UNPACKING STANDARDS ADVANCED ORGANIZER

STANDARD:

CCSS.MATH.CONTENT.HSA.CED.A.1

Create equations and inequalities in one variable and use them to solve problems. Include equations arising
from linear and quadratic functions, and simple rational and exponential functions .
POWER POWER BLOOMS COMMON ASSESSMENT LESSON ACTIVITIES/BEST
VERBS NOUNS LEVEL MISUNDERSTANDING PRACTICES
(Brainstorm possible
(Identify what (Identify (Identify the (Identify concepts that venues to assess (Brainstorm possible activities using
students what level of students have that lead student understanding. Best Practices that would ensure a
must be able students learning for them to Be sure you can use deep level of understanding for ALL
to do from must each of the misunderstandings. some of them for of the Power Verbs and Nouns. Be
the above know from Power Verbs This will provide you formative assessment sure these align with your
standard) the above and Nouns) with valid distractors as well as summative Assessment.
standard) for your assessments) assessment. Be sure to
have enough to identify
the students level of
understanding)

1. 1. 1. Being 1. In order to 1. Explain why 1. Marshmallow parabolas!

Students Equations able to understand what a some graphs are Each group will get a large
should be , identify function is, different shapes. cut out blank graph, a
able to inequaliti what an students need to What makes a equation (each group is
interpret es, inequality realize that it is a straight line? A different), marshmallows,
word variable, is and be type of relation. parabola? Why are and string. Students will
problems linear, able to some parabolas solve their equation, find the
and form quadratic find them skinnier than points, mark the points with
equations , in one 2. Many students others? marshmallows, then put the
and exponenti variable believe that a string through the
inequalitie al, and and use it function must be marshmallow points to make
s in order rational. to solve a defined by an 2. Translation is a a parabola. Each group will
to solve problem. equation. useful analogy in have a different parabola and
the and of itself groups will be able to discuss
problem. because it different characteristics.
That 3. Treating emphasizes that
2. Being inequalities the 2. Writing a list of what is
means the algebraic
able to same as equations. known and a list of what
translating equation is the
know the needs to be calculated is also
a word same as the word
difference an excellent strategy. Such
problem to problem, just
between a lists are especially useful
an 4. Thinking presented in a
linear, when sorting out
algebraic that the solution different way. In
quadratic, unnecessary information,
equation. set to an addition to helping
and inequality must be identifying an appropriate
students to
exponenti an inequality. formula to utilize, or
understand the
al constructing a proof. These
process, the
function. strategies should be
2. Use this translation
to solve analogy can also suggested and shown to
5.Lack of
the help reassure students after they are
understanding of
problem. the symbolic struggling learners proficient with the basic
meaning of and encourage translation process.
inequalities practice.
3. Also To start off, the chart below
include may be presented as a
equations dictionary to support word to
from 3. Several different
symbol translation. Students
linear and graphs and several
can also add to the chart as
quadratic different functions,
they find other key words or
functions. students have to
phrases.
match the function
to the graph or the
graph to the
function.

4. Each student
will have a
whiteboard and
marker and I will
hold up a problem
on my whiteboard
and they have to
graph it on theirs.