Chapter.
Section.
Target#
Learning Target
1.1.1
I can find the slope given two points.
1.1.2
I can find the slope given an equation of a
line.
Practice for the
Learning Target
Score on
Learning
Target Quiz
Help
needed?
yes/no
Pg 12 19a, 20a
Pg 11 5 (identify the
y-intercept), 6
(identify the yintercept), 23a
I can determine the y-intercept from a
graph or an equation of the line.
1.1.4
I can interpret what the slope, y-intercept,
and x-intercept mean in a real life
situation.
1.1 worksheets in
this packet
1.1.5
I can write the equation of a line in pointslope form and slope-intercept form.
Pg 12
25 (slope intercept
form only), 33
(point slope form
only)
1.1.6
I can write the equation of a parallel line.
Pg 12 55a, 57a
1.1.7
I can write the equation of a perpendicular
line.
Pg 12 55b, 57b
1.1.8
I can write, and graph, the equation of
vertical and horizontal lines.
Pg 11-12 1b, 2a,
4d, 29, 31
1.1.9
I can write the equation of a line that
models a real world situation.
1.1 worksheets in
this packet
1.7.1
I can find the regression line equation
given a set of points.
Pg 77 7(part b-d),
12, 13, 14, 16
1.7.2
I can analyze, interpret, and predict using
the regression line.
Pg 77 12, 13, 14, 16
1.5.1
Given an equation written in function
notation, I can evaluate the function
algebraically.
1.5 worksheet in this
packet
1.5.2
I can evaluate a function using the graph.
1.5 worksheet in this
packet
Learning Target
Help
needed?
yes/no
Pg 11 7 (slope
only), 9 (slope only)
1.1.3
Chapter.
Section.
Target#
Score on
Learning
Target Quiz
Practice for the
Learning Target
1.3.1
I can graph a linear piecewise function
from an equation or scenario.
1.3.2
Given a piecewise function, I can find the
value of y, algebraically.
1.3.3
I can write a piecewise function from a
graph.
Pg 39 41, 45
Pg 83 65
Evaluate all three
problems for f(1).
Pg 39 41, 45
Pg 83 65
Evaluate all three
problems for f(1).
1.3 worksheet in this
packet
Pg 38 11-16
Determine if the
graph represents a
function using the
Vertical Line Test.
1.3.4
I can identify whether or not a graph
represents a function.
1.3.5
I can identify the domain and range from a
piecewise graph using interval notation.
1.3 worksheet in this
packet
1.3.6
I can identify and describe increasing,
decreasing, and constant intervals using
interval notation.
1.3 worksheet in this
packet
Scoring Rubric
A+
MASTERY (+)
100%
I completely understand the strategy and mathematical operations to be used, and I
or
used them correctly.
4.0





I did all of my calculations correctly.
My work shows what I did and what I was thinking while I worked the problem.
The way I worked the problem makes sense and is easy for someone else to follow.
I followed through with my strategy from beginning to end.
My work was clear and organized.
M-
MASTERY (-)
92%
I completely understand the strategy and mathematical operations to be used, but one
minor error kept me completing the problem correctly.
or
3.7

My thought process was correct but one minor error kept me from getting the correct
answer, BUT:
o The way I worked the problem makes sense and is easy for someone else to
follow.
o I followed through with my strategy from beginning to end.
o My work was clear and organized.
DM
DEVELOPING MASTERY
85%
I understand the strategy and mathematical operations to be used, but a few minor
errors kept me from completing the problem correctly.
or
3.4


I correctly understood the concept, but my work lacks a few minor elements that
would have made my thought process easy for anyone to follow.
My thought process was correct but a few minor errors kept me from getting the
correct answer.
BU
BASIC UNDERSTANDING
75%
I used mathematical operations and a strategy that I think works for most of the
problem.
or
3





My work included an obvious conceptual mistake.
Several elements need to be added for my work to be easy to follow.
I know which operations I should have used, but couldn’t complete the problem.
I’m not sure how much detail I need in order to help someone understand what I did.
I made several significant calculation errors.
IU
50%
or
INCOMPLETE UNDERSTANDING
I wasn’t sure which mathematical operations to use, and my plan didn’t work.


I tried several things related to the learning target(s), but didn’t get anywhere.
I was not able to reach an answer.
2
NE
NO EVIDENCE
0%
I did not demonstrate any understanding of the concept.
or
0




I left the problem blank.
I didn’t know how to begin.
I don’t know what to write.
I wrote down information not related to the learning target(s).