S2+Martin,+Leighlan

=Stage 2 - Determine Acceptable Evidence.=

• Grapher; recreate given graph by plugging in a correct equation. • Comic life; pick an every day thing and show how linear equations can be used to describe it. • Prezi; persuasive presentation on why lines are characterized by their slope. • Prezi; become a professional and give a presentation on how you use linear equations in your job. • Function transformations; play with it, write observations. || • Self-Assessment; student checks how they have done on work by grading them selves on protects using the rubric before official grade on each protect. • Reflect; student reflects on learning, fills out cores suggestions. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: create a digital drawing of your choice using linear equations in grapher. And film your design team plugging in the equations in i movie.**
 * Role: Digital design major at one of 4 universities (your team chooses).**
 * Audience: A renowned panel of NASA scientists and art critics.**
 * Situation: NASA is holding a contest to see which design team can come up with the best image to test out their new space screen. Their space screen needs the lines of the drawing to be in the form of linear equations. That means all strait lines and every line will extend off the screen. You and your team are competing.**
 * Product/Presentation: A movie of you and your team mates putting your equations in grapher to create your artwork.**
 * Standards (Criteria from both rubrics - product and presentation): i movie: Realistic 15%, mathematics 15%, content 20%, equation scratch sheet 15%, requirements 20%, Originality 15%. Presentation: comprehension 20%, content 20%, enthusiasm 15%, speaks clearly 15%, collaboration with peers15%.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Line plotter; find correct graph.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment; find out what they know. Give them a servey with math problems, and questions about previous math experiences.

//**What understandings/goals will be assessed through this task?**// **(G)** and the graph of a linear relationship y=kx+b is a line. K being slope and b the y-intercept || Maine Learning Results: Mathematics- D, Algebra, Functions and Relations ||
 * **Understanding** || **Goal (MLR)** ||
 * • Linear equations can be used in real life situations

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * •Linear Equations || •Slope ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * **NASA is holding a contest to see which design team can come up with the best image to test out their new space screen. Their space screen needs the lines of the drawing to be in the form of linear equations. A renowned panel of NASA scientists and art critics are going to judge whose art is used (and who gets the royalty check). You and your team are digital design majors at a university of your choice and are competing in the competition.** **Create a digital drawing of your choice using linear equations in grapher. Then film your design team plugging in the equations in i movie so NASA can see your entry and know it works with their system.** ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •i-movie || • Movie ||

//**By what criteria will student products/performances be evaluated?**// •Sound Mathematics •Content Equation sheet •Requirements •Originality || •Comprehension •Content •Preparedness •Enthusiasm •Speaks clearly •Group performance ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Realistic
 * 2004 ASCD and Grant Wiggins and Jay McTighe**