ASSESSMENT PLAN

Learning Objectives Sources/Activities/Assignments of Purpose Methods to be used for assessing Assessment Artifacts Remarks
assessment artifacts artifact(s) collection/
grading

Formative Summative
Assessment Assessment
At the end of the unit,  Interactive Discussion  Ungraded (Teacher’s Students are required to
the Grade 10 students Individua X listen in the discussion Discussion is a way of thinking about what
 Board work observation
will be able to :  Quiz  Multiple Choice Test and participate and to lesson is present. They involved critical
 Participation X interact with the thinking and participation of students in during
l

X teachers through asking the lesson and after the lesson.

X X a questions and
X X clarification.
1. Illustrates  Each group will illustrate X  Rubric for Group This results students
an an arithmetic sequence Presentations explain the task and the
 Each group will explain  Rubric for individual and performance was
arithmetic
Group Assessment

what is arithmetic and group recitations graded by the rubrics

sequence how to illustrate it. that presented by the
 Oral questioning (each teachers.
of the members of the X  Ungraded (Teacher’s
group) observation)


2. Determines  Interactive Discussion X This results will apply Problems can vary in complexity, requiring
arithmetic  Pre-test  Ungraded ( Teachers the different concept of students to understand the formula for the nth
means nth of  Direct Questioning observation) strategies wherein the term and apply it correctly.
an arithmetic X X students will apply
Assessment

sequence critical thinking about

Individual

and sum of a the task.

SS.
  Each group will have a X Students are encourage Tasks may require group members to discuss
collaborative discussion X to learn and understand strategies, verify each other's calculations,
on how to determine the discussion as well and explain their reasoning.
arithmetic means nth of that they are going to
an arithmetic sequence  Individual ideas (not apply thier critically and
and sum of SS. graded) knowlegdeable thinking.

Assessment
 Each group will present
the activity on how to

Group
determine arithmetic
means nth of an
arithmetic sequence and
sum of SS.

3. Differentiate  Interactive discussion X  Ungraded ( teachers Students will be able to
a Geometric  Direct Questioning X observation) differentiate between Encourage students to explain their reasoning
Assessment

Sequence to X X geometric and arithmetic when differentiating between geometric

Individual

 Participation
Arithmetic X sequence. sequence and arithmetic sequence to
Sequence X  Individual task by group demonstrate understanding.
X X problems.
X X  Rubrics for written
response
 Rubrics for structured test Collaborative discussion
 Each group will do a X  Rubrics for constrasting will help to minimize the Offer feedback that emphasizes the
collaborative project X geometric and arithmetic weight of students task. importance of recognizing key characteristics
where they create a sequences It will help students to of each sequence type and applying
poster or digital  Multiple Choice Test (% have a more peer appropriate methods for identification.
presentation comparing correct) teaching disacussion.
and contrasting X  Rubric for Short Essay as
Group Assessment

geometric and arithmetic reflection

sequences.
 Each group should
collaborate to
differentiate a Geometric
Sequence to Arithmetic X
Sequence.
 Peer Teaching
 4. Determine  Students Both students and Problems can vary in complexity,
geometric  Oral Questioning X understanding teachers can requiring students to understand and
mean nth  Quiz  Provides by the evaluate their skills apply the respective formulas for
terms of X and knowledge to arithmetic and geometric sequences.
 Seatwork teachers

assessment
Arithmetic
X reflect their ideas .

Individual
Sequence  Assignment  Ungraded
and  Graded (oral)
Geometric
sequence
and sum of X X
the SS X
Here the students Group assessments can involve
 Each group will be will apply on how collaborative problem-solving tasks
given a complex X  Individual task they are going to where members work together to
problem involving  Rubrics for worksheet find and solve for determine the nth term of sequences
both finding the the given task.
geometric mean nth
Group assessment

term and sum of a

geometric series.
 Team-based
Learning X X
 Peer Teaching X

X X
5. Solve problem  Interactive X  Ungraded Students will be Individuals can be given problems
involving arithmetic Duscussion X X  Graded able to make a that involve identifying patterns in
sequence  X X good decision to sequences and predicting future
assessment

Long test (Solving)  Problem solving

Individual

 “Solve me” each apply the terms.

student will solve knowledge for Problems may require applying
one problem solving the task. arithmetic or geometric sequence
involving arithmetic formulas to find specific terms or
sequence. sums.
  Each group will X  Oral Recitation Groupings will give Tasks may require group members to
have a discussion in  Rubrics more specific ideas brainstorm different strategies, share

Group assessment
constructing how to each members of insights, and collectively come up with
solving problems the group. solutions.
task. Cooperative learning strategies, such
 Each group will be as dividing tasks among group
given a part in each members or peer teaching, can be
problem set. utilized to enhance collaboration and
 Oral Questioning understanding.

6. Perform division  Interactive X  Ungraded ( Teachers Students are Feedback should focus on accuracy,
assessmen

of polynomials Discussion observation) required to evaluate understanding of the long division

Individual

using long division  Direct Questioning X X  Graded his/her knowledge method, and the ability to apply it to
 Students will solve  Ungraded to perform the task various polynomial problems.
on the board on how X X  Peer Assessment
to divide polynomial
X X
 Each group will X  Rubrics (individual This results of the Encourage students to show their
perform a long task) students will be a work and explain their steps to
division good performance demonstrate their understanding of
assessment

 Each group will throughout the task. the division process.

Group

construct the long X  Rubrics for (group

division polynomials task)
in a critical and
reflective thinking
7. Proves the  Interactive X  Ungraded ( Teacher's Both students and Individuals can be tasked with proving
Rational Theorem, Discussion observation) teachers will be these theorems as part of their
and the Rational  Students proves by  Recitation able to apply their understanding of algebraic concepts.
assessment

Root Theorem the RT, FT, and X X  Graded Recitation ideas on how to
Individual

RRT proves the Rational

 Student will explain X Theorem, and the
on how to proves Rational Root
the RT, FT, and Theorem.
RRT
  Each two individual X  Rubrics of group Strudents will apply Cooperative learning strategies can
will have a think- activity brainstorming to be employed to facilitate peer
pair-share on how to ( Brainstorming) access the insight teaching and evaluation, allowing
prove the Rational of the task. group members to learn from each
Theorem, and the other's insights and feedback.
Rational Root

Group assessment
Theorem
 “Prove me” Each
group will be given a
scenario and will
prove specifically
the theorem of
rational and rational
root theorem.
8. Factor  Interactive X  Ungraded ( Teachers Students will solve Individuals can be tasked with
Polynomial Discussion observation ) the given task factoring polynomials of varying
 Seat work X  Recitation because they will degrees to assess their
assessment

be listening while understanding of factoring

Individual

 Participation Long  Solving Problems

 Board work X X the teachers techniques.
X X discussing. Problems can range from simple
binomials to more complex trinomials,
requiring students to apply different
factoring methods.
 Problems Interactive to the Tasks can be designed to promote
X X  Interactive Discussion members of the discussion and exchange of ideas
 Each group will X  Direct Questioning group is a way to among group members, fostering a
Group assessment

create a poster or getting more deeper understanding of factoring

presentation X information about techniques.
displaying their the lesson. Group members can take on different
factoring solutions. roles, such as factoring experts,
 Each group will be checkers, and communicators, to
given a set of ensure effective teamwork and
polynomials and problem-solving.
they will factor it.
9. Illustrates  Interactive X  Ungraded ( Teachers Students will learn Polynomial equations can be used to
polynomial Discussion Observation) about the gauge an individual's grasp of
equations  X X discussions. And algebraic principles and their ability to

assessment
Direct Questioning

Individual
he/she will be solve problems.
motivated to learn
about the lesson.

 Each group will X  Oral recitation This results is good Collaborative activities can
have a collaborative (graded) for both students incorporate polynomial equations,
discussion in  Rubrics for in and teachers encouraging teamwork to tackle
Group assessment

illustrating group activity because it will intricate problems.

polynomial show their
equations. X performance
through performing
on how to illustrate
and represent
polynomial
equations.
10. Solves  Interactive X  Teachers observation Students will apply Problems requires basic algebra
problems involving Discussion (Ungraded) critical thinking skills to solve for the variable.
polynomials and  X  about the lesson
assessment

Board work (Step by Practice only

Individual

polynomial step)  Problem solving presented.

equations  Long test ( problem X X
solving)
  Each group will be X  Rubrics for This result will help Collaborative problem solving
given a real-world presentation the students to activities used to stimulate creativity,
scenario that  Group recitation have more enhance teamwork, and improve

Group assessment
involves polynomial  Ungraded (teachers collaborative decision making.
equations. observation) discusiion with
 Oral questioning peers.
Each group will be X X
given problem sets
and each member
has a part to X
answer.