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Assignment 2: Assessment Tools

By Tianna Barnes
Part 1: Formative Assessment (mock Quiz) - Grade 10 Academic Math: Quadratic Relations

1. In the following chart is the original quadratic equation and the changed quadratic
equation. In the third column, state the transformation (if any) that has occurred.

Original Changed Transformation

f(x)=5x2 f(x)=5x2+8

f(x)=5(x-2)2 f(x)=5x2

f(x)=23x2 y=23x2

f(x)=10x2 f(x)=2x2

2. Consider f(x)=-(x-1)2+3
Complete items on the following list correctly
and check them off when satisfied. Ask a
peer to check your work as well.

Find x-intercepts Me Peer

Find vertex

Find and list all transformations

Graph equation

State Domain Range

State when function is increasing and decreasing

3.Miss Barnes was given the following graph and

asked to find the equation.
The Equation that she found was f(x) = - 2 ( x - 3 )2 - 2
Miss Barnes made 3 mistakes. Circle each mistake, explain why it
is a mistake, and correct the mistake.
Part 2: Student Self Assessment - Grade 10 Academic Math: Quadratic Relations

Skill Need a lot Can do, but No

of help need more problem

I can expand a quadratic relation that is in Standard Form

using different methods (e.g. algebraic, algebra tiles)

I can factor a quadratic relation that is in Intercept Form

using different methods (e.g. algebraic, algebra tiles)

I understand the different algebraic forms of quadratic

equations (Standard Form, Intercept Form, Vertex Form)

I can rearrange quadratic equations from one algebraic

form to another

I can represent quadratic equations using different models

(e.g. graph, table, algebra tiles, etc.)

I can recognize and carry out transformations of a quadratic


I can determine the domain and range of a quadratic


I can find the domain where a quadratic equation is


I always check my work using another method

Part 3: Summative Assessment Activity and Rubric - Grade 10 Academic Math: Quadratic

In Pairs
Create a representation of height on the wall with straight lines across (think suspect
line up for a crime)
Take a slow motion video of the tossing of an object that is not fragile (a ball works
The toss should be as straight upward as possible

Create a relationship between object height and time using at least 2 different
representations (e.g. graph, table, etc.) other than algebraic
Demonstrate the relationship as an algebraic equation in Standard Form, Intercept
Form, and Vertex Form. How do you know this is correct?

For teacher: questions that should be addressed in work

1. How long was the object in the air? How do you know?
2. What is the maximum height of the object? At what time does this occur?
3. At what time did the ball hit the ground?
4. At what height did the ball leave your (or your partners) hand?
5. What are all possible times that the object could be in the air?
6. What are all possible heights of the object?
7. What are the possible times for the ball to be going up/down?
8. What makes your quadratic different than f(x)=x2
9. What does the information in each question above represent mathematically?
10. Find the equation of the quadratic in Standard Form, Vertex Form, and Intercept Form
11. Does this make sense? Check your work.

Criteria 50-59% (Level 1) 60-69% (Level 2) 70-79% (Level 3) 80-100% (Level 4)

Knowledge and Demonstrates Demonstrates some Demonstrates Demonstrates

Understanding limited knowledge knowledge of terms considerable thorough
of terms and and content relating knowledge of terms knowledge of terms
content relating to to quadratic and content relating and content relating
quadratic relations. relations. to quadratic to quadratic
Limited Some relations. relations.
understanding of understanding of Considerable Thorough
mathematical mathematical understanding of understanding of
concepts concepts mathematical mathematical
surrounding surrounding concepts concepts
quadratic relations. quadratic relations. surrounding surrounding
quadratic relations. quadratic relations.

Communication Limited clarity and Some clarity and Considerable Very effective
organization of organization of clarity and clarity and
mathematical mathematical organization of thorough
thinking. thinking. mathematical organization of
Uses effective Uses effective thinking. mathematical
model for model for Uses effective thinking.
communication communication model for Uses effective
with limited ability. with some ability. communication model for
Communicates for Communicates for with considerable communication
intended audience intended audience ability. thoroughly.
with limited with some Communicates for Communicates for
effectiveness. effectiveness. intended audience intended audience
Limited use of Some use of with considerable with thorough
effective language effective language effectiveness. effectiveness.
and terminology of and terminology of Considerable use of Thorough use of
quadratic relations. quadratic relations. effective language effective language
and terminology of and terminology of
quadratic relations. quadratic relations.