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
Department of Curriculum and Instruction
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
Department of Curriculum and Instruction
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
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 2:
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
STAAR Algebra I Page 3 of 6
Texas Education Agency
Student Assessment Division
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
STAAR Algebra I Page 4 of 6
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 4:
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
STAAR Algebra I Page 5 of 6
Texas Education Agency
Student Assessment Division
Fall 2010
Reporting Category 5:
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
STAAR Algebra I Page 6 of 6
Texas Education Agency
Student Assessment Division
Fall 2010
STAAR Algebra I Blueprint
Reporting Categories Number of Standards Number of Questions
Reporting Category 1:
Functional Relationships
Readiness Standards 2
8Supporting Standards 3
Total 5
Reporting Category 2:
Properties and Attributes of Functions
Readiness Standards 3
12Supporting Standards 6
Total 9
Reporting Category 3:
Linear Functions
Readiness Standards 4
15Supporting Standards 6
Total 10
Reporting Category 4:
Linear Equations and Inequalities
Readiness Standards 2
10Supporting Standards 4
Total 6
Reporting Category 5:
Quadratic and Other Nonlinear Functions
Readiness Standards 2
9Supporting Standards 7
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
Texas Education Agency
Student Assessment Division
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
STAAR Algebra I 2011 ReleaseReleased Test Questions
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
STAAR Algebra I 2011 ReleaseReleased Test Questions
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
STAAR Algebra I 2011 ReleaseReleased Test Questions
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
STAAR Algebra I 2011 ReleaseReleased Test Questions
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)
STAAR Algebra I 2011 ReleaseReleased Test Questions
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.
STAAR Algebra I 2011 ReleaseReleased Test Questions
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
Department of Curriculum and Instruction
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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