In this NowComment, you will see an example of a formative assessment lesson template. This template was originally developed by teachers and academic coaches participating in a formative assessment course. On the following pages you will review and discuss the blank template and a completed template. Many teachers have found this helpful to use as they are learning to implement formative assessment. We suggest that you use this template three or four times to help organize your thinking, and to determine which elements you would like to incorporate into your lesson planning process.

Learning Goal(s)

Success Criteria

Misconceptions students may have as they work on the lesson Learning Goals

Strategies to share or co-construct Success Criteria with students

Classroom strategies to elicit evidence

Collecting Evidence: Start of lesson

Collecting evidence: Middle of lesson

Collecting evidence: End of lesson

Key discussion questions I will pose during instruction

Discussion questions: Start of lesson

Discussion questions: Middle of lesson

Discussion questions: End of lesson

Strategies to provide descriptive feedback to students

Classroom strategies for student self and peer assessment

Self and peer assessment: Start of lesson

Self and peer assessment: Middle of lesson

Self and peer assessment: End of lesson

Graph points on the coordinate plane to solve real-world and mathematical problems.

CCSS.Math.Content.5.G.A.1

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

CCSS.Math.Content.5.G.A.2

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Standards for Mathematical Practice:

• Look for and make use of structure

• Attend to precision

• Understand that the coordinate system is made up of two number lines that operate independently

• Understand that each of the coordinates in an ordered pair gives a different kind of spatial information

Learning Goal(s)

Success Criteria

• Understand the structure of a coordinate grid

• Relate the procedure of plotting points to the structure of a coordinate grid

• I can talk and write about plotting points on a coordinate grid using correct vocabulary

• I can plot and label points in each quadrant on a coordinate grid

• I can create a rule about coordinates for each quadrant

Misconceptions students may have as they work on the lesson Learning Goals

• May have a procedural graphing misconception – (y, x)

• Plot points in spaces rather than intersections

• Count intervals on lines rather than x or y axes

Strategies to share or co-construct Success Criteria with students

LGs & SC will be shared after initial vocab activity.

Classroom strategies to elicit evidence

Collecting Evidence: Start of lesson

• Vocab check: Whip Around

• What comes to mind when you think of coordinate graphing?

• Look for target vocab - Origin, x-axis, y-axis, coordinates, quadrant

Collecting evidence: Middle of lesson

• Walk coordinates to label each location on large graph. Large group (SC2)

• Describe process verbally using vocabulary (SC1)

• Plot and label points in 4 quadrants individually- “Design Robertsville” (SC1,2)

Collecting evidence: End of lesson

• Generalize quadrant location for set of coordinates verbally and in writing- Cooperative groups (SC 3)

• Chart created rules for each quadrant & gallery walk (SC 3)

• Reflection- self assessment of SC

Key discussion questions I will pose during instruction

Discussion questions: Start of lesson

• Are we in agreement with these definitions?

• How might we make definitions more clear?

• Are any big ideas missing?

• How might some of these terms go together?

Discussion questions: Middle of lesson

• Where should you start?

• How would you label this point?

• Are we in agreement?

• Tell me your thinking.

• How do you know you’ve plotted this point correctly?

Discussion questions: End of lesson

• What are you noticing about all the coordinates in this quadrant?

• How are they alike?

• How might you develop a rule for all the coordinates in this quadrant?

• How might you organize the coordinates in quadrant I so you can analyze them? (a list, chart, table…)

Strategies to provide descriptive feedback to students

Group feedback during vocabulary check (Accuracy?), Individual and paired feedback during graphing procedure while walking graph, Individual feedback during individual graphing, Feedback from peers on post-its during gallery walk.

Classroom strategies for student self- and peer assessment

Self- and peer assessment: Start of lesson

Questioning while individually plotting points.

Self- and peer assessment:

Middle of lesson

Students will match points that are “walked” on coordinate grid with the points they plot on their individual graphs.

Self- and peer assessment:

End of lesson

Students will complete a reflection exit ticket that assigns a rubric to the lesson SC.