Data Analysis Template: Jenny Brito
Desired Results Content Standards (Subject and ELD)
Subject Standards
7.RP. Analyze proportional
relationships and use them to
solve real-worldand
mathematical problems.
2. Recognize and represent
proportional relationships
between quantities.
a. Decide whether two quanities
are in a proportional
relationship,e.g. by testing for
equivalent ratios in a table or
graphing on a coordinate plan
and observing whether the graph
is a straight line through the
origin.
b. Identify the constant of
proportionality (unit rate) in
tables, graphs, equations,
diagrams, and verbal descriptions
of proportional relationships.
Acceptable Evidence Performance Tasks (summative)
Students who met or exceeded the established proficiency score:
Exceeds proficiency (4)
Students need to get 16 or more points out of the 20 total points. Students
who intended all 4 problems and got most, if not correct.
Students who did not meet the established proficiency score:
Almost proficient (2)
Students need to get 6-10 points out of the 20. Students will get points if they
get 1-2 problems correct.
Proficient (3, 4)
Number Percentage
Curriculum Goals & Objectives
ELD Language Standards Goals Learning Objectives
ELD.P1.7. A.1.Ex Exchanging Students will be able to Students will be able to
information/ideas determine if a relationship determine if a relationship in a
Contribute to class, group, and between to quanities is table, graph and scenario.
partner discussions by following proportional in a table and
turn-taking rules, asking relevant
graph.
questions, affirming others,
adding relevant information, and
paraphrasing key ideas.
ELD.P1.7. B.5.Ex Listening
Actively
Demonstrate active listening in
oral presentation activities by
asking and answering detailed
questions, with occasional
prompting and moderate
support.
Assessment (formative - formal and informal)
Students will have a quiz in which students needed to see if the
relationship between to quantities is proportional or not. It is a
4 problem quiz, out of 20 total points.
Meets proficiency (3)
Students need to get from 11-15 out of the 20 points. Students got at least 3
problems correct and tried to write down some thoughts.
Beginning proficiency (1)
Students needed to get 1-5 points out of the 20. I will students who intended
to try the problems but were not successful. Students will get 2.5 points for
trying a problem.
Non-proficient (1, 2)
Number Percentage
 35 97.22% 1 2.77%

Exceeds proficiency (4) Meets proficiency (3) Almost proficient (2) Beginning proficiency (1)
Number Percentage Number Percentage Number Percentage Number Percentage
21 58.33% 14 38.89% 1 2.78% 0 0%

Results Analysis
Strengths (from proficient and above) Weaknesses (from below proficient)
A lot of my students in the proficient level and above demonstrated that they Student only intended to try the problems, and was not successful. Left
were able to determine if a relationship in a table, graph and scenario were majority of it blank.
proportional. Students were able to plot points on a graph and see that in
order for a graph to be proportional, it needed to be a straight line and
through the origin. My students did have some trouble simplifying the
fractions.
Concepts and Skills Understood (as demonstrated in assessment(s)) Concepts and Skills NOT Understood (as demonstrated in assessment(s))
Students demonstrated that they understood and are able to determine if a Students did not fully master the simplifying fractions skills when writing
relationship in a table, graph, or scenario is proportional or not. They were down a ratio. They were unable to simplify the fraction that they created from
able to describe what makes a graph proportional, so they knew that a graph the scenario. Some of the students had a hard time remembering how to
would be proportional if it was a straight line and through the origin. Students convert a complex fraction into a unit rate.
were also able to fill in the proportional table based on a scenario that was
given.