Free Essay

Spe 226 Benchmark

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Submitted By tndaltoncook
Words 1985
Pages 8
|Teachers: |
|Karla Meinen and Andrew Geigas |
|Accommodations by Dalton Cook |
|Student: |Age: |Grade Level: |
|“Junior” |15 |Freshman |
|Subject: |D|
|Algebra 1-2 |a|
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|Strengths: |W|
|Very engaged in class |e|
|Outspoken – likes to answer questions in class |a|
|Enjoys discussion |k|
|Independent |n|
|Knows he needs to ask for help |e|
|Very focused |s|
|Uses all his time in class to work |s|
|Starts work right away |e|
|Understands some social behaviors, like how people can take offense at things that may not |s|
|seem offensive when stated |:|
| |P|
|Math Strengths: |r|
|Understands and uses basic math functions: add, subtract, multiply, divide |o|
|Can simplify numerical expressions including signs |b|
|Understands integers |l|
|Can simplify numerical expressions using the order of operations |e|
|Understands and uses basic algebraic concepts |m|
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|Student’s Preferred Modalities of Learning: |
|Junior is a little bit of everything. He uses |
|kinesthetic, auditory, and visual because he |
|likes to discuss things personally and work |
|through things while maintaining that open |
|channel of discussion. |
| |
|He also needs to have routine, so any change in|
|that routine could be upsetting. For instance, |
|he was very aware he was being observed which |
|increased his fidgety mannerisms and put him on|
|edge. |
|Lesson Description: |S|
|Monday, Nov 4th, students will learn to graph linear equations in standard form and build off |t|
|the previous week’s lesson of the parent graph. Classwork consist of a 10 problem worksheet, |u|
|to be completed together. Homework consists of a 12 problem worksheet to be completed |d|
|independently and returned the next day. |e|
| |n|
|Tuesday, Nov 5th, class is to review finding the slope and sketching line graphs in standard |t|
|form. Classwork consists of 20 problem worksheet. This worksheet becomes homework if not |’|
|finished during class time. |s|
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|Wednesday, Nov 6th, class will learn how to write and graph linear equations in |c|
|slope-intercept form. Classwork consist of a 9 problem worksheet, to be completed together. |c|
|Homework consists of a 14 problem worksheet to be completed independently and returned the |o|
|next day. |m|
| |m|
|Thursday, Nov 7th, class will learn how to write and graph linear equations in point-slope |o|
|form. . Classwork consist of a 8 problem worksheet, to be completed together. Homework |d|
|consists of a 16 problem worksheet to be completed independently and returned the next day. |a|
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|Friday, Nov 8th, class is to take graphing quiz 2 (15 problems) to assess their understanding |i|
|of graphing linear equations and concepts learned during the week. Problem types include |o|
|finding the slope of two points, using slope-intercept form, and using the point-slope form. |n|
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|Standards: |
|9-10.3: Patterns, Algebra, and Functions |
|9-10.3.2.PO 1: |
|Sketch and interpret a graph that models a |
|given context, make connections between the |
|graph and the context, and solve maximum and |
|minimum problems using the graph. |
|Linear functions: Find the slope of a graph |
|(Algebra 1 - S.2) |
|Linear functions: Standard form: graph an |
|equation (Algebra 1 - S.12) |
|Linear functions: Slope-intercept form: graph |
|an equation (Algebra 1 - S.5) |
|Linear functions: Point-slope form: graph an |
|equation (Algebra 1 - S.15) |
| |
|Arizona: 2008 Arizona Mathematics Standards |
|Articulated by Grade Level: High School (Grades|
|9 and 10) |
|Learning Objectives: |
|1. Use the slope‐intercept form to identify the|
|slope and y‐intercept of a line. |
|2. Graph a line whose equation is in |
|slope‐intercept form. |
|3. Find the equation of a line given its slope |
|and y‐intercept. |
|4. Work with linear models in slope‐intercept |
|form. |
|Assessment: |J|
|A 15 problem quiz will assess student’s understanding of graphing linear equations and |u|
|concepts learned during the week. Problem types include finding the slope of two points, using|n|
|slope-intercept form, and using the point-slope form. Students have a full class period to |i|
|complete the quiz. Those who do not finish will be required to finish during ASC (academic |o|
|success center) periods on the following school day. |r|
|The quiz will be worth a total of 19 points: multiple-choice questions (11 questions) are |’|
|worth one point, and the graphing questions are worth two points (4 questions). |s|
| |A|
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References

Arizona: 2008 Arizona Mathematics Standards Articulated by Grade Level: High School (Grades 9 and 10). (n.d.) Retrieved 12 Nov 2013 from http://www.ixl.com/standards/arizona/math/high-school

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