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Overview and Goals

This program focuses on using rubrics, analyzing ATLAS data, and engaging in scavenger hunts and quadratic modules to address student misconceptions. It includes KEAS lessons, activity tasks, and reflection rubrics to improve understanding, planning, communication, and persistence in math learning.

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Overview and Goals

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Presentation Transcript

  1. Overview and Goals • Using Rubrics to Score Tasks • Analyzing ATLAS Data • Scavenger Hunt – Factoring • Quadratics Module • Student Misconceptions • KEAS Lessons • Activity and Performance Tasks • Reflection Rubric

  2. Student Samples

  3. Performance Task Rubrics Understanding Planning and Execution Communication Persistence

  4. ATLAS 2.0

  5. Our ATLAS Report

  6. Our ATLAS Report

  7. Factoring Polynomials

  8. Scavenger Hunt - Polynomials 1. ____ 2. ____ 3. ____ 4. ____ 5. ____ 6. ____ 7. ____ 8. ____ 9. ____

  9. Quadratic Equations Module

  10. Modules: Prior Learning: what happens Vocabulary CCSS (left) Unpacking the Standard (right) Identify Lessons (KEAS lessons first – conceptually based) Teacher build bridge Video Links: Engaging Activities Performance Tasks: pre-existing tasks Misconceptions

  11. What student misconceptions do you anticipate ?

  12. KEAS Lessons 36 & 37 • How does this lesson engage students in the CCSS- SMP’s? • Give specific examples within the lesson. • How would you plan for this lesson?

  13. Lunch

  14. Assessment Evidence and Activities • Initial Assessment – Task • Formative Assessment • Activity Task 1 • Activity Task 2 • Final Performance Task

  15. Factoring and Graphing (Activity Task) • Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expressions. • This problem gives you the chance to: • Factor quadratic expressions to reveal the zero of the function it defines • Determine the maximum or minimum value of the function it defines • Graph each function • Explain your thinking • On the next page are four equations, factored equations, maximum/minimums and zeros. • Your task is to match each equation with a factored equation, minimum/maximum and their zeros.

  16. Equation A: (Sample Explanation) Since I know a is positive I will have a minimum point. If I find the vertex by first finding my axis of symmetry I can see how long it takes to hit the minimum point and what that is. If I factor my equation I will know where my graph intercepts the x-axis. Since I do not have a c, I know my graph intercepts the y-axis at 0, which means that maybe one of my x-intercepts also will be at 0.

  17. Science Club Rocket ExperimentPerformance Task

  18. Reflection Rubric • What would you want to see from students in order for them to get a 4 in: • Understanding • Planning and execution • Communication • Persistence

  19. Debrief

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