Algebra I 2013 - 2014mathematicallyspeaking.weebly.com/uploads/1/3/8/0/... · 2018. 10. 13. · STAAR Algebra I Assessment Reporting Category 1: Functional Relationships The student

Algebra I

2013 - 2014

Table of Contents

o At a Glance with start and stop dates change highlighted section when not EOC

Pacing guide with start/stop dates, Supporting STAAR Achievement lessons, and power/readiness standards

o Power Standards List of Power Standards by reporting category

o DA Blueprint Blueprint TEKS and identified dual code TEKS for District Assessments

o Assessed Curriculum or TEKS for course Eligible TEKS for STAAR/EOC testing

o STAAR/EOC Blueprint Region XIII blueprint includes TEKS by category

o Released STAAR 2011 Questions Sample questions

o Reference Charts Grade level formula charts

o PLD Document Performance level descriptors

o Depth of Knowledge (DOK) Document Identifies cognitive level

o Adult Actions Actions to address student achievement

Department of Curriculum and Instruction

At a Glance: Algebra I 2013-2014

Grading Period Unit Name

Supporting STAAR Achievement

Lessons

Power

Standards

Estimated Time

Frame

Start Date

Stop Date

1st Grading Period

Solving Equations A.4A, A.7B 21 days August

26th September

24th Solving Inequalities

A.7B 7 days September 25th October

4th

Exploring Functions

Multiple Representations Interpreting Functional Relationships Domain and Range Making Predictions from Scatterplots

A. 1D, A. 1E, A. 2B, A.2D, A.4A

16 days

October 7th

October 18th

2nd Grading Period

Exploring Functions

continued

October 18th

October 28th

Linear Functions

Representations of Linear Functions Interpreting Slope and Intercepts Investigating Changes in Slopes and y-intercepts Changing Slope and y-intercepts in Applied Situations

A.1D, A. 1E, A. 2D, A. 5C, A. 6B, A. 6C,

A. 6F, A.7B

27 days

October 29th

December 11th

3rd Grading Period

Linear Functions and Linear Inequalities

Linear Inequalities

13 days

January 8th

January 27th

Solve and Write Systems of Equations

Solving Systems of Linear Equations Using

Substitution

A.8B 15 days

January 28th

February 17th

Polynomials

Factoring Trinomials

A. 4A 24 days

February 18th

March 21st

4th Grading Period

Polynomials A. 4A continued March 24th March 28th

Quadratic Functions

Analyzing Graphs of Quadratic Functions

Solving Quadratic

Functions

A. 4A , A. 9D, A. 10A 25 days

March 31st May 5th

Other Nonlinear Functions

A.1D, A.1E, A.2D

A. 4A 15 days

May 6th May 27th


Power Standards: Algebra I Content Standards

Category 1 Functional Relationships

A.1D represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities;

A.1E interpret and make decisions, predictions, and critical judgments from functional relationships. Category

2 Properties and Attributes of Functions

A.2B identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete;

A.2D collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

A.4A find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations; Category

3 Linear Functions

A.5C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

A.6B interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs;

A.6C investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b; A.6F interpret and predict the effects of changing slope and y-intercept in applied situations;

Category 4 Linear Equations and Inequalities

A.7B investigate methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties of equality, select a method, and solve the equations and inequalities;

A.8B solve systems of linear equations using [concrete] models, graphs, tables, and algebraic methods; Category

5 Quadratic and Other Nonlinear Functions

A.9D analyze graphs of quadratic functions and draw conclusions. A.10A solve quadratic equations using [concrete] models, tables, graphs, and algebraic methods;

Power Standards • Algebra I Page 1 of 1


District Assessment Blueprint

Algebra I 2013-2014

TEKS Grading Period Testing Date:

November 5th or November 6th, 2013

Number of

Items

A.1E 1st, 2nd interpret and make decisions, predictions, and critical judgments from functional relationships 4

A.2B 1st, 2nd identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete

4

A.2D 1st, 2nd

collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations

4

A.7B 1st, 2nd

investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities; and

5

TEKS Grading Period Testing Date:

February 25th or February 26th , 2014 Number

of Items

A.5C 2nd, 3rd use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions 4

A.6B 2nd, 3rd interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs 3

A.6C 2nd, 3rd investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b 3

A.6F 2nd, 3rd interpret and predict the effects of changing slope and y-intercept in applied situations 3

A.8B 3rd solve systems of linear equations using concrete models, graphs, tables, and algebraic methods 4

Algebra I

Assessment

Eligible Texas Essential

Knowledge and Skills

Texas Education Agency

Student Assessment Division

Fall 2010

STAAR Algebra I Assessment

Reporting Category 1:

Functional Relationships

The student will describe functional relationships in a variety of ways.

(A.1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described

in a variety of ways. The student is expected to

(A) describe independent and dependent quantities in functional relationships; Supporting Standard

(B) gather and record data and use data sets to determine functional relationships between quantities; Supporting Standard

(C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the

situations; Supporting Standard

(D) represent relationships among quantities using [concrete] models, tables, graphs, diagrams, verbal descriptions, equations, and

inequalities; and Readiness Standard

(E) interpret and make decisions, predictions, and critical judgments from functional relationships. Readiness Standard

STAAR Algebra I Page 2 of 6



Fall 2010


Properties and Attributes of Functions

The student will demonstrate an understanding of the properties and

attributes of functions.

(A.2) Foundations for functions. The student uses the properties and attributes of functions. The student is expected to

(A) identify and sketch the general forms of linear (y = x) and quadratic (y = x 2) parent functions; Supporting Standard

(B) identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and

discrete; Readiness Standard

(C) interpret situations in terms of given graphs or create situations that fit given graphs; and Supporting Standard

(D) collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data

approximating linear situations), and model, predict, and make

decisions and critical judgments in problem situations.

Readiness Standard

(A.3) Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of

symbols to represent situations. The student is expected to

(A) use symbols to represent unknowns and variables; and Supporting Standard

(B) look for patterns and represent generalizations algebraically.

Supporting Standard

(A.4) Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and

uses the necessary algebraic skills required to simplify algebraic

expressions and solve equations and inequalities in problem situations.

The student is expected to

(A) find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem

situations; Readiness Standard

(B) use the commutative, associative, and distributive properties to simplify algebraic expressions; and Supporting Standard

(C) connect equation notation with function notation, such as y = x + 1 and f (x) = x + 1. Supporting Standard




Fall 2010

Reporting Category 3: Linear Functions

The student will demonstrate an understanding of linear functions.

(A.5) Linear functions. The student understands that linear functions can be represented in different ways and translates among their various

representations. The student is expected to

(A) determine whether or not given situations can be represented by linear functions; Supporting Standard

(B) determine the domain and range for linear functions in given situations; and Supporting Standard

(C) use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

Readiness Standard

(A.6) Linear functions. The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions

and interprets and describes the effects of changes in parameters of linear

functions in real-world and mathematical situations. The student is

expected to

(A) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations;

Supporting Standard

(B) interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs; Readiness Standard

(C) investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b; Readiness Standard

(D) graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept;

Supporting Standard

(E) determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic

representations; Supporting Standard

(F) interpret and predict the effects of changing slope and y-intercept in applied situations; and Readiness Standard

(G) relate direct variation to linear functions and solve problems involving proportional change. Supporting Standard




Fall 2010


Linear Equations and Inequalities

The student will formulate and use linear equations and inequalities.

(A.7) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and

analyzes the solutions in terms of the situation. The student is expected to

(A) analyze situations involving linear functions and formulate linear equations or inequalities to solve problems; Supporting Standard

(B) investigate methods for solving linear equations and inequalities using [concrete] models, graphs, and the properties of equality,

select a method, and solve the equations and inequalities; and

Readiness Standard

(C) interpret and determine the reasonableness of solutions to linear equations and inequalities. Supporting Standard

(A.8) Linear functions. The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and

analyzes the solutions in terms of the situation. The student is expected to

(A) analyze situations and formulate systems of linear equations in two unknowns to solve problems; Supporting Standard

(B) solve systems of linear equations using [concrete] models, graphs, tables, and algebraic methods; and Readiness Standard

(C) interpret and determine the reasonableness of solutions to systems of linear equations. Supporting Standard




Fall 2010


Quadratic and Other Nonlinear Functions

The student will demonstrate an understanding of quadratic and other

nonlinear functions.

(A.9) Quadratic and other nonlinear functions. The student understands that the graphs of quadratic functions are affected by the parameters of

the function and can interpret and describe the effects of changes in the

parameters of quadratic functions. The student is expected to

(A) determine the domain and range for quadratic functions in given situations; Supporting Standard

(B) investigate, describe, and predict the effects of changes in a on the graph of y = ax 2 + c; Supporting Standard

(C) investigate, describe, and predict the effects of changes in c on the graph of y = ax 2 + c; and Supporting Standard

(D) analyze graphs of quadratic functions and draw conclusions. Readiness Standard

(A.10) Quadratic and other nonlinear functions. The student understands there is more than one way to solve a quadratic equation and solves them

using appropriate methods. The student is expected to

(A) solve quadratic equations using [concrete] models, tables, graphs, and algebraic methods; and Readiness Standard

(B) make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal

intercepts (x-intercepts) of the graph of the function.

Supporting Standard

(A.11) Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor

quadratic and models the situations. The student is expected to

(A) use patterns to generate the laws of exponents and apply them in problem-solving situations; Supporting Standard

(B) analyze data and represent situations involving inverse variation using [concrete] models, tables, graphs, or algebraic methods; and

Supporting Standard

(C) analyze data and represent situations involving exponential growth and decay using [concrete] models, tables, graphs, or algebraic

methods. Supporting Standard




Fall 2010

STAAR Algebra I Blueprint

Reporting Categories Number of Standards Number of Questions


Functional Relationships

Readiness Standards 2

8Supporting Standards 3

Total 5


Properties and Attributes of Functions



Total 9


Linear Functions



Total 10


Linear Equations and Inequalities



Total 6


Quadratic and Other Nonlinear Functions



Total 9

Readiness Standards Total Number of Standards 13 60%–65% 32–35

Supporting Standards Total Number of Standards 26 35%–40% 19–22

Total Number of Questions on Test 49 Multiple Choice

5 Griddable

54 Total



Fall 2010

State of Texas Assessments of

Academic Readiness

STAARTM

Algebra I2011 Released Test Questions

These released questions represent selected TEKS student expectations for each reporting category. These questions are samples only and do not represent all the student expectations eligible for assessment.

Copyright © 2011, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency.

STAAR Algebra I 2011 ReleaseReleased Test Questions

Page 2

1 The sales tax rate at a clothing store is 8.75%. Sales tax on an item is a function of its price. Which of the following is the dependent quantity in this function?

A The sales tax rate on the item

B The item’s price

C The amount of sales tax on the item

D The item’s size

2 Which of the following relations is a function?

I. {(0, 0), (0, 1), (0, 2)} II. {(0, 0), (1, 1), (2, 4)} III. {(0, 0), (1, 2), (2, 2)} IV. {(0, 0), (1, 2), (1, 3)}

A I, II, and III only

B I and II only

C II and III only

D III and IV only


Page 3

3 Southern Phone Company is promoting a new cell phone service plan: a customer can make up to 500 minutes of calls each month for $39.99. If the number of minutes used in a month exceeds 500, then the function

c І 0.40(m − 500) + 39.99

describes the monthly charge, c, in dollars in terms of m, the total number of minutes used. Which of the following statements best describes this function?

A If the total number of minutes used is more than 500, then every minute beyond 500 costs 40 cents.

B Every minute used costs 40 cents, regardless of the total number of minutes used.

C The first 500 minutes used costs 40 cents each, after which there is an additional charge of $39.99.

D If the total number of minutes used is more than 500, then every minute used costs 40 cents.

4 What is the domain of the function graphed below?

−5

−4

−6

−7

−8

−9

−10

−3

−2

−1

1

2

3

4

5

6

7

8

9

10

−1 1−2−3−4−5−6−7−8−9−10 2 3 4 5 6 7 8 9 10

y

x

A 0 < x ≤ 5

B 2 < x ≤ 5

C 0 < x ≤ 4

D 0 < x < 2


Page 4

5 In the quadratic equation xầ − x + c І 0, c represents an unknown constant. If x І −3 is one of the solutions to this equation, what is the value of c?

Record your answer and fill in the bubbles on your answer document.

6 Which of the following is not a correct description of the graph of the function y І −2x − 7?

A The graph of the function contains the point (−2, −3), and when the value of x increases by 1 unit, the value of y decreases by 2 units.

B The graph of the function contains the points (−1, −5), (2, −11), and (4, −15).

C The graph of the function is a line that passes through the point (0, −7) with a slope of −2.

D The graph of the function contains the points (0, −7), (1, −9), and (3, −1).

7 If (2k, k) and (3k, 4k) are two points on the graph of a line and k is not equal to 0, what is the slope of the line?

A 3

B 3k

C 13

D Not here


Page 5

8 The amount an appliance repairman charges for each job is represented by the function t І 50h + 35, where h represents the number of hours he spent on the job and t represents the total amount he charges in dollars for the job. The repairman plans to change the amount he charges for each job. The amount he plans to charge is represented by the function t І 50h + 45. What will be the effect of this change on the amount he charges for each job?

A The total amount he charges for each job will increase by $10.

B The total amount he charges for each job will decrease by $10.

C The amount he charges per hour will increase by $10.

D The amount he charges per hour will decrease by $10.

9 The sum of the perimeters of two different squares is 32 centimeters, and the difference between their perimeters is 8 centimeters. If x represents the side length of the larger square and y represents the side length of the smaller square, which of the following systems of equations could be used to find the dimensions of the squares?

A x + y І 32 x − y І 8

B 4x + 4y І 32 4x − 4y І 8

C 2x + 2y І 32 2y − 2x І 8

D 4x + 2y І 32 4x − 2y І 8


Page 6

10 Some values for two linear equations are shown in the tables below.

x

Equation 1

y

5−711

2−4

5−1 −1

x

Equation 2

y

5−3

01

11−13−4−1

What is the solution to the system of equations represented by these tables?

A (2, 3)

B (3, 5)

C (−1, 1)

D (5, 11)


Page 7

11 The graph of a quadratic function is shown below.

−5

−4

−6

−7

−8

−9

−3

−2

−1

1

2

3

4

5

6

7

8

9

−1 1−2−3−4−5−6−7−8−9 2 3 4 5 6 7 8 9

y

x

Which statement about this graph is not true?

A The graph has a y-intercept at (0, 8).

B The graph has a maximum point at (Ѝ1, 9).

C The graph has an x-intercept at (2, 0).

D The graph has the y-axis as a line of symmetry.


Page 8

12 The graph of a quadratic function is shown below.

−5

−4

−6

−7

−8

−9

−10

−3

−2

−1

1

2

3

4

5

6

7

8

9

10

−1 1−2−3−4−5−6−7−8−9−10 2 3 4 5 6 7 8 9 10

y

x

What is the best estimate of the positive value of x for which this function equals 8?

A 2

B 4

C 13

D 7

13 A population of 1500 deer decreases by 1.5% per year. At the end of 10 years, there will be approximately 1290 deer in the population. Which function can be used to determine the number of deer, y, in this population at the end of t years?

A y t= −1500 1 0 015( . )

B y t= 1500 0 015( . )

C y t= +1500 1 0 015( . )

D y t= 1500 1 5( . )

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Correct Answer

1 1 Supporting A.1(A) C

2 1 Supporting A.1(B) C

3 1 Readiness A.1(E) A

4 2 Readiness A.2(B) A

5 2 Readiness A.4(A) –12

6 3 Readiness A.5(C) D

7 3 Supporting A.6(A) A

8 3 Readiness A.6(F) A

9 4 Supporting A.8(A) B

10 4 Readiness A.8(B) D

11 5 Readiness A.9(D) D

12 5 Readiness A.10(A) D

13 5 Supporting A.11(C) A

For more information about the new STAAR assessments, go to www.tea.state.tx.us/student.assessment/staar/.

STAAR Algebra I 2011 ReleaseAnswer Key

Page 9

STAAR ALGEBRA IREFERENCE MATERIALS State of Texas Assessments of

Academic Readiness

STAARTM

GENERAL FORMULAS

Slope of a line my y

x x=

−

−2 1

2 1

Pythagorean theorem a b c2 2 2+ =

Quadratic formula xb b ac

a=− −2 4

2

FORMS OF LINEAR EQUATIONS

Slope-intercept form y mx b= +

Point-slope form y y m x x− = −1 1( )

Standard form Ax By C+ =

STAAR ALGEBRA IREFERENCE MATERIALS

CIRCUMFERENCE

Circle orC r= 2π C d= π

AREA

Triangle A h= 12

b

Rectangle or parallelogram A bh=

Rhombus A d d=12 1 2

Trapezoid A b+12 1 2

( )b= h

Regular polygon A aP=12

Circle A r= π 2

SURFACE AREA

Lateral Total

Prism S Ph= S Ph B= +2

Pyramid S P B= +l12

S P= l12

Cylinder S rh r= +2 2 2π πS rh= 2π

Cone S r= π l S r r= +π πl 2

Sphere S r= 4 2π

VOLUME

Prism or cylinder V Bh=

Pyramid or cone V Bh= 13

Sphere V r= 3π43

State of Texas Assessments of Academic Readiness (STAAR™) Performance Level Descriptors

Algebra I

Performance Level Descriptors

Students achieving Level III: Advanced Academic Performance can

• Evaluate the reasonableness of domains and ranges of linear and quadratic functions • Apply the concept of slope as a rate of change in a variety of situations • Generate representations of linear, quadratic, and other nonlinear functions • Make predictions and critical judgments from functional relationships

Students achieving Level II: Satisfactory Academic Performance can

• Determine the domains and ranges of linear and quadratic functions • Describe the concept of slope as a rate of change and use it to solve problems • Determine solutions to linear and quadratic equations, linear inequalities, and systems of linear equations using a

variety of methods • Formulate linear and quadratic equations, linear inequalities, and systems of linear equations to solve problems • Generate representations of linear and quadratic functions • Analyze the effects of parameter changes on linear and quadratic functional relationships • Interpret and draw conclusions from functional relationships

Students achieving Level I: Unsatisfactory Academic Performance can

• Identify slopes and y-intercepts of linear functions from tables, graphs, and equations given in slope-intercept form • Simplify algebraic expressions and solve linear equations • Formulate equations and systems of equations from simple linear situations • Identify attributes of a quadratic function from its graph

Texas Education Agency Student Assessment Division

April 2012

Level One Activities

Recall elements and details of story structure, such as sequence of events, character, plot and setting.

Conduct basic mathematicalcalculations.

Label locations on a map.

Represent in words or diagrams a scientific concept or relationship.

Perform routine procedures like measuring length or using punctuation marks correctly.

Describe the features of a place or people.

Level Two ActivitiesIdentify and summarize the major events in a narrative.

Use context cues to identify themeaning of unfamiliar words.

Solve routine multiple-step problems.

Describe the cause/effect of a particular event.

Identify patterns in events or behavior.

Formulate a routine problem given data and conditions.

Organize, represent and interpret data.

Level Three ActivitiesSupport ideas with details and examples.

Use voice appropriate to the purpose and audience.

Identify research questions and design investigations for a scientific problem.

Develop a scientific model for a complex situation.

Determine the author’s purpose and describe how it affects the interpretation of a reading selection.

Apply a concept in other contexts.

Level Four ActivitiesConduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions.

Apply mathematical model to illuminate a problem or situation.

Analyze and synthesize information from multiple sources.

Describe and illustrate how common themes are found across texts from different cultures.

Design a mathematical model to inform and solve a practical or abstract situation.

Level Two(Skill/Concept)

Level One

(Recall)

Level Three

(Strategic Thinking)

Level Four(ExtendedThinking)

Arrange

Calculate

DefineDraw Identify

Illustrate

LabelList

Match

Measure

Memorize

Name

QuoteRecall

ReciteRecognize

Repeat ReportState

TabulateTell Use

Who, What, When, Where, Why

DescribeExplain

Interpret

Categorize

Cause/Effect

Collect and Display

Classify

Compare

Construct

Distinguish

Estimate

GraphIdentify Patterns

Infer

Interpret

Make Observations

Modify

Organize

Predict

Relate

Separate

Show

Summarize

Use Context Cues

Apprise

Assess

Cite Evidence

Compare

Construct

Critique

Develop a Logical Argument

DifferentiateDraw Conclusions

Explain Phenomena in Terms of ConceptsFormulate

Hypothesize

Investigate

Revise

Use Concepts to Solve Non-Routine Problems

Apply Concepts

Design

Connect

Prove

Synthesize

Critique

Analyze

Create

Depth of Knowledge (DOK) Levels

Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. .

Adult Actions: to address student achievement

Action to Address Prior to Instruction Evidence Reflective Question(s)

Plan Instruction (Tier 1/2)

Team meets to plan instruction Similar strategies/ resources used within instruction

When does the team meet to plan instruction? Who contributes to planning and creating resources? How can we make planning time more productive?

Summative assessment is developed prior to instruction on the unit

Copy of assessment provided to all team members prior to unit

How does the team develop summative assessments? What process is in place to provide all team members input into creating assessments? What structure is needed to complete this task prior to the unit?

Identify & Support Needs

Identify individual student gaps in pre-requisite knowledge (pre-assessment)

Plan is created to fill gaps prior to instruction

Pre-Assessment Data for Power Standards Noted on Calendar/Lesson Plans (warm-up, small group, etc.)

What skills do students need to master prior to this unit? What strategy will you/did you use to pre-teach these concepts?

Formative Assessment

Team discusses/creates (Know/Do) formative assessments

Observe formative assessment in CWT’s , team meeting notes

What formative assessment will you use to measure student understanding of the Know? Of the Do? Who develops the formative assessments that your team uses? What support do you need to implement formative assessment into your daily instruction?

Research (rigor)

Identify best practices/lessons Discussion of lessons What have you used in the past to teach ____ that has worked? What does research say about students learning ____topic? What resources are available to support instruction on _____topic? Who or where could you go for a suggestion?

Review assessment items for TEKS Assessment items pulled up in meetings How has this TEKS been tested in the past? What samples do we have that represent the rigor of STAAR/EOC?

Topic to Address During Instruction Evidence Reflective Question(s)

Pre-Teach Teacher uses a pre-teach to fill gaps in instruction for identified students Supporting STAAR Lessons have examples

Observe pre-teach in CWT’s Lesson Plans

How can you provide opportunities for students to review pre-requisite skills within your instruction? What skills have you identified that need to be re-taught?

Provide Support in the

Lesson

Vocabulary Aides are provided to struggling students Supporting STAAR Lessons have examples

Observe vocabulary aides in CWT’s Lesson Plans

Could understanding of vocabulary play a part in student misunderstanding(s)? How could a vocabulary aide assist students in achieving success?

Provide Support

in the Lesson (Tier 2

Instruction)

Scaffolding Cards are provided to struggling students

Observe scaffolding cards in CWT’s Lesson Plans

Do students struggle with all the steps in this sequence? What type of scaffolding card (graphic organizer, etc) could assist students in achieving success?

Teacher uses think alouds to share thinking behind the process with students Supporting STAAR lessons have examples in teacher notes

Observe think alouds in CWT’s Lesson Plans

What advantage would there be for struggling and high achieving students if you used a think aloud to model this process?

Teacher uses small group instruction to coach/improve skills of struggling students

Observe small group instruction in CWT’s Lesson Plans

What skills are specific students in need of mastering? When could you incorporate small group instruction to meet this need?

Teachers provides opportunities for students to discuss mathematics Kagan Strategies provide structures to use

Observe math discussions in CWT’s Lesson Plans

What concepts do students really need to understand in this unit? What discussion strategy could you use to improve understanding?

Teacher provides scaffolded opportunities to practice math: Guided/Partnered/ Individual model

Observe guided-partnered-individual practice opportunities in CWT’s Lesson Plans

How can you re-structure practice opportunities so that more students are ready to work independently?

Teacher targets questions to(or listens to discussion of) low performing students to assure understanding

Observe targeted questions in CWT’s Lesson Plans

What is the advantage to targeting questions vs. choral or voluntary response? What data do you have to share concerning the questions that struggling students are answering?

Formative Assessment

Teacher embeds formative assessment into daily instruction Uses the student feedback(answers) to alter instruction Math FACT Book examples uploaded on At a Glance Page

Observe formative assessment in CWT’s Lesson Plans & Alterations of lesson plans

How could using a formative assessment within daily instruction help you to identify student misconceptions prior to the summative assessment? What supports do you need to implement more formative assessment?

Topic to Address After Instruction Evidence Reflective Question(s)

Plan Instruction

Team plans for re-teach of items not mastered Look for ways to spiral instruction within upcoming unit

Lesson plans/ Calendar Team Meeting/data team notes

How will you spiral instruction to assure students have an opportunity to master these skills?

Plan Interventions

(Tier 2/3)

Identify classroom interventions Intervention Plan Lesson Plans

What classroom interventions will you make in the next unit?

Identify interventions needed outside of classroom (Tier 3 Interventions)

Intervention Plan Intervention Resources Communication with Student/Parent

What support do your students need outside of the classroom show mastery of the previous skills and to be successful in the upcoming unit of study?

IBOOKS COVER3Algebra I Power StandardsAlgebra_I_DA_Blueprint_2013-2014AssessCurr-AlgebraIBlueprint-AlgebraIreleased 2011 eoc alg 1 questionsRefMat-AlgebraI_EOC Formula ChartSTAAR-SummaryPLD-algebraIDOK_ChartAdult Actions


Grading Period

Unit Name

Supporting STAAR Achievement Lessons

Power Standards

Estimated Time Frame

Start Date

Stop Date

1st Grading Period

Solving Equations

A.4A, A.7B

21 days

August 26th

September 24th

Solving Inequalities

A.7B

7 days

September 25th

October 4th

Exploring Functions

Multiple Representations

Interpreting Functional Relationships

Domain and Range

Making Predictions from Scatterplots

A. 1D,

A. 1E,

A. 2B, A.2D,

A.4A

16 days

October 7th

October 18th

2nd Grading Period

Exploring Functions

continued

October 18th

October 28th

Linear Functions

Representations of Linear Functions

Interpreting Slope and Intercepts

Investigating Changes in Slopes and y-intercepts

Changing Slope and y-intercepts in Applied Situations

A.1D,

A. 1E,

A. 2D,

A. 5C,

A. 6B,

A. 6C,

A. 6F,

A.7B

27 days

October 29th

December 11th

3rd Grading Period

Linear Functions and Linear Inequalities

Linear Inequalities

13 days

January 8th

January 27th

Solve and Write Systems of Equations

Solving Systems of

Linear Equations Using Substitution

A.8B

15 days

January 28th

February 17th

Polynomials

Factoring Trinomials

A. 4A

24 days

February 18th

March 21st

4th Grading Period

Polynomials

A. 4A

continued

March 24th

March 28th

Quadratic Functions

Analyzing Graphs of Quadratic Functions

Solving Quadratic Functions

A. 4A ,

A. 9D,

A. 10A

25 days

March 31st

May 5th

Other Nonlinear Functions

A.1D, A.1E, A.2D

A. 4A

15 days

May 6th

May 27th

At a Glance: Algebra I 2013-2014

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Algebra I 2013 - 2014mathematicallyspeaking.weebly.com/uploads/1/3/8/0/... · 2018. 10. 13. · STAAR Algebra I Assessment Reporting Category 1: Functional Relationships The student