Math+Assessment+Plan

[8th Grade] [8th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Unit Plan] [Assessment Plan] Unit Schedule] Day 1] 2] 3] 4] 5] 6] 7] 8] 9] 10]

•The students will be able to take algebraic expressions and write word phrases. || The students will journal about what "math being the universal language" means and if they know any math terms that are different words but mean the same thing. || When the students write the answers to the examples on the smart board on their white boards and hold them up. || The students will create a riddle/rap in groups to help remember the different word phrases for each operation. || Pre-assesment: journal Formative Assessment: white board game Summative Assessment: riddle/rap || •The students will be able to define the vocabulary words from the chapter. || The students will predict what the vocabulary words and the title mean in their journals. || The worksheet the students use during class and we discuss and the puzzle pieces. || While the students are playing the math game online I will be able to take note of who gets the equations right. I will also use their poem to check for understanding of vocabulary. || Pre-assesment: predictions Formative Assessment: puzzle game, worksheet Summative Assessment: online game, poem ||
 * Math Assessment Plan: Unit 1 ||
 * Lessons || Objective || Pre-Assessment || Formative Assessment || Summative Assessment || Format/Type ||
 * Lesson 1 - 1 || The students will be able to write and evaluate variables and expressions. || I will ask the students what they believe the words variable, and constant mean. || When the students come to the smart board and complete example problems. || The students will complete a worksheet in groups using a deck of cards to write and evaluate their own expressions. || Pre-assesment: brainstorming Formative Assessment: Observations on the smart board Summative Assessment: group work ||
 * Lesson 1 - 2 || •The students will be able to translate word phrases into mathematical expressions.
 * Lesson 1 - 3 || •The students will be able to solve equations using addition and subtraction.
 * Lesson 1 - 4 || The students will be able to solve equations using multiplication and division. || The students will be brainstorming ways to solve the equation and I will be able to see where they are based on their guesses. || The worksheet the students complete in groups and then the students will take turns going to the board explaining the answer. || The puzzle the students complete with the equations will show me if they understand how to solve the problems. || Pre-assesment: brainstorming Formative Assessment: group work Summative Assessment: equation puzzle ||
 * Lesson 1 - 5 || •The students will be able to solve and graph inequalities. •The students will be able to write inequalities. || The students journal and discussion. || The sheet of the inequalities the groups create together from the deck of cards. || The students will do problems 1-15 in the book and turn them in the next day. || Pre-assesment: journal & discussion Formative Assessment: group work Summative Assessment: homework assignment ||
 * Lesson 1 - 6 || The students will combine like terms in an expression || The students will take oranges and apples cut outs and try to compare them. || The students will answer the perimeter problems on the board. || The students will have a worksheet with similar problems that we did in class to complete for Homework. || Pre-assesment: apples to oranges activity Formative Assessment: problems on the board Summative Assessment: homework assignment ||
 * Lesson 1 - 7 || Students will write solutions of equations in two variables as ordered pairs. || I will show the students a simple two-variable equation, such as x + y = 10. I will then ask the students which numbers would fit in as x and y to equal 10. || The students will answer sample problems on the board. || The students will have a worksheet with similar problems that we did in class to complete for Homework. || Pre-assesment: extance slip of a practice problem Formative Assessment: problems on the board Summative Assessment: homework assignment ||
 * Lesson 1 - 8 || Students will graph points and lines on the coordinate plane. || I will ask students to draw a map of the streets around the school, their houses, or any other areas that interest them. Then the students describe the location of one of the buildings in the area. || I will give students a blank coordinate plane and tell them to locate items such as the axis, and certain points. || Students will be given a transparency of a grid to go over the maps they drew earlier. Then will then have to use points on the plane to describe how to get from one building to the next. || Pre-assesment: Draw a map of their house and the buildings around it. Formative Assessment: Students will locate a list of items on a coordinate plane Summative Assessment: Map/Transparency Grid Project. ||
 * Lesson 1 - 9 || Students will interpret information given in a graph or table and to make a graph to solve problems. || Have the students write about a table that they have used to obtain information. || The students will answer questions about a given table. || The students will be given a train schedule and a list of places to stop. The students will have to make a route that meets all requirements, and still make it back home. || Pre-assesment: Discussion about the uses of tables Formative Assessment: Solve given problems Summative Assessment: Train schedule time crunch ||
 * Chapter Test ||