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Evaluation Plan/ Worksheet End of Course Algebra I
Name: ______________________________________________ State Testing Identifier (STI#) _____________________
Course Content Teacher: ______________________________ Special Education Teacher: _________________________
Directions: This Evaluation Plan will explain how the student will demonstrate individual achievement of each SOL addressed in the test blueprint. The chart below lists the Reporting Category, SOL Number, and the specific SOL stem and bullet(s) from the blueprint that must be addressed. Use the Description of Planned Evaluation Method or Product column to list the products or methods that will be used as evidence of achievement. The plan must be individualized for the student, and must reflect a complete demonstration of the skills and depth of knowledge related to the standards addressed in the test blueprint. Refer to the VSEP Implementation Manual for evidence guidelines. Submit the Evaluation Plan/Worksheet to your building administrator for submission to the local review process. Once the plan has been approved, use it as a guide as evidence is collected. You may use the Complete column to check off evidence as it is completed and placed in the CWC.
Reporting CategorySOL #Specific Virginia Standard of LearningDescription of Planned Evaluation Method or ProductCompletedExpressions and OperationsA.1The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables.
A.2The student will perform operations on polynomials, including
a) applying the laws of exponents to perform operations on expressions;
b) adding, subtracting, multiplying, and dividing polynomials; and
c) factoring completely first- and second-degree binomials and trinomials in one or two variables. Graphing calculators will be used as a tool for factoring and for confirming algebraic factorizations.
A.3The student will express the square roots and cube root of whole numbers and the square root of a monomial algebraic expression in simplest radical form.
Equations and InequalitiesA.4The student will solve multistep linear and quadratic equations in two variables, including
a) solving literal equations (formulas) for a given variable;
b) justifying steps used in simplifying expressions and solving equations, using field properties and axioms of equality that are valid for the set of real numbers and its subsets;
c) solving quadratic equations algebraically and graphically;
d) solving multistep linear equations algebraically and graphically;
e) solving systems of two linear equations in two variables algebraically and graphically; and
f) solving real-world problems involving equations and systems of equations.
Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutions.
A.5The student will solve multistep linear inequalities in two variables, including
a) solving multistep linear inequalities algebraically and graphically;
b) justifying steps used in solving inequalities, using axioms of inequality and properties of order that are valid for the set of real numbers and its subsets;
c) solving real-world problems involving inequalities; and
d) solving systems of inequalities.
A.6The student will graph linear equations and linear inequalities in two variables, including
a) determining the slope of a line when given an equation of the line, the graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined; and
b) writing the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line.
Functions and StatisticsA.7The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including
a) determining whether a relation is a function;
b) domain and range;
c) zeros of a function;
d) x- and y-intercepts;
e) finding the values of a function for elements in its domain; and
f) making connections between and among multiple representations of functions including concrete, verbal, numeric, graphic, and algebraic.
A.8The student, given a situation in a real-world context, will analyze a relation to determine whether a direct or inverse variation exists, and represent a direct variation algebraically and graphically and an inverse variation algebraically.
A.9The student, given a set of data, will interpret variation in real-world contexts and calculate and interpret mean absolute deviation, standard deviation, and z-scores.
A.10The student will compare and contrast multiple univariate data sets, using box-and-whisker plots.
A.11The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions.
*For a list of Depth of Knowledge (DOK) Categories Based on Blooms Taxonomy, See Appendix F of the 2011-2012 VSEP Implementation Manual.
Revised August 2011
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