Assessment


 * Rubric Assessment: ** Students are to prepare their Line Design project according to the rubric. Total weight 100%.

10%  ||   Segments 10%  ||   Equation 20%   ||   Domain & Ranges 10%  ||   Equation Check 20%  ||   Final Package 30%  || (which could be a line) || The student efficiently and accurately identified all line intersections with an ordered pair in the form of ( x, y ) || Students will create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Equations of all line segments have been correctly identified using the point-slope formula and are in standard form || Students understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. The domain and ranges of all equations are accurate and in precise format || To check equations students will Interpret the equation //y// = //mx// + //b// as defining a linear function, whose graph is a straight line. All equations have been accurately checked by rewriting them in slope-intercept format, graphed on a coordinate plane, and compared to original drawing || Final drawing is neat and efficient with all papers neatly presented in the following order: Final drawing, Original line design, segment drawing, point-slope equations, domain/ranges, equations in slope-intercept form, and the equations drawn on graph paper. Required questions are answered correctly using academic language. ||
 * Weight  ||   Line Design
 * 3 || The student carefully produced a creative and neat line design on a coordinate plane following the precise directions of having a minimum of 7 lines, with at least one being vertical line and one being a horizontal line. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve
 * 2 || The student made a line design following the defined instructions of having a minimum of 7 lines, with at least one being vertical line and one being a horizontal line. || The student labeled some of the line intersections with an ordered pair in the form of ( x, y ) || Equations of all line segments have been found using the point-slope formula, but are not in standard form || All domain and ranges have been identified but are not in format || At least 5 of the equations have been rewritten in slope-intercept form and checked with the original drawing || Final drawing is neat and efficient with papers not presented in the accurate order. Questions answered but no using academic language. ||
 * 1 || The student drew a line design with a minimum of 7 lines || The student did not label any of the line intersections || Equations have not been correctly formulated nor placed in standard form || Domain and ranges are not correctly identified nor in the accurate format || Less than 5 of the equations have been re-written in slope-intercept form and checked with the original drawing || Care has not been taken in the production of the final drawing nor the package complete. Questions have not been addressed. ||
 * Total  ||   ||   ||   ||   ||   ||   ||