2016-17
FLIPPING
THE PLC
Cooling the Curriculum
Hot Spots
Innovation Summit
Cassandra Slayton
[email protected]
© 2015 lead4ward. All rights reserved.
Student Learning Reports: Grade 8 Mathematics
For Frenship ISD on 5/5/2016
1st semester unit(s)
2nd semester unit(s)
8.8 EXPRESSIONS, EQUATIONS, AND RELATIONSHIPS
The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is
expected to:
Readiness Standards
My
Goal
8.8(A) write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants
8.8(B) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using
rational number coefficients and constants
8.8(D) use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a
transversal, and the angle-angle criterion for similarity of triangles
Readiness Standards (SEs) to focus on
Important Vocabulary
So What?
Now What?
Experiences, Activities, Resources, Cool Stuff
© lead4ward, LLC 2015
1
2
3
48
My
Goal
8.8(C) model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using
rational number coefficients and constants
Supporting Standards
CHECKPOINT
CHECKPOINT
1
2
3
50
My
Goal
CHECKPOINT
1
46
NT
44
2
3
Student Learning Report Notes Page
© 2015 lead4ward. All rights reserved.
The Flipped PLC
TEKS Scaffold: Math Grade 8
8.8
The student applies mathematical process standards to use one‐variable equations or inequalities in problem situations. The student is
expected to:
#
Checkpoint
1
Readiness Standard
model and solve one•
-variable equations with variables on both sides of the equal sign that
-world problems using rational number coefficients and
8.8(C) represent mathematical and real•
constants
Checkpoint
2
Checkpoint
3
Checkpoint
2
Checkpoint
3
50
Scaffolded Skills
#
Student Expectation
write a corresponding real‐world problem when given a one‐variable equation or
8.8(B) inequality with variables on both sides of the equal sign using rational number
coefficients and constants
write one•
-variable equations or inequalities with variables on both sides that represent
8.8(A)
problems using rational number coefficients and constants
7.11(A) model and solve one‐variable, two‐step equations and inequalities
7.11(B)
7.10(C)
7.10(A)
6.10(A)
6.9(B)
6.9(C)
6.9(A)
6.10(B)
5.4(B)
determine if the given value(s) make(s) one‐variable, two‐step equations and
inequalities true
write a corresponding real‐world problem given a one‐variable, two‐step equation or
inequality
write one‐variable, two‐step equations and inequalities to represent constraints or
conditions within problems
model and solve one‐variable, one‐step equations and inequalities that represent
problems, including geometric concepts
represent solutions for one‐variable, one‐step equations and inequalities on number
lines
write corresponding real•
-world problems given one•
-variable, one•
-step equations or
inequalities
write one‐variable, one‐step equations and inequalities to represent constraints or
conditions within problems
determine if the given value(s) make(s) one‐variable, one‐step equations or inequalities
true
represent and solve multi‐step problems involving the four operations with whole
numbers using equations with a letter standing for the unknown quantity
[unhide cells to review expanded scaffold]
Type
Checkpoint
1
S
NT
S
46
R
36
S
30
S
83
S
67
R
64
S
NT
S
61
S
45
S
27
R
85
©2015 lead4ward
TEA Released Items
8.8A
8.8B
8.8C
IQ Analysis | Investigating the Question
SE 8.8(C)
8.8(C)
RC: 2
Units:
8.8(C) model and solve one-variable equations with variables on both sides of the
equal sign that represent mathematical and real-world problems using rational
number coefficients and constants
Analysis of Assessed Standards
Content
2015 – Sample Q10
Readiness
Multi Coding
Process 8.1(B), 8.1(F)
Stimulus
Thinking
Related SEs
Data Analysis
Item
A
B
C*
D
State
Local
NA
Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts
Implications for Instruction/Notes
* Correct answer (C)
8.8(C) (New) model and solve one-variable equations with variables on both sides
of the equal sign that represent mathematical and real-world problems using
rational number coefficients and constants
Analysis of Assessed Standards
7.5(A) (Old) use concrete and pictorial models to solve equations and use symbols to
record the actions
Content
2014 – Q18
Readiness
Dual Coding
Process 8.1(D)
Stimulus
Thinking
Related SEs
Data Analysis
Item
6
State
43
56
0
0
Local
Error Analysis
Guessing
Careless Error
Stopped too Early
Mixed Up Concepts
Implications for Instruction/Notes
* Correct answer (6)
 lead4ward
Source: Texas Education Agency STAAR™ Released Test Questions
v. 9.22.15
GRADE 8
8.8C Readiness
TEKS Scaffold
TEKS
SE
A.5A
solve linear equations in one variable, including those for which the
application of the distributive property is necessary and for which
variables are included on both sides (R)
A.5C
solve systems of two linear equations with two variables for
mathematical and realworldproblems (R)
8.8B
write a corresponding real‐world problem when given a one‐variable
equation or inequality with variables on both sides of the equal sign
using rational number coefficients and constants (S)
8.8A
write one‐variable equations or inequalities with variables on both
sides that represent problems using rational number coefficients and
constants (S)
8.8C
8.8 Expressions, Equations, and Relationships. The student applies
mathematical process standards to use one-variable equations or
inequalities in problem situations. The student is expected to:
(C) model and solve one-variable equations with variables on
both sides of the equal sign that represent mathematical and
real-world problems using rational number coefficients and
constants
7.11A
model and solve one‐variable, two‐step equations and inequalities (R)
7.11B
determine if the given value(s) make(s) one‐variable, two‐step equations
and inequalities true (S)
7.10C
write a corresponding real‐world problem given a one‐variable, two‐step
equation or inequality (S)
7.10A
write one‐variable, two‐step equations and inequalities to represent
constraints or conditions within problems (S)
7.11B
determine if the given value(s) make(s) one‐variable, two‐step equations
and inequalities true (S)
6.10A
model and solve one‐variable, one‐step equations and inequalities that
represent problems, including geometric concepts (R)
6.9B
represent solutions for one‐variable, one‐step equations and
inequalities on number lines (S)
6.9C
write corresponding real‐world problems given one‐variable, one‐step
equations or inequalities (S)
6.9A
write one‐variable, one‐step equations and inequalities to represent
constraints or conditions within problems (S)
6.10B
determine if the given value(s) make(s) one‐variable, one‐step
equations or inequalities true (S)
lead4ward.com
Content Builder - (See Appendix for Tree Diagram)
• model and solve one-variable equations with variables on both side of the equal sign model representing
mathematical problems using rational number coefficients and constants
• model and solve one-variable equations with variables on both side of the equal sign representing realworld problems using rational number coefficients and constants
Instructional Implications
In accordance with the standard, students model and solve one-variable equations with variables on both sides
of the equal sign (i.e. 1/2x + 3.1 = 5 - 0.6x) using rational number coefficients and constants. To model one-variable
equations with variables on both sides of the equal sign using rational number coefficients and constants,
instruction should begin with the use of concrete objects (i.e. algebra tiles) using whole number coefficients and
constants (i.e. 2x + 3 = 3x + 5).
2x + 3
=
2x + 3 + -5
=
2x + –2 + –2x
=
3x + 5
3x + 5 + -5
3x + –2x
0 –2 = x
As students begin to associate the representation and manipulation of the concrete objects to the symbolic
solving of the equation, then the abstract solving of equations with rational number coefficients and constants
can be introduced.
Distractor Factor
• The student may not understand that an action is replicated on both sides of the equal sign to maintain equality when solving an equation. The value of the expression does not change throughout the solving of equation
process.
• Students may not treat unlike terms as if the terms are like terms (i.e. 2x + 3 may be misrepresented as 5x).
• Students may confuse the inverse operation for addition/subtraction and the inverse operation of multiplication/division yielding the incorrect usage of signs (i.e. -3x = 6; -3X/3 = 6/3; x = 2).
Academic Vocabulary
• coefficient
• constant
• equation
20
• rational number
• solution
• variable
Rigor Implications
• Apply
• Use
• Model
• Solve
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