Analysis of Student Work Teacher's Name: NC AMBION Assignment Title: MODELING SYSTEMS OF EONS| Grade and Subject: 414 4p. MAe6vA\ | Date: FrORURRY 15, Doll aan Briefly describe the assignment: List the Learning Objectives: GIVEN ArSCENARIO STUDENTS AEE | + CREATE LINNEA EQUATIONS THAT PEPPESENT Th FILL IN A TABVE OF VAUUES AND | pEAL-UFE CCENAELOS GRAPH EACH ESMARTION. THEN PUL IN MIGSING WALES IN As TROVE VEN Nene STUDENTS WERE Th ANGER QVESTIONG ENC. BASED ON THEIL GRAPHY. + QeAPH Listeie EOMATIONS 7 Find THE POINT OF INTERSECTION AND DecoRIeE HELE CIANIFLCAN CE ACLOPDING To THE EVEN Steninelo Part 1: Describe expected student responses on the assignment that would show that the objectives are met. Include the evaluative criteria that will be used to determine whether a response is below, meets, or exceeds the objectives. (a.1] eons wov+26% anf 70+adx [Pa.2] eons: 20+ 5x and OX FALLIN THVE 400 200. GRR FUL IN TROLE? 70. 0 GEAR: 45d 700 DD doo & oS. 55D 500 S Ap 80 200 "yop — 60 to) =e TsHeTs 05d AQ) waonTts 100 G00 POINT UF wsTERSECTUN + (le, 60) HOW tank, THEAETE. MADE TD OPEAY OVEN: 8 SECTION + (8\e00) , POINT OF INTERSE D ‘AMDT WHEN COSTAND ENPNED AEE FOUR bD ston MANY NoKTHS = 6 - WITS WOE BOMAL WOO ran “ANGWERS NG) Part 2: Sort the student work. Write first names below. Below Meets objectives Exceeds NM. MM, 94 sD ty lac RS ve Nie vt NG SsbA ay mo = ¥D B Dl %ofcass “e 40 wofelass lis 33 sotdass “lsPart 3: Take a closer look at the student work to find incomplete understandings, misconceptions, or other student needs (including engagement or greater challenge). List those you identify with student first names for each. GEORAE C..) INTERLECTION POINTS. BRE AUNANS ML STENT. eXLerT: KOHL 0. ¢ WRITTEN ATH AX AND Y ROULEWE S$.) FAIL TD LABEL THE tnt. ROE ¢ KATIE b Cor 6 nor EXPE DIRECTED NATHAN SS ewer PMBING “RHE ERAMPLE IN KOLO.“ FIWL INTHOVEE HONG LINEAG ERNC ‘Samay ion, (ORE THEY wate Wao. HATER THAN AKCUMING PATIERNS. —— gropae'G WORDINATE. THAN 8S. >) DAD NOT EILL IN. ht OF THE. WE STUDENTS FAD To CONNECT STEEN D.C rton UP BUESTIONS OR HAD GEORLE 4. Ce PONTE “TD MALE A LINE. ROUIEHLE S.C ancneRs THAT WERE incoPrECT. KML 0. (THeie PAPAS Looe Vice Weepe t NATHAN ML.) SCARTE® PLOTS WETTKDUAT CONNECTING - udtes. CARISTIAN Y.~ CREATING FENG, LENFUSION) ON VARS CONSTANT Hhs THE VARRELE Part 4: What instructional strategies could you use to address the issues listed above? * PE-ERIAIRSIZE THAT INTECSECILONG REE DEFINED By ANY AND ¥ WOOPDINATE. THIS CAN BE DONE BY HAVING STUDENT. QpAPH UNE e GCTEME AND SHDN EXAMPLES OF GOLITINS « ALGO AEA OLVING UnleRe Q{CTEMS WITHOUT GRAPHS, NE RUNAYS FIND AN X-AND Y COUPPINATE. HS (ONCE CAN BE REINTORCED IN TUTUUIE METDDS Foe SOLVING To LANEAR SYCTEMAC. . SPORES GIVE A NODEL AND HAVE LESS EMICHAEIS ON "THE VABIABLES X AND y FToCKS MORE oR) UGING THE WOPDS "THAT APE PERPESENTED BY X AND 9h V0 ANG CLEAE DeRNITIONC] do THERE 1¢ VesS CONFUSION. FERRE VAING GTUDENTS GET TD THER ASSIGNMENTS PEHT AWAY - G0 OVERCOME: REERE Oe "THE HOMENDRY whiere THEY MATT Ger STUUC. ESPRCIALIS &0 ORE AREAS OF THE HIN THAT WHS NOT EXACT (OREPED IW THE PRECEEDING EXKMPLE IN CLASS. *\ COULD WOR ON THE INGTRUCTION PATTON, PERIAPS THESE STUDENTS PID NOT UNDERCTRND] "WIT PEURVANCE OF LONNECTION BETWEEN THE MATH AND THE woPD FROSLEMS. * SHOULD HUNAYS TRAL CTUDENTS Th UNDE THEE @PAPHS,. TT WOULD 8& RENERURL TD HEM CUNO TT WILL SSE THEM WW EEMEALBEEING VATE UREUREVE (CX AND WHKLCHEIC | « Part 5: What additional information about your instruction and student understanding would you like to have? How could you collect it? (Ty WOULD fae INTERESTING TD ENDN THE AMQUNT OF ENGAGEMENT THECE CTUDENIS HAD DURING THE INSTRUCTION. ALGO TT WOMLD HELP TO SEE WHAT WOULD HEAP THESE CTUDE NTS BECOME MORE SUOUESSEUIL WW CLASE So THAT. | CAN CREATE # BETER VOAENING PMeONNEST NDP WHE. | COMLD 4HRVE STUDENTS LL WT A NOTE CARD REFUE THE CONCLUSION oF ASC THAT RERUESTS THESE ANGERS FROM THEM. RIE ONLY HECITANCE WOULD BE HON HONEST “HE REPLIES APE ON THE NOTEGAEDS THAT | QeT BACK Reflect (on card): What ideas for instructional strategies, (to address to the issues you identified) did you gain from today’s analysis of student work?