S2+Blackman,+Brittany

=Stage 2 - Determine Acceptable Evidence.=

•Comic Life- Create a comic explaining why equations are equal. •Google Docs- Interactive quiz demonstrating your ability to solve operations. •Glogster- Create a glogster comparing and contrasting properties. •Blogs- Students will create an equation on their blog, and must write an equivalent statements on other students' blogs. •Wiki- students describe their property on the wiki and the other students must figure out what property they have. || •Check for Understanding: Thumbs up/down, 4,3,2,1, circle triangle square, exit ticket, pair share, whip around •Timely Feedback: Self, peer, teacher Tools: rubric, checklist || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:**Use properties of operations to generate equivalent equations.
 * Role:**You are a contestant.
 * Audience:**Nickelodeon's hiring team.
 * Situation:**Nickelodeon is airing a new show called "Math in Your Life".
 * Product/Presentation:**Create an iMovie of your audition explaining how you use math in your every day life.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Product:** Question and Answers, Costumes and Props, Video Clarity, Video Interest, Length, Purpose
 * Presentation**: Content, Vocabulary, Comprehension, Stays on Topic, Creativity, Preparedness ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •iMovie- Create a presentation where you show and explain what an expression is and how to use them.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessment: Interview the students to check for understanding before the project

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Operations can be manipulated || •CCSS, mathematics, expressions and equations, 1,2 ||

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** ||
 * •Equations || •Properties ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Nickelodeon is airing a new show called "Math in Your Life". You are auditioning for a spot on the show. You must create an iMovie explaining how you use math in your life. You must turn your act into an equation and explain how the three main properties (associative, commutative, distributive) and one of the other three properties (addition identity, multiplication identity, zero property of multiplication) can be or can't be applied to it. The auditioner with the most creative and interesting movie along with the best mathematical explanation will be hired. ||

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

//**By what criteria will student products/performances be evaluated?**// •Credits •Video Clarity •Video Interest •Length •Effects/transitions || •Content •Listens to Other Presentations •Comprehension •Passionate •Creativity •Preparedness ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Planning/content
 * 2004 ASCD and Grant Wiggins and Jay McTighe**