assessment plan final

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e b r a n 0 0 1 @ g m a i l . p l a t t s b u r g h . e d u

2012

Assessment Plan

Introduction to GeometryWindows User

Eric R. Bran


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TABLE OF CONTENTS

Introduction 2

Unit Plan Overview . 5

Weekly Assessment Plan . 6

Connections to Instructional Goals 18

Grading Policy .. 21

Assessment Samples . 23

Pretest Sample . 24

Formative Assessment Samples . 29

Sample 1 ... 29

Sample 2 ... 33

Sample 3 ... 37

Sample 4 ... 40

Summative Assessment Sample . 41


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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 Monday Tuesday Wednesday Thursday Friday

Lesson Title Solving

Equations

Solving

Equations

Solving

Equations

Class Activity Diagnostics

Test

Guided Notes Practice Lab Activity 1 Quiz

Homework Worksheet 1 Worksheet 2 Worksheet 3 Journal Entry 1 Geometry

Essay

WEEK 2 Monday Tuesday Wednesday Thursday Friday

Lesson Title Undefined

terms & setTheory

Definitions,

Lines, & LinesSegments

Midpoint &

Bisector

Rays & Angles More Angle

Definitions

Class Activity Lecture Guided Notes Practice Lab Activity 2 Quiz

Homework Worksheet 4 Worksheet 5 Worksheet 6 Journal Entry 2 Blueprint

Project Part I

Monday Tuesday Wednesday Thursday Friday

Lesson Title Perpendicular

Bisector of a

Line Segment

Direct and

Indirect

Proofs

Postulates,

Theorems,

and Proof

Class Activity Guided Notes Review Q&A Lab Activity 3 Test

Homework Worksheet 7 Journal Entry

3

Worksheet 8 Study for Test Blueprint

Project Part II


Lesson Title Proving

Theorems

About Angles

Proving

Theorems

About Angles

Parallel Lines:

Properties &

Construction

Review

Class Activity Review Guided Notes Practice Presentations Presentations

Homework Worksheet 9 Worksheet 10 Finalize

Blueprint

Project

Journal Entry 4 Take Home

Quiz


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WEEKLY ASSESSMENT PLAN

WEEK 1


Lesson Title Solving

Equations

Solving

Equations

Solving

Equations

Class Activity Diagnostics

Test

Guided Notes Practice Lab Activity 1 Quiz

Homework Worksheet 1 Worksheet 2 Worksheet 3 Journal Entry 1 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 ofreview.

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 warm-

up 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 thestudents 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 besimilar 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 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.


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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


Lesson Title Undefined

terms & set

Theory

Definitions,

Lines, & Lines

Segments

Midpoint &

Bisector

Rays & Angles More Angle

Definitions

Class Activity Lecture Guided Notes Practice Lab Activity 2 Quiz

Homework Worksheet 4 Worksheet 5 Worksheet 6 Journal Entry 2 Blueprint

Project Part I


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


Define the basic terms of geometry; Solve problems using different geometric definitions.

Knowledge


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.








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Red, Yellow, Light:











technique. If students feel good about the material they will put their thumbs up. If thestudents are confused they will put their thumb down. If the majority of the class is confused,



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).


Worksheet 4, 5, & 6 (30 points):

These three worksheets will focus on basic geometric definitions. Questions in theseworksheets 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.




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.


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


Lesson Title Perpendicular

Bisector of a

Line Segment

Direct and

Indirect

Proofs

Postulates,

Theorems,

and Proof

Class Activity Guided Notes Review Q&A Lab Activity 3 Test

Homework Worksheet 7 Journal Entry

3

Worksheet 8 Study for Test Blueprint

Project Part II


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


Define the complex terms of geometry; Deduce whether a claim is true by using different geometric definitions.

Knowledge


Define perpendicular bisector Identify a perpendicular bisector Deduce whether a claim is true or false Identify the basic tools for doing proofs.










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Red, Yellow, Light:











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 whoare confused, the teacher can take a mental note and help those students out when they work

individually.


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.




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 inorder 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?


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


Lesson Title Proving

Theorems

About Angles

Proving

Theorems

About Angles

Parallel Lines:

Properties &

Construction

Review

Class Activity Review Guided Notes Practice Presentations Presentations

Homework Worksheet 9 Worksheet 10 Finalize

Blueprint

Project

Journal Entry 4 Take Home

Quiz


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


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


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.





for homework the previous night. The teacher will instruct the students to display their answersby raising their whiteboards. By doing this, the teacher can quickly gauge how many students



Red, Yellow, Light:





section of the poster. If the students are still struggling with the material, the students will putthe post-it on the red section. If the students understand some of the material but still need





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,



individually.


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 howmuch 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 inthe 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 definitionsof 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 student s 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 havelearned 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 journalentry, 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

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 mustbe 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 beworth 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.

Percentage Score Letter Grade

95-100% A

90-94.9% A-

85-89.9% B+

80-84.9% B75-79.9% B-

70-74.9% C+

65-69.9% C


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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 askedto 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 .. 120pts

Test .. 100ptsWorksheets .. 80pts

Lab Activities .. 60pts

Quiz .. 50pts

Journal .. 40pts

Participation .. 20pts

Geometry Paper .. 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 D 11 D

2 C 12 C

3 C 13 C

4 B 14 D

5 C 15 A

6 B 16 C

7 D 17 A

8 B 18 C

9 E 19 D

10 B 20 E


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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 = x

2y = -x

2

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.


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a) y = -3x2 2x + 7 b) y = 2x

2 5x + 1

c) y = -2x2 + 4x - 1 d) y = (1/2)x2 + 3x

4. Complete the following table of values for the formula y = -2x2 + 4x. (12 points)X -3 -2 -1 0 1 2 3 4

y

5. Graph the following functions. Dont forget to include the table of values for each function aswell 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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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) Good (8 pts) Okay (6 pts) U/N (5 pts)

Journal Entry Student answers allthe questions with

2-3 examples and

clear details. Entry

ranges from 200-400

words.

Student answers allthe questions with

1-2 examples but

lacks detail. Entry

ranges from 100-

300 words.

Student answerssome questions

with 1 example.

Entry is between

100-200 words.

Student ismissing some

answers. Entry is

under 100 words.

U/N = unsatisfactory


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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 bepresent 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.


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BLUEPRINT PROJECT RUBRIC

4 3 2 1

Blueprint Final blueprint is

submitted in a very

organized and neatmanner. Student

used tools such as

straightedge and

compass to create

blueprint. All the

requirements,

dimensions and

labels are included.

Final blueprint is

submitted in an

organized and neatmanner. Student

used some tools

such as straightedge

to create the

blueprint. Most

labels and

dimensions are

included.

Final blueprint is

submitted in an

organized andneat manner.

Student failed to

use geometric

tools to create

the

constructions.

Only some labels

and dimensions

are included

Final blueprint is

unorganized.

Student freehands the

blueprint.

Missing labels

and dimensions.

Scaling, Area,

Perimeter

All computations are

correct. Student

submits the scaling

key. Student shows

all the work.

Some computations

are missing. Student

submits the scaling

key. Student shows

all work.

Computations

are incorrect.

Student submits

scaling key.

Student shows

only some work.

Missing

computations,

only answers

given. Student is

missing work.

Reflection Student describes

with at least 3

examples how they

will utilize the

information theyve

learned in their

future.

Student describes

with 2-3 examples

how they will utilize

the information

theyve learned in

their future. No

more than 3

grammatical andspelling errors

Students

describes with 1-

2 examples how

they will utilize

the information

theyve learned

in their future.

More than 3grammatical and

spelling errors.

Student fails to

defend their

thought with

examples. More

than 6

grammatical and

spelling errors.

Presentation Student stays within

the time frame of

the presentation.

Student explains 3-5

things theyve

learned in the unit.

Student goes over

time frame by a

minute or two.

Student explains 2-4

things theyve

learned in the unit.

Student goes

over the time

frame by over 5

minutes. Student

explains 1-2

examples theyve

learned in their

unit.

Student fails to

meet time

requirement or

goes over by 5

minutes. Student

does not provide

examples as

evidence of their

learning.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

demonstrates

only some of the

definitions

reviewed in the

unit

Student does not

demonstrate any

of the definitions

reviewed in the

unit.

assessment plan final

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