Formative Assessment Activity

Jodie Winchester

Part One - Planning:

Planning Notes:
Meeting Information
Date: 11/01/2016
Time: 7:25
Location: Sanderson High School
Planning Information
Date: 11/18/2016
Time (including duration): 20 - 25 minutes
Class: Foundations for Common Core Math Two
Topic: Finding Solutions in Quadratic Equations
Standards for NCSCOS/Essential Standards:
- CCSS.MATH.CONTENT.HSA.SSE.B.3.A
- Factor a quadratic expression to reveal the zeros of the function it defines.
Activities for lesson:
- Notes portion on solving for roots
- During, lector have time for small group problem solving.
- Small groups complete formative assessment with game incorporated
Methods of formative assessment to be included:
- Small group assessment with problems on solving for roots and creating equations with
quadratic equations.
Date when lesson plan will be submitted to cooperating teacher for review:
- November 8, 2016
Other information discussed:
- Possibly teach another lesson on completing the square for solving quadratic equations.
- On November 18, 2016

Lesson Plan:
Grade: 9th - 11th
Unit Topic: Completing the Square in Quadratic Equations

Course/Discipline: Foundations of Common Core Math II

Approximate Time Required: 20 - 30 minutes
Central Focus of the Unit: The central focus of this lesson plan is to ensure students will develop
skills to solve quadratic equations through completely the square. Additionally, students will gain
a conceptual understanding of completing the square and they will be able to convert quadratic
equations into the form (x-p)2 = q.
General Standards from NCSCOS:
Solve equations and inequalities in one variable.
CCSS.MATH.CONTENT.HSA.REI.B.4.A
Use the method of completing the square to transform any quadratic
equation in x into an equation of the form (x - p)2 = q that has the same
solutions. Derive the quadratic formula from this form.
CCSS.MATH.CONTENT.HSA.REI.B.4.B
Solve quadratic equations by inspection (e.g., for x2 = 49), taking square
roots, completing the square, the quadratic formula and factoring, as
appropriate to the initial form of the equation. Recognize when the
quadratic formula gives complex solutions and write them as a bi for
real numbers a and b.
Analyze functions using different representations.
CCSS.MATH.CONTENT.HSF.IF.C.8.A
Use the process of factoring and completing the square in a quadratic
function to show zeros, extreme values, and symmetry of the graph, and
interpret these in terms of a context.
Measurable Student Learning Outcomes:
1. Students will be able convert quadratic equations into the form (x - p)2 = q.
2. Students will be able to understand the roots from a completed square equation are the
same value and will be a double root on the x-axis.
Lesson Outlines:
1. Recall Square Roots
a. Give an example of taking the square root of a perfect square
i.
Ask the students what happens to the number when taking the square
root
b. Give the example (x - 9)2 = 0.
i.
Have the students solve for the roots
ii.
Ask the students what happens in the graph in regards to the root
2. Discovery Notes from Ms. June Blackwell (page 23 in Unit 5 Packet)
a. Divide the students into small groups and have them work on the discovery notes

i.

The teacher will walk around the classroom and answer questions from
the students.
b. Gain the students attention and discuss the notes
i.
For problems a,b, and c, the teacher will have the students lead them
through the problems.
ii.
Answer any questions
3. Give the Formative Assessment
a. The assessment will be based on learning outcome one
b. The assessment will be given at the end of the lesson as a ticket out the door
because it will gage the students understanding of the material and provide data
for the teacher to evaluate and clarify before the next topic if needed.
c. Script of the Formative Assessment
i.
Please take out a sheet of paper and write your name in the upper right
hand corner. Individually, answer the three questions on the board to the
best of your ability. Once you are done, turn in the piece of paper at the
front of the room.
Procedures and Activities:
1. Recalling Talking Point
2. Discovery Note in Small Group
3. Practice Problems as a Class
4. Give the Formative Assessment as a Ticket Out the Door
Instructional Aids or Resources:
1. Factoring Perfect Squares
a. https://www.khanacademy.org/math/algebra-home/alg-polynomials/alg-factoringquadratics-perfect-squares/v/factoring-perfect-square-trinomials
2. Completing the Square
a. http://www.regentsprep.org/regents/math/algtrig/ate12/completesqlesson.htm
Evaluation:
1. During the Recall Square Roots portion of the lesson, the teacher will assess the
students during classroom instruction by having the students hold up an amount of
fingers.
a. One finger: the student understands the problem and is ready to move on.
b. Two fingers: the student needs some clarification then move on
c. Three fingers: the student doesnt understand at all
2. During small groups, the teacher will go from group to group and ask questions about
the discovery notes.
3. At the end of the lesson, the students will be given a ticket out the door activity for a
formative assessment. The assessment will comprise of two questions: one question will
reflect the lesson and the other question will assess the teacher on teaching the lesson.
a. What formula could be used to find the term c2 for the equation x2 + bx + c2?

b. Is there anything I could improve on or explain better during the lesson?

Part Two - IMPLEMENTATION:

https://drive.google.com/a/ncsu.edu/file/d/0BzuOUJ272_ZiWTNBR0YwTDFfd2M/view?usp=shar
ing
Part Three - REFLECTION
Over the course of designing a lesson plan with a formative assessment, the learning
objectives centered around solving equations and inequalities in one variable and analyzing
functions using different representations. During creating the evaluation process, two different
forms were created to evaluate the students learning during the lesson. Through evaluating, the
teacher can make choices for the students to better understand the material being taught.
Overall, the goal of the lesson and evaluation is for the students to understand the material.
During the whole class, the students engaged in the lesson and the students also
participated in a discovery note taking activity as well. The lesson plan in this document details
the students learning for the whole class. For the evaluation criteria, the first evaluation involves
the students raising a certain amount of fingers which relates to their understanding of the
material. The second evaluation is a formative assessment in a form of a out the door ticket and
the assessment was designed to gage the students learning at the end of the assessment.
Overall, two students are being focused on during the class period.
During the lector portion, focal student one would answer questions and also ask
questions. The first focal student would answer questions in regards to square roots and other
questions during the lector period. The second focal student was a young lady that would
answer questions sparingly when the students wouldnt answer questions. Overall, the two focal
students were very activity in answer questions in class discussion and they also lead in their
small group discovery activity as well.

During the video, I provided feedback for the two focal students in a vocal format that
can be found ten minutes into the video. When giving feedback, I provided feedback by not
demeaning the focal students and to instill confidence as well. While giving the feedback, I
would detail the students strengthens and provide them a direction towards one of the avenues
to the correct answer.
Once the feedback was given, the two focal students reflected and adapted to help them
for future material. If the students were struggling with certain concepts, I would provide help
through time in class allotted for questions and possible the re-teaching the material in a new
way if a significant amount of students found the concepts to be difficult. Hopefully, the students
will take these opportunities to improve and develop skills for future classes.
In the education field, teachers and administrators are constantly looking for new
materials and ideas to provide the best level of education. As teachers, one way to develop new
teaching styles is to self-assess by analyzing data. In the formative assessment, the instructor
records the lesson and reviews the video to determine ways to modify the lesson plan for
current and future students. While reviewing the video, I would change a few aspects of the
lesson plan and implementation of the lesson.
For the class as a whole, I would modify the lesson plan by implementing a mini lector
before the students began the discovery notes activity due to the level of confusion displayed
while reviewing the video. Additionally, I would teach the material with more confidence to
reduce the nervousness I felt during the lesson. As time progressed, I grew more confident but I
would like to be more confident at the beginning of the lesson so I can instill confidence in the
students. Overall, I hope to be able to review all data collected during lessons and make
modifications to develop the most effective lesson plans for my students.

As for the two focal students, I would like to focus more on the students individual
strengths and provide better feedback for the students. While giving feedback, I aim to instill
confidence into the students instead of belittling the students response. Speaking from personal
experience, a teacher only focusing on the students negative characteristics can have a last
effect on certain students. With some students, negative reinforcement can spark a fire and
motivate them but not all students flourish.
As educators, we may want to take the time to learn the best ways to deliver feedback
for each student. For the two focal students, I didnt know the best way to give feedback and I
would like to gain prior knowledge before delivering the lesson. During the designing and
implication of the formative assessment, I have learned a great deal about teaching in the
classroom setting and I value the experience of being in the classroom. Personally, the first
couple years of teaching is a learning experience for the students as well as the teacher and the
classroom setting is one of the best ways to develop future educators that will shape the minds
of the future.