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Tuesday-10/09/07

Tuesday-10/09/07. Objective: Students will… apply the rubric components of AREA J in order to effectively answer E.C.R.’s and B.C.R.’s. Warm-up : Copy and answer the following questions: Define a variable and write an equation to model the situation:

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Tuesday-10/09/07

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  1. Tuesday-10/09/07 Objective: Students will… • apply the rubric components of AREA J in order to effectively answer E.C.R.’s and B.C.R.’s. Warm-up : Copy and answer the following questions: • Define a variable and write an equation to model the situation: • 1. The total price is the number of video games times $37.99 • Draw a picture, define the variables, and write an equation to model the situation: • 2. What is the area of a garden where the length is 3 feet longer than the width? HW: Finishline pg. 12 - 13 #’s 1-6(Answers only) • Complete this assignment on a half sheet of paper!

  2. Grid Response's Note: • Leave no spaces on grid between your response. • No mixed numbers can be entered into the grid. • You may start on the right or left!

  3. Answering ECRs and BCRs Using AREA J Writing Workshop Algebra HSA AL Day 1

  4. Three Skills to Improving Students Score Understanding the Rubrics Recognizing the actions Completing each action

  5. Understanding the Rubrics Ensuring students understand: • the language of the rubrics using the Cues for Students • the difference between ECR and BCR rubrics

  6. BCR Rubric Level 3 The response indicates application of a reasonable strategy that lead to a correct solution in the context of the problem. The representations are essentially correct. The explanation and/or justification is logically sound, clearly presented, fully developed, supports the solution, and does not contain significant mathematical errors.The response demonstrates a complete understanding and analysis of the problem.

  7. ECR Rubric Level 4 The response indicates application of a reasonable strategy that leads to a correct solution in the context of the problem. The representations are correct. The explanation and/or justification is logically sound, clearly presented, fully developed, supports the solution, and does not contain significant mathematical errors. The response demonstrates a complete understanding and analysis of the problem.

  8. Cues for Students Puzzle 1. Lay out the words in all capital letters! 2.Sort the strips in each individual envelope and place the strips next to the words that best explain the AREA J categories!

  9. Cues for Students • ANALYSIS • Consider what the question asks you to do. • What information is given in the problem? • What information do you need to solve the problem? • Think about what you would do to solve the problem. • EXAMPLE: • To solve this problem, I must: • -find out how many feet of fencing it will take to enclose Wanda’s garden. • -use the formula for perimeter of a rectangle, because I know it has one side of 18 feet and one side of 12 feet and that would make a rectangle shaped garden.

  10. Cues for Students • REPRESENTATION • Write an equation or inequality. • Define the variables. Let x = ____ and/or • let y = ____. • Create a graph, chart, or table. • Include titles, axes, labels, and scales. • Create a drawing or construction. • EXAMPLE: • Let P = perimeter P = 2(18 feet) + 2(12 feet) • Let l = length l = 18 feet • Let w = width w = 12 feet Wanda’s garden 12 feet

  11. Cues for Students • APPLICATION • Solve the problem. • Write the answers in the context of the problem. • Be sure you answer what is asked for in the problem. • Check to see if the answer is reasonable. • P = 2(18 feet) + 2(12 feet) • P = 36 feet + 24 feet • P = 60 feet • EXAMPLE: • It will take 60 feet of fencing to enclose the entire garden.

  12. Cues for Students • EXPLANATION • Write or describe the steps you used to solve the problem. • EXAMPLE: • If Wanda’s garden is 18 feet long and 12 feet wide, then P = 2(18 feet) + 2(12 feet), and that equals 60 feet.

  13. Cues for Students • JUSTIFICATION • Use mathematics (definitions, theorems, reasoning, principles) to support your solution and/or process. • Write the mathematics concepts you used. • Tell why you solved the problem as you did. • Demonstrate that the solution is correct. • EXAMPLE: • I know 60 feet is a correct answer because, I used the formula to find the perimeter of a rectangle, . • 60 = 2(18 feet) + 2(12 feet) • 60 = 36 feet + 24 feet • 60 = 60 

  14. AREA J Respond to all BCRs and ECRs using AREA J ANALYSIS: WHAT IS THE PROBLEM ASKING AND WHAT MATHEMATICALMETHOD DO I USE TO SOLVE THE PROBLEM? REPRSENTATION: GRAPH, TABLE, DRAWING, EQUATIONS WITH VARIABLES DEFINED EXPLANATION: WHAT DID YOU DO TO SOLVE THE PROBLEM. ANSWER THE ORIGINAL QUESTION IN A COMPLETE SENTENCE. USE MATHEMATICAL TERMS. APPLICATION: SOLVE THE PROBLEM. SHOW ALL THE WORK. JUSTIFICATION: HOW DO YOU KNOW YOUR ANSWER IS CORRECT?

  15. Knowing the Difference ExplanationandJustification Justification refers to the student using mathematical principles to support the reasoning used to solvethe problem or to DEMONSTRATE thesolution is correct This could include the appropriate definitions,postulates and theorems Explanation refers to the student using the language of mathematicstocommunicate HOW the student arrived at the solution

  16. Apply AREA J

  17. H.S.A. Quiz • Use a pencil only! NO TALKING! • Please write your name at the top of the sheet of paper! • Show all work for partial credit! • Please circle/box the final answer, if possible! • Upon completion, please turn in and use a computer in order to check your current grade on www.mygradebook.com

  18. Closure – 1 Volunteer Answer the following question in you own words! What new concept did you learn today about the HSA?

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