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While working in groups, students will produce a poster completing one BCR and one ECR.

1. Prentice Hall Chapter 3 Support File
   1. Practice 3-2 mixed Exercises 7-9, 31, and 32
      
   2. Once posters are completed work problems, on a separate paper, 10-30(even)
      

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1. identify a variable;
2. write an equation;
3. solve the equation;
4. after using a rough draft, place the work on a poster; and
5. present your work to the class.
   

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Level I: Acquiring Data - Data students will acquire in this standards-based task:

Vocabulary: algorithm, inverse operation, empty set, solution, solution set, and solved for.

Level II: Visualizing Information - Data from Level I that are visualized as information in this standards-based task:

Organizing: Using the group dynamic, decisions must be made for group leader, recorder, and presenter.

Level III: Applying Knowledge - Visualized information that is applied knowledge in this standards-based task:

Making Decisions: For each group, the leader will make the basic decisions, the recorder will design the poster, and the presenter will decide on the oral presentation.

Solving problems: The groups will solve the problems and decide on how to write their final products.

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Use of Resources - The school will provide worksheets, poster boards, and magic markers. Classroom materials such as pencil, paper, and notebooks to work out problems will be provided by students.

Customer for Student Work - The students will present their work as evidence of task completion to their classroom peers.

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Use an equation to model and solve each problem.

7. You want to buy a bouquet of yellow roses and baby's breath for $16. The baby's breath cost $3.50 per bunch ant roses cost $2.50 each. To find how many roses you can buy, solve the equation 3.50 + 2.50r = 16.

8. Suppose you walk at the rate of 210 ft/min. You need to walk 10,000 ft. To find how long it will take you to finish if you have already walked 550 ft, solve the equation 210x + 550 = 10,000.

9. Suppose you have shelled 6.5 lb. of pecans and you can shell pecans at a rate of 1.5 lb. per hour. To find out how much longer it will take you to shell 11 lb. of pecans, solve the equation 6.5 + 1.5x = 11.

31. The Postal Service charges $.32 for the first ounce to mail a first class letter. It charges $.23 for each additional ounce. It costs $1.01 to mail your letter. How many ounces did your letter weigh?

32. Suppose you want to buy a pair of pants and several pairs of socks. The pants cost $24.95 and the socks are $5.95 per pair. How many pairs of socks can you buy if you have $50.00?

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Maryland High School Mathematics Rubric: Brief Constructed Response Items

LEVEL 3
The response indicates application of a reasonable strategy that leads 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.

LEVEL 2
The response indicates application of a reasonable strategy that may be incomplete or undeveloped. It may or may not lead to a correct solution. The representations are fundamentally correct. The explanation and/or
justification supports the solution and is plausible, although it may not be well developed or complete. The response demonstrates a conceptual understanding and analysis of the problem.

LEVEL 1
The response indicates little or no attempt to apply a reasonable strategy or applies an inappropriate strategy. It may or may not have the correct answer. The representations are incomplete or missing. The explanation and/or justification reveals serious flaws in reasoning. The explanation and/or justification may be incomplete or missing. The response demonstrates a minimal understanding and analysis of the problem.

LEVEL 0
The response is completely incorrect or irrelevant. There may be no response, or the response may state, "I don't know."

Explanation refers to the student using the language of mathematics to communicate how the student arrived at the solution.

Justification refers to the student using mathematical principles to support the reasoning used to solve the problem or to demonstrate that the solution is correct. This could include the appropriate definitions, postulates and theorems.

Essentially correct representations may contain a few minor errors such as missing labels, reversed axes, or scales that are not uniform.

Fundamentally correct representations may contain several minor errors such as missing labels, reversed axes, or scales that are not uniform.

Source:
http://www.mdk12.org/mspp/high_school/structure/algebra/index.html

Maryland High School Mathematics Rubric: Extended Constructed Response Items

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.

LEVEL 3
The response indicates application of a reasonable strategy that may or may not lead to a correct solution. The representations are essentially correct. The explanation and/or justification is generally well developed,
feasible, and supports the solution. The response demonstrates a clear understanding and analysis of the problem.

LEVEL 2
The response indicates an incomplete application of a reasonable strategy that may or may not lead to a correct solution. The representations are fundamentally correct. The explanation and/or justification supports the solution and is plausible, although it may not be well developed or complete. The response demonstrates a conceptual understanding and analysis of the problem.

LEVEL 1
The response indicates little or no application of a reasonable strategy. It may or may not have the correct answer. The representations are incomplete or missing. The explanation and/or justification reveals
serious flaws in reasoning. The explanation and/or justification may be incomplete or missing. The response demonstrates a minimal understanding and analysis of the problem.

LEVEL 0
The response is completely incorrect or irrelevant. There may be no response, or the response may state, "I don't know."

Explanation refers to the student using the language of mathematics to communicate how the student arrived at the solution.

Justification refers to the student using mathematical principles to support the reasoning used to solve the problem or to demonstrate that the solution is correct. This could include the appropriate definitions, postulates and theorems.

Essentially correct representations may contain a few minor errors such as missing labels, reversed axes, or scales that are not uniform.

Fundamentally correct representations may contain several minor errors such as missing labels, reversed axes, or scales that are not uniform.

Source:
http://www.mdk12.org/mspp/high_school/structure/algebra/index.html

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Cognitive Information - I will ask the students to answer the following question:

• Describe what skills you needed to complete this task.
  

Attitude Information - Each group will complete a poster and present it to their peers. This will be done during a 90 minute period. And each student will respond to the following question:

• Did you find this task to be difficult?
  

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Summary: We used the Rubrics for BCR's and ECR's as a formative assessment of each poster. This was done, using the posters, during the review from previous lesson sessions, to demonstrate how such problems are scored on the Maryland High School Assessment (HSA). The following trends were found while discussing and scoring the posters with the students:

• Most students were able to name a variable(s) and write an equation.
• Approximately 30% neglected to write the variable and as a result got the equation incorrect.
• I also noticed that when students were asked what they thought the score should be they were graded it lowered then I would using the rubrics.

The students now know that making an effort and trying to answer the problems as complete as possible would result in some credit.