S2+Haase,Kaitlyn+Nicole

=Stage 2 - Determine Acceptable Evidence.=

• Digital Scrapbook: Create graphs using GeoGebra and compile them into a digital scrapbook • iMovie: Create an informative iMovie to teach a lesson about functions • Comic Life: Use Comic Life to create a digital story about finding the appropriate method to solve a particular function • Podcast: Use real-time webcams to search for examples of functions in the real world and create a podcast to document findings • Glogster: Use Glogster to create a digital poster of graphs || • Self-Assessment: Provide a checklist for students • Reflection: Have students write a reflective essay about their work || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Use graphs of functions to create shapes of objects**
 * Role: Architects**
 * Audience: Producers at ABC**
 * Situation: Challenge involves creating shapes that can be made by manipulating functions' graphs**
 * Product/Presentation: Google SketchUp / Oral Presentation**
 * Standards (Criteria from both rubrics - product and presentation):**
 * Presentation: content (35%), collaboration with peers (15%), preparedness (15%), time limit (5%), enthusiasm/speaks clearly (10%), stays on topic (20%)**
 * Google SketchUp: content (40%), attractiveness (15%), originality (5%), time/effort (15%), workload (10%), plan (15%)** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Blog: Create a blog to explain different techniques to solve functions
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: Survey assessing their prior knowledge of graphing

//**What understandings/goals will be assessed through this task?**// **(G)** Mathematics D. Algebra ||
 * **Understanding** || **Goal (MLR)** ||
 * • Functions can be interpreted using graphs, tables, and algebraic techniques || • Maine Learning Results

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** ||
 * • Functions (Graphing) || • Quadratic Formula ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Your team of architects has been nominated to compete in Extreme Makeover: Home Edition's "Math Makes a Difference" challenge! Each team in the challenge will be assigned a basic function. The task is to present an explanation of the assigned function and at least two examples of how that function is used in the real world. Your team will also design a house using Google SketchUp by compiling shapes created by the graphs of the basic functions (a/x, x^n where n= 1-3, square root of x, ax^2+bx+c, absolute value of x, and kx+b). Your goal is to express your knowledge of functions and creativity to convince the producers at ABC that your team is the best! The grand prize of the challenge is $50,000 and the use of your team's blueprints on a future episode of Extreme Makeover: Home Edition. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Google SketchUp || • Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Attractiveness 15% • Originality 5% • Time/Effort 15% • Workload 10% • Plan 15% || • Content 35% • Collaboration with peers 15% • Preparedness 15% • Time limit 5% • Enthusiasm/speaks clearly 10% • Stays on topic 20% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content 40%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**