GRADE: 4
TOPIC: ALGEBRAIC
REASONING: PATTERNS & FUNCTIONS
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations about what students should know and be able to do |
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Established Goals: State Standards:
National (NCTM)
Standards:
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Enduring Understandings Insights learned from
exploring generalizations via the essential questions (Students will
understand THAT…) |
Essential Questions Inquiry used to explore generalizations |
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1. Patterns and functions help us describe data and physical phenomena and solve a variety of problems. 2. Patterns aid description, understanding and communication about the world. 3. Rules can be written to describe and extend patterns. 4. Data can be used to interpret real life events and situations. 5. When data is used in a variety of ways, our understanding of a problem, situation or event can be more meaningful. 6. Data can be used to uphold or defeat an opinion. |
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Knowledge and Skills What students are expected to know and be able to do |
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Students will know…
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Students will be able to…
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STAGE 2:
DETERMINE ACCEPTABLE EVIDENCE |
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Performance Task(s) Authentic application in
new context to evaluate student achievement of desired results designed
according to GRASPS (Goal, Role, Audience, Setting Performance, Standards) |
Other Evidence Application that is
functional in a classroom context only to evaluate student achievement of
desired results |
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Task 1 Goal: The goal
is to determine the pattern of gumballs that come out of the broken gumball
machine Role: You work
for the Chicklet Gumball Company as a vending machine technician. Audience: The
manager of Walmart in Situation: The
gumball machine has been giving out extra gumballs with each additional
penny. Children are excited about this
and swarm around the machine in hopes of getting extra gumballs for their
money. This consistent crowd is
causing a safety hazard, so the manager would like you to repair the broken
machine. The broken machine is also getting to
be very expensive. Product Performance
and Purpose: Before you can reprogram the machine, you need to
determine the pattern in which it is dispersing gumballs and record it on a
chart. Write a rule or an equation to describe the pattern. Once you figure
out the pattern, you need to test it out by seeing what would happen if a
person puts in 5 pennies, 10 pennies, or even 100 pennies! Standards and
Criteria for Success Scoring Rubric The student: Score of 3: Meets or exceeds
the expectations of the task.
Demonstrates a high level of understanding. The student achieves correct solutions
to each part of the task. The math language and representations
are accurate and appropriate. The student creates a rule for finding any
number of pennies. All work is shown
and labeled. Score of 2: Partially meets the
expectations of the task. Demonstrates
some understanding. The student achieves correct
solutions to all parts of the task. Work is clear and labeled. Some math language is used. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. A partial solution is achieved. The math representation is labeled, but is not organized to show what strategy was used for solving the task. Score of 0: Shows no understanding of the problem or how to arrive at a solution. There are no solutions shown. No math language is used. Math language and representations are inaccurate and inappropriate. Task 2 Goal: You will observe patterns and relationships by making conjectures (extending patterns) when you design a tile patio. Role: You work at Tile Works and are hired to design and build an outdoor patio. Audience: The owner of the home, who has hired you. Product Performance
and Purpose: You need to design and build a 10 ft. X 10 ft. tile patio
that has a pattern. You can use tiles
with different properties that show the extending pattern (i.e. different
colors or sizes). Standards and
Criteria for Success Scoring Rubric The student: Score of 3: Meets or exceeds the expectations of the task. Demonstrates a high level of understanding. Score of 2: Partially meets the
expectations of the task. Demonstrates
some understanding. Score of 1: Does not meet the objectives of the task. Demonstrates poor or incorrect understanding. Score of 0: Shows no understanding of the problem or how to arrive at a solution |
District Assessments State Assessments Topic Assessments Center Work Group Work Daily Individual Assignments Teacher Observations Math Journal Responses Self-Assessments Homework |
GRADE: 4
TOPIC: GEOMETRY
AND MEASUREMENT
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STAGE 1:
IDENTIFY DESIRED RESULTS |
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Content Standard(s) Generalizations about what students should know and be able to do |
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Established Goals: State Standards:
National (NCTM)
Standards:
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Enduring Understandings Insights learned from
exploring generalizations via the essential questions (Students will
understand THAT…) |
Essential Questions Inquiry used to explore generalizations |
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1. Measuring is a common everyday practice. 2. We use different units to measure different things. 3. Benchmarks can help us estimate. 4. There are appropriate techniques, tools, and formulas to determine measurements. 5. Geometric relationships and measurements help to solve problems. 6. The physical world is made up of shapes that can be described by their attributes. |
1. Can everything be measured? 2. Why do we measure things? 3. Is it necessary for measurement to always be exact? 4. Why do we use standard units? 5. How do measurements help you describe things? 6. How is measurement used in everyday life? 7. How can geometric shapes be described by their attributes? 8. Why do we learn geometry? 9. How is geometry important in real life? 10. What is geometry? 11. How do geometry concepts affect real life? |
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Knowledge and Skills What students are expected to know and be able to do |
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Students will know…
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