Page 26 - IM_Algebra1_FL Print Sample.pdf

consisting of one or two problems from that day's lesson along with a mix of problems from previous lessons. (Note that this construction of sets of distributed practice problems with cumulative review will be included as part of version 1 of the materials, even though it's not available for the pilot.)
Assessments
Learning Goals and Learning Targets
Each lesson has teacher facing learning goals and student facing learning goals. In version 1 (after the pilot), each lesson will also contain learning targets.
Teacher Facing Learning Goals
These appear at the top of lesson plans. They describe the speciTc lesson learning goals in teacher-level language.
Student Facing Learning Goals
These provide an invitation to the work of the day. They appear at the top of every student lesson and begin with the word "Let's . . ."
Learning Targets
(Not included in the pilot materials.) These are more speciTc than student-facing learning goals, but written in more student-appropriate language than the teacher-facing learning goals. They appear at the top of the teacher lesson plan, and in student materials, at the end of the unit in reUection pages. Uses may include student self-assessment or targets for standards-based grading. Teachers can decide when and how to use these learning targets.
How to Assess Progress
The materials contain many opportunities and tools for both formative and summative assessment. Some things are purely formative, but the tools that can be used for summative assessment can also be used formatively.
• Each unit begins with a diagnostic assessment of concepts and skills that are prerequisite to the unit as well as a few items that assess what students already know of the key contexts and concepts that will be addressed by the unit.
• Each instructional task is accompanied by commentary about expected student responses and potential misconceptions so that teachers can adjust their instruction
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