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New Math Standards and I Can Statements

Mathematics
Adair County Middle School
Unit 1 for 7th Grade 
All Students Will Begin With
Number Sense
Standard
Learning Target
(I Can Statement)
Date Taught
Assessment for the Learning Target
(check all that apply)
Materials
 
 
7.NS.1abcd Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
 
a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
 
 
b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
 
c. Understand subtraction of rational numbers as adding the additive inverse, p q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
 
d. Apply properties of operations as strategies to add and subtract rational numbers.
 
 
 


7.NS.2a Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property leading to products such as (-1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
 
 
 
7.NS.2b Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
b. Understand that integers can be divided provided that the divisor is not zero and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = -p/q = p/-q. Interpret quotients of rational numbers by describing real-world contexts.
 
 
7.NS.2c Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
 
 
 
 
 
7.NS.2d Apply and extend previous understandings of multiplication and division of fractions to multiply and divide rational numbers.
d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in zeroes or eventually repeats.
 
 
 
7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.1
 
1 Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
 
 
 
 
 
 
 
 
 
 
7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
 
 
 
 
 
 
 
 
 
 
 
 
 
7.EE.4ab Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
 
a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?
 
b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least
$100. Write an inequality for the number of sales you need to make, and describe the solutions.
 
 
 
 
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/21/4' type="#_x0000_t75"> miles per hour, equivalently 2 miles per hour.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.RP.2abcd Recognize and represent proportional relationships between quantities.
 
a.Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
 
b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
 
c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
 
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
 
 
 
7.RP.3Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between circumference and area of a circle.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.G.5 Use facts about supplementary, complementary, vertical, adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.G.6 Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around ½ indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
7.SP.7ab Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to                 determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.
b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
 
 
 
 
 
 
7.SP.8abc Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations.
a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g. “rolling double sixes”), identify the outcomes in the sample space which compose the event.
c. Design and use a simulation to generate frequencies for compound events.  For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
 
 
 
 
 
 
 
 
 
 
 
 

 
1a. I can use a number line to model opposite quantities that are equivalent to zero.
 
 
 
 
1b. I can show the additive inverse of a number on the number line.
 
 
1b. I can apply mathematical operations to solve real world problems.
 
 
 
 
1c. I can use the additive inverse in real life situations.
 
 
 
1d. I can apply properties of operations as strategies to add and subtract relational numbers.
 
 
 
2a. I can apply the properties of operations, particularly distributive property, to multiply rational numbers.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2b I can interpret the products of rational numbers by describing real-world contexts.
 
 
 
 
 
 
 
 
 
 
 
2c apply properties of operations as strategies to multiply and divide rational numbers.
 
 
 
 
2d Convert a rational number to a decimal using long division.
 
 
 
 
 
 
 
 
 
 
 
I can add, subtract, multiply, and divide rational numbers including complex fractions.
 
 
 
 
 
 
 
 
 
 
 
 
 
I can combine like terms.
 
I can use the distributive property to factor and expand linear expressions.
 
I can add, subtract, factor, and expand linear expressions by applying properties.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can write equivalent expressions with fractions, decimals, percents, and integers.
 
I can rewrite an expression in an equivalent form to compare how quantities are related.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can convert between decimals, fractions, and percents.
 
I can use positive and negative rational numbers to solve multi-step problems in real life situations.
 
I can calculate using numbers in any form.
 
I can determine if answers are reasonable using computation and estimations.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can construct simple equations.
 
 
.
 
 
 
I can solve equations fluently.
 
 
 
 
 
 
 
 
 
 
 
I can identify the sequence of operations used to solve equations.
 
I can graph the solution set of an inequality
 
 
 
 
 
 
 
 
 
 
 
 
I can compute unit rates associated with ratios of fractions in like or different units.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 2a. I can demonstrate that a proportion is a statement of equality between two ratios.
 
 
 
 
2b. I can define constant of proportionality as a unit rate.
 
 2c. I can recognize a graph of a proportional relationship.
 
 
 
 
 
2d. I can explain what (1, r) on a graph represents, where r is the unit rate.
 
 
 
 
 
 
 
I can use proportions to solve ratio and percent problems.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can solve problems involving scale drawings of geometric figures using scale factors.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can analyze given conditions based on the three measures of angles or sides of a triangle to determine when there is a unique triangle, more than one triangle, or no triangle.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can analyze three-dimensional shapes by examining two dimensional cross-sections.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Justify that π can be derived from the circumference and diameter of a circle. 
Apply circumference or area formulas to solve mathematical and real-world problems.
Justify the formulas for area and circumference of a circle and how they relate to π.
Informally derive the relationship between circumference and area of a circle.
 
 
 
 
 
 
 
I can determine unknown angle measures by writing and solving algebraic equations based on relationships between angles.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can solve real-world and math problems involving area, surface area and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I can apply statistics to gain information about a population from a sample of the population.
 
I can generalize that random sampling tends to produce representative samples and support valid inferences.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can analyze & interpret data from a random sample to draw inferences about a population with an unknown characteristic of interest.
I can generate multiple samples (or simulated samples) of the same size to determine the variation in estimates or predictions by comparing and contrasting the samples.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can compare two numerical data distributions on a graph by visually comparing data displays, and assessing the degree of visual overlap.
I can compare the differences in the measure of central tendency in two numerical data distributions by measuring the difference between the centers and expressing it as a multiple of a measure of variability.
 
 
 
 
 
 
 
 
 
 
 
 
 
 I can analyze and interpret data using measures of central tendency and variability.
I can draw informal comparative inferences about two populations from random samples.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I can draw conclusions to determine that a greater likelihood occurs as the number of favorable outcomes approaches the total number of outcomes.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
I can determine the relationship between experimental and theoretical probabilities by using the law of large numbers.
I can predict the relative frequency (experimental probability) of an event based on the (theoretical) probability.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I can develop a uniform probability model and use it to determine the probability of each outcome/event.
 
 
 
 
 
 
I can develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
 
 
 
 
 
 
I can analyze a probability model and justify why it is uniform or explain the discrepancy if it is not.
 
 
 
 I can find probabilities of compound events using organized lists, tables, tree diagrams, etc. and analyze the outcomes.
 
I can choose the appropriate method such as organized lists, tables and tree diagrams to represent sample spaces for compound events.
 
I can design and use a simulation to generate frequencies for compound events.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
August 8-October 7, 2011
 
 
 
 
 
 
August 15-17
 
 
 
 
 
 
August 18-22
 
 
 
 
 
 
 
 
 
August 23-25
 
 
 
 
 
 
 
 
August 26-30
 
 
 
 
 
August 31- September 9
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
September 12-20
 
 
 
 
 
 
 
 
 
 
 
 
 
 
September 21-25
 
 
 
 
 
 
 
 
 
September 26-30
 
 
 
 
 
 
 
 
 
 
 
 
October 3-7
 
 
 
 
 
 
 
 
 
 
 
 
October 17-November 18,2011
 
 
October 17-21
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
October 24-28
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
October 31-November 7
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
November 9-14
 
 
 
 
 
 
 
 
 
 
 
 
November 15-18
 
 
 
 
 
 
 
 
 
 
 
 
November 21-January 31,2012
 
November 21-30
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
December 2-9
 
 
 
 
 
 
 
December 12-16
 
 
 
 
 
January 2-9
 
 
 
 
 
 
January 10-18
 
 
 
 
 
 
 
 
January 19-31
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
February 1-March 13,2012
 
 
February 1-2
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
February 3-9
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
February 10-17
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
February 21-23
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
February 24-March 2
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
March 6-13
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
March 14- April 30, 2012
 
March 14-16
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
March 19-21
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
March 22-April 4
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
April 5-18
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
April 19-25
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
April 26-30
 
 
 
 
 
 
 
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 2/1-2/5.
__x__ Workbook, Lesson 2/1-2/5.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 3-1/3-2.
__x__ Workbook, Lesson 3/1-3/2.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 5/1-5/2.
__x__ Workbook, Lesson 5/1-5/2.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 5-1 / 5-2.
__x__ Workbook, Lesson 5/1-5/2.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 3-3/3-6 & Ch.7
__x__ Workbook, Lesson 3-3/3-6 & Ch. 7
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 6/1-6/2.
__x__ Workbook, Lesson 6/1-6/2.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 6/2.
__x__ Workbook, Lesson 6/2.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 6/4-6/8.
__x__ Workbook, Lesson 6/4-6/8.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 6/3.
__x__ Workbook, Lesson6/3.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 9/1-9/7.
__x__ Workbook, Lesson 9/1-9/7.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson.
__x__ Workbook, Lesson.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 10/7.
__x__ Workbook, Lesson 10/7.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 10/1.
__x__ Workbook, Lesson 10/1.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 11/1-11/5.
__x__ Workbook, Lesson 11/1-11/5.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 6/9.
__x__ Workbook, Lesson 6/9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson.
__x__ Workbook, Lesson.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 12/2,3,5,6,8,9.
__x__ Workbook, Lesson 12/2,3,5,6,8,9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 12/2,3,5,6,8,9.
__x__ Workbook, Lesson 12/2,3,5,6,8,9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 12/2,3,5,6,8,9.
__x__ Workbook, Lesson 12/2,3,5,6,8,9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 12/2,3,5,6,8,9.
__x__ Workbook, Lesson 12/2,3,5,6,8,9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 12/2,3,5,6,8,9.
__x__ Workbook, Lesson 12/2,3,5,6,8,9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
__X__Written
__X__Oral
____Private Conference
__Project
____Portfolio
__X__Essay
__X__Cooperative activity
__Presentation/performance
____Other
Use of the Assessment:
__X__Formative (of learning)
__X__Summative (for learning)
My Purpose for the Assessment:
___X_To analyze and direct lesson planning (content/process)
__x__To identify student needs
____To compare with other evidence of learning
__X__To contribute toward final grade
__X__To report to student and/or parents
____To help my students set goals
Assessment Source:
__X__Textbook, Lesson 12/2,3,5,6,8,9.
__x__ Workbook, Lesson 12/2,3,5,6,8,9.
____ KCCT Coach Book Page #
____Teacher-made (must be attached to this page in a separate document)
__X__Another source
(book, website, etc.-attach source in separate document
Type of feedback to student:
__X__ Evaluative
__X_ Descriptive
 
 
Exit Slips
 
 
 
Textbook
 
Work Book
 
Flashbacks
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
youtube.com
search: restaurant math
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TeacherTube Video Clay 3-D Shape Activity
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Multiple Intelligences
           
 Accommodations
 
Verbal/Linguistic
Math/Logic
Visual/Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Additional Prompting
Cueing
Paraphrasing
Preferential Seating
Modified Varied
         Assignments
Readers
Scribes
Extended Time
Calculator
Technology
Small Group
One on One
Reduced Quantity of     Work
Repeat Directions
Collaboration
Other: Testing