Name: Montero, May Ann Te, Reinalynne Subject and Section: EDM135 E14-3 Authentic Assessment in Grade 8 Mathematics Quarter 2 I. Objectives A. Content Standards. The learner demonstrates understanding of key concepts of factors of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions. B. Performance Standards. The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, and linear functions. C. Learning Competencies. Illustrates linear inequalities in two variables : (a) Identify linear inequality from linear equation; (b) Translate verbal phrases to mathematical inequality; (c)concept of linear inequality in two variables. At the end of the lesson, the students should be able to: 1. Differentiate linear inequality from linear equation 2. Translate verbal phrases to mathematical inequality 3. Understand the concept of linear inequality in two variables II. Content Topic: Linear Inequalities in Two Variables Instructions: Read the questions carefully. Solve the problem in the situation below and write your answer inside the box. I. Translate the following verbal sentences to mathematical inequalities. 1. Five is less than thrice a number b added to c 2. Twenty-four added by a certain number y is not less than a number z. 3. Twice a number w is greater than or equal to a number z. 4. A certain number g subtracted from 12 is less than or equal to four times a number h. 5. A certain number r is not equal to twice a number u added by 8. II. Solve the following inequality if x = 2 and y = 3: a. 2x + 3y = 7 b. 5x – 3y > 8 III. Rubrics Rubrics for the Linear Inequalities in Two Variables Holistic Rubric Scoring Performance Descriptor 15 A fifteen-point score is complete and correct. This response: • Demonstrates a thorough understanding of the mathematical concepts and/or procedures embodied in the task. • Indicates that the student has completed the task correctly, using mathematically sound procedures. • Contains clear, complete explanations and/or adequate work when required. A ten-point score is partially correct. 10 This response: 5 • Demonstrates partial understanding of the mathematical concepts/and or procedures embodied in the task. • Addresses most aspects of the task, using mathematically sound procedures, • May contain an incorrect solution but applies a mathematically appropriate process with valid reasoning and/or explanation • May contain a correct solution but provides incomplete procedures, reasoning, and/or explanation • May reflect some misunderstanding of the underlying mathematical concepts and/or procedures. A five-point score is incomplete and exhibits many flaws but is not completely incorrect. This response: • Demonstrates only a limited understanding of the mathematical concepts/and or procedures embodied in the task. • May address some elements of the task correctly but reaches an inadequate solution and/or provides reasoning that is faulty or incomplete 0 • Exhibits multiple flaws related to a misunderstanding of important aspects of the task, misuse of mathematical procedures, or faulty mathematical reasoning • Reflects a lack of essential understanding of the underlying mathematical concepts • May contain a correct numerical answer but required work is not provided A zero-point score is completely incorrect, irrelevant or incoherent, or a correct response that was arrived at using an obviously incorrect procedure. Analytic Rubric Dimension Define the Problem Mastered 15 points Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. Identify Appropriate Strategies Identifies multiple approaches for solving the problem that apply within a specific context Implement Solution Implements the solution in a manner that addresses thoroughly and deeply multiple contextual factors of the problem. Working towards Mastery 10 points Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors, and problem statement is adequately detailed Identifies multiple approaches for solving the problem, only some of which apply within a specific context Implements the solution in a manner that addresses multiple contextual factors of the problem in a surface manner. Needs Improvement 5 points Begins to demonstrate the ability to construct a problem statement with evidence of most relevant contextual factors, but problem statement is superficial Identifies only a single approach for solving the problem that does apply within a specific context. Implements the solution in a manner that addresses the problem statement but ignores relevant contextual factors.