounts of points. When we look at tests and quizzes in this particular grading policy, these are objective tools for teachers to measure what the students know. The test is cumulative and therefore must be worth a large amount, 100 points in this case. The quiz on the other hand, only measures a portion of the content and therefore is worth a little less than the test, 50 points in this case. Some students may not be great test takers, and they may struggle earning these points. Because of this, variety is important.

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The take-home worksheets are a way for students to practice what they learned in each particular day. There are ten worksheets throughout the unit. Each worksheet will be graded separately; the lowest two scores will be dropped to account for special circumstances that occur in each students life. Each worksheet is worth 10 points and will have a total of 20 questions; each will be worth .5 points. Notice that these worksheets are also objective, students either get the answer correct, or they dont. Keeping the majority of the assessments objective increases the validity of the assessments. Often in math, teachers neglect to use writing as an assessment tool. In this plan, there are a few writing assignments that are intended for students to reflect on their own learning. These are subjective forms of assessments and will be graded based on a rubric. These include the journals, the geometry paper, and the blueprint project. There are also hands-on activities in which students get to demonstrate their learning right in the classroom. Participation is in this grading policy to encourage student engagement in the lessons. At the end of the week each student will rank themselves on a participation scale. They will be asked to provide a rationale as to why they have ranked themselves where they have. By doing this, the teacher can collect physical evidence of student participation. The teacher will need to maintain notes on the students in order to compare what the teacher sees and what the students see in terms of participation. Notice the point value for participation is fairly low, this is to minimize the subjectivity in the final grading but still allow students to take some ownership of their learning. By increasing the variety of assessment tools, the teacher is giving the students the opportunity to demonstrate what theyve learned in different ways. By keeping the majority of the assessment tools objective, then the teacher can make easy and accurate analysis of the assessments when creating that single grade at the end of the unit. The teacher has to simply add all the points that a student has earned and find what percentage of the total points the students have earned. It is important to note that the teacher will keep copies of all the work that the students hand in, this will be used as evidence and can be used to parallel APPR standards. UNIT REQUIREMENTS Blueprint Project Test Worksheets Lab Activities Quiz Journal Participation Geometry Paper .. .. .. .. .. .. .. .. 120pts 100pts 80pts 60pts 50pts 40pts 20pts 30pts 500pts

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ASSESSMENT SAMPLES

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PRETEST ASSESSMENT SAMPLE Name: ________________________________________________ Date: _________________ **NODA = None of the above

1. a

2. A

3.

4.

5.

6.

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7.

8.

9.

10.

11.

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12.

13.

14.

15.

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16.

17.

18.

19.

20.

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Geometry Diagnostics Pre-Test Answer Key

1 2 3 4 5 6 7 8 9

D C C B C B D B E

11 12 13 14 15 16 17 18 19 20

D C C D A C A C D E

10 B

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FORMATIVE ASSESSMENT SAMPLES

LAB ACTIVITY 1
Name: ________________________________________ Date: __________________ Instructions: select one of the three topics below and wait for the teacher to give further instructions. (1) Baseball (2) Population (3) Space Your selection: _______________________ Before you leave take a piece of loose-leaf and answer the following questions: (1) How did you contribute to the activity? (2) Were you more interested in the other options more than yours? (3) What did you learn? Students will receive the slip of paper above and submit it with their work

TEACHER INSTRUCTIONS Every Thursday, students will work in groups to complete a task that relates their knowledge to real-world application. On the first week, the students will get a choice between three different topics: (1) Baseball, (2) Population, and (3) Space. The students will be instructed to choose the topic that they are most interested in and form groups based on these preferences. Each group will work on a specific algebraic worksheet that relates to their topic. Towards the end of the class the group will select 2-3 representatives to share their findings to the class. Each student must hand-in their own worksheet with a paragraph or two describing how they contributed to the activity. CHOICES SAMPLE BELOW

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CHOICE 1: BASEBALL (SAMPLE)

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CHOICE 2: POPULATION (SAMPLE)

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CHOICE 3: SPACE (SAMPLE)

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WORKSHEET 1 SOLVING ALGEBRAIC EQUATIONS Name: _________________________________________ Date: ______________________ 1.) 16 = x + 4 2.) - 3 = x + 7

3.) x / - 7 = 2

4.) x + 3 = 6

5.) 7 + x = 9

6.) 10 + 6x = 52

7.) 4x + 9 = 37

8.) 2x + 5 = - 3

9.) - 7x + 1 = 36

10.) 3x + 6 = 42

11.) 2 + 2x + 4x = 14

12.) 6x + 7 + 5x = 18

13.) 79 = 3x + 7x + 9

14.) - 6 + 3x - 4x = - 16

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15.) - 3x + 2 + 7x = - 2

16.) 5x - 10 = - 4x - 10

17.) 6x + 1 = 4x + 7

18.) - 3x + 2 = x - 46

19.) - 5 + 5x = - x + 55

20.) 7x + 4 = 6x + 8

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WORKSHEET 1 SOLVING ALGEBRAIC EQUATIONS (ANSWER KEY) 1) 16 = x + 4 answer: x = 12 2) - 3 = x + 7 answer: x = -10

3) x / - 7 = 2 answer: x = -14

4) x + 3 = 6 answer: x = 3

5) 7 + x = 9 answer: x = 2

6) 10 + 6x = 52 answer: x = 7

7) 4x + 9 = 37 answer: x = 7

8) 2x + 5 = - 3 answer: x = -4

9) - 7x + 1 = 36 answer: x = -5

10) 3x + 6 = 42 answer: x = 12

11) 2 + 2x + 4x = 14 answer: x = 2

12) 6x + 7 + 5x = 18 answer: x = 1

13) 79 = 3x + 7x + 9 answer: x = 7

14) - 6 + 3x - 4x = - 16 answer: x = 10

15) - 3x + 2 + 7x = - 2 answer: x = -1

16) 5x - 10 = - 4x - 10 answer: x = 0

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17) 6x + 1 = 4x + 7 answer: x = 3

18) - 3x + 2 = x - 46 answer: x = 12

19) - 5 + 5x = - x + 55 answer: x = 10

20) 7x + 4 = 6x + 8 answer: x = 4

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Worksheet 2 Graphing
Name: _______________________________________ Date: ____________________

1. Draw a representation of the following functions. y = x2

y = -x2

2. Define the following terms. a. Maximum of a function:

b. Minimum of a function:

3. Determine whether the function has a minimum or a maximum.

Eric R. Bran 38 Assessment Plan a) y = -3x 2x + 7

2

b) y = 2x2 5x + 1

c) y = -2x2 + 4x - 1

d) y = (1/2)x2 + 3x

4. Complete the following table of values for the formula y = -2x + 4x. (12 points) X y -3 -2 -1 0 1 2 3 4

5. Graph the following functions. Dont forget to include the table of values for each function as well as the list of ordered pairs. Also mark the max or the min along with the y-intercept.

a. y = -x2 3 (15 points)

b. y = -2x2 + 4x (15 points)

c. y = -x2 + 6x + 1 (15 points)

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d. y = ()x2 + 1

(15 points)

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Journal Entry 1 (10 points): In a journal entry answer the following questions: (1) What do you like about the material weve covered? (2) What material are you currently struggling with? (3) What would make your learning easier? (4) What motivates you to do well in a math class?

Note: Journals are collected every Friday.

Rubric Excellent (10 pts) Journal Entry Student answers all the questions with 2-3 examples and clear details. Entry ranges from 200-400 words. U/N = unsatisfactory Good (8 pts) Student answers all the questions with 1-2 examples but lacks detail. Entry ranges from 100300 words. Okay (6 pts) Student answers some questions with 1 example. Entry is between 100-200 words. U/N (5 pts) Student is missing some answers. Entry is under 100 words.

Eric R. Bran 41 Assessment Plan SUMMATIVE ASSESSMENT SAMPLE

BLUEPRINT PROJECT DESCRIPTION Students will work on a summative project throughout the month. There are different parts to this assignment and they will be graded on a rubric. Rubric is attached. All parts must be present at the due date to be considered for full credit. BLUEPRINT Think of your dream home. Think about how big it would be, what kind of furniture you would have, how many doors you would have, how many rooms there would be, how many windows, etc. create a blueprint of the main floor of your dream house using geometric concepts. You must include doors, windows, and at least three rooms. Provide measurements and label the parts of your blueprint.

SCALING, AREA, AND PERIMETER Find the perimeter and area of your blueprint. You must then scale all the dimensions so that the measurements are four times the size of the original. Develop and equation that would scale any measurement to these specifications. Find the area and perimeter using the new dimensions. Make a conjecture as to what happened to the area and perimeter when the dimensions were scaled up. REFLECTION Write a reflection paper 250-400 words. Include what you have learned in this past unit, what you struggled with, and any obstacles you overcame. Provide examples that demonstrate your thinking. Be thoughtful and introspective but most importantly be honest with yourself. PRESENTATION Develop a 5-7 minute presentation showing your classmates what you have accomplished with this project. The presentation will be on the last two days of the unit. DEFINITIONS LIST Look back at your finalized project and develop a list of concepts that you used in your project. Briefly explain where youve used the concepts. For example, I used parallel lines when constructing the walls of my living room.

Eric R. Bran 42 Assessment Plan BLUEPRINT PROJECT RUBRIC 4 Final blueprint is submitted in a very organized and neat manner. Student used tools such as straightedge and compass to create blueprint. All the requirements, dimensions and labels are included. All computations are correct. Student submits the scaling key. Student shows all the work. Student describes with at least 3 examples how they will utilize the information theyve learned in their future. 3 Final blueprint is submitted in an organized and neat manner. Student used some tools such as straightedge to create the blueprint. Most labels and dimensions are included. Some computations are missing. Student submits the scaling key. Student shows all work. Student describes with 2-3 examples how they will utilize the information theyve learned in their future. No more than 3 grammatical and spelling errors Student goes over time frame by a minute or two. Student explains 2-4 things theyve learned in the unit. 2 Final blueprint is submitted in an organized and neat manner. Student failed to use geometric tools to create the constructions. Only some labels and dimensions are included Computations are incorrect. Student submits scaling key. Student shows only some work. Students describes with 12 examples how they will utilize the information theyve learned in their future. More than 3 grammatical and spelling errors. Student goes over the time frame by over 5 minutes. Student explains 1-2 examples theyve learned in their unit. Student demonstrates only some of the definitions reviewed in the unit. 1 Final blueprint is unorganized. Student free hands the blueprint. Missing labels and dimensions.

Blueprint

Scaling, Area, Perimeter

Missing computations, only answers given. Student is missing work. Student fails to defend their thought with examples. More than 6 grammatical and spelling errors.

Reflection

Presentation

Student stays within the time frame of the presentation. Student explains 3-5 things theyve learned in the unit.

Definitions List

Students demonstrate the use of all the geometric definitions reviewed in the unit.

Students demonstrate the use of the majority of the geometric definitions reviewed in the unit.

Student fails to meet time requirement or goes over by 5 minutes. Student does not provide examples as evidence of their learning. Student does not demonstrate any of the definitions reviewed in the unit.