3.12 TEST
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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.
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Learning Goal(s) |
Success Criteria |
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Misconceptions students may have as they work on the lesson Learning Goals |
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Strategies to share or co-construct Success Criteria with students |
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Classroom strategies to elicit evidence |
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Collecting Evidence: Start of lesson |
Collecting evidence: Middle of lesson |
Collecting evidence: End of lesson |
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Key discussion questions I will pose during instruction |
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Discussion questions: Start of lesson |
Discussion questions: Middle of lesson |
Discussion questions: End of lesson |
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Strategies to provide descriptive feedback to students |
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Classroom strategies for student self and peer assessment |
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Self and peer assessment: Start of lesson |
Self and peer assessment: Middle of lesson |
Self and peer assessment: End of lesson |
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Graph points on the coordinate plane to solve real-world and mathematical problems.
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).
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:
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Learning Goal(s) |
Success Criteria |
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Misconceptions students may have as they work on the lesson Learning Goals |
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Strategies to share or co-construct Success Criteria with students |
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LGs & SC will be shared after initial vocab activity.
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Classroom strategies to elicit evidence |
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Collecting Evidence: Start of lesson
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Collecting evidence: Middle of lesson
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Collecting evidence: End of lesson
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Key discussion questions I will pose during instruction |
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Discussion questions: Start of lesson
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Discussion questions: Middle of lesson
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Discussion questions: End of lesson
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Strategies to provide descriptive feedback to students |
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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. |
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Classroom strategies for student self- and peer assessment |
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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. |
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