Sure!

Let’s imagine you’re a math teacher introducing a unit on "Quadratic Functions" to

a high school class. Here’s a narrative form of how you might implement a sequence of
formative assessments throughout the unit to monitor and support student learning.

Day 1: Introduction to Quadratic Functions

As the bell rings, I welcome my students with a brief overview of quadratic functions. Today,
we’re diving into their basic components: the standard form, parabolas, and their key
features. To gauge their initial understanding, I start with a Quick Quiz. The quiz includes
questions like identifying the general form of a quadratic equation and sketching a basic
parabola from a given equation.

After collecting the quizzes, I quickly review the answers to see where the class stands. It’s
clear that while many students understand the basic form, there’s some confusion about
how to sketch the graph accurately.

Day 2: Exploring Vertex Form

In today’s lesson, we delve into the vertex form of quadratic functions and its significance. I
introduce an interactive activity where students convert quadratic equations from standard
form to vertex form. For formative assessment, I use Pair and Share. Each student works
with a partner to convert a set of equations and then explains their process to their peer.

Afterward, I circulate around the room, listening in on discussions and providing support
where needed. I notice a few pairs struggling with completing the square. I decide to
address this in the next class, ensuring that everyone has the foundational skills necessary
for the upcoming topics.

Day 3: Application and Real-World Context

Today, we apply what we’ve learned by solving real-world problems involving quadratic
functions. I assign a Group Project where students are tasked with modeling a real-world
scenario using quadratic functions—like optimizing the area of a rectangular garden or
determining the trajectory of a ball.

Each group presents their findings and solutions. I use a Rubric to assess their work,
focusing on whether they correctly applied quadratic functions, interpreted their results, and
effectively communicated their solutions. This gives me a clear picture of their ability to
apply concepts in practical contexts.

Day 4: Peer Review and Feedback

After group presentations, we transition into Peer Review. Each student reviews another
group’s project, using a checklist that includes criteria such as accuracy of calculations,
clarity of explanation, and effectiveness of the model. Students provide feedback and
suggestions for improvement.

I collect the peer reviews and notice common areas where students are struggling,
particularly in interpreting the results of their quadratic models. I plan a review session for
the next class to address these issues.

Day 5: Reflection and Self-Assessment

As the unit progresses, it’s important for students to reflect on their learning. I assign a
Reflection Journal entry where students write about their understanding of quadratic
functions, including what they found challenging and what strategies helped them overcome
difficulties.

I provide guiding questions such as:

 “Which aspect of quadratic functions do you find most challenging?”

 “What strategies have been most helpful for you in understanding this topic?”

Students submit their reflections, and I review them to identify common struggles and
misconceptions. This reflection will help me tailor my instruction to better meet their needs.

Day 6: Review and Reinforcement

In our final lesson of the unit, I conduct a Formative Assessment Review. I prepare a
series of practice problems similar to those we’ve encountered throughout the unit.
Students work individually, and I provide immediate feedback as they work through the
problems.

During this session, I use Think-Alouds to demonstrate how to approach complex

problems, reinforcing the strategies that students need to master quadratic functions.

Summary

Throughout this unit on quadratic functions, the sequence of formative assessments—quick

quizzes, pair and share activities, group projects, peer reviews, reflection journals, and
practice problems—provides ongoing insights into student understanding and guides
instruction. By continuously assessing and adapting to students’ needs, I ensure that each
student has the opportunity to grasp and apply key concepts effectively.
Formative Assessments for a Math Subject:

1. Daily Warm-Up Problems

 Description: At the beginning of each class, students solve a brief set of problems related to the
day’s topic. These problems vary in difficulty and aim to assess their current understanding.
 Objective: To gauge students' immediate grasp of the material and identify areas that need
clarification.
 Example: If today’s lesson is on quadratic equations, the warm-up might include solving a simple
quadratic equation and identifying its roots.

2. Think-Pair-Share Exercises

 Description: Students are given a math problem or concept to think about individually. They
then pair up to discuss their thoughts and solutions before sharing with the class.
 Objective: To encourage collaborative problem-solving and verbal articulation of mathematical
reasoning.
 Example: Students might work on a problem involving the Pythagorean theorem, discussing
their strategies and solutions with a partner.

3. Concept Maps

 Description: Students create visual representations of the relationships between key concepts in
a unit.
 Objective: To assess students' understanding of how different concepts interconnect.
 Example: For a unit on algebra, students might map out relationships between linear equations,
inequalities, and functions.

4. Exit Tickets

 Description: At the end of each class, students complete a brief written response to a question
or problem related to the day’s lesson.
 Objective: To provide a quick check on students’ understanding and areas needing further
review.
 Example: After a lesson on solving systems of equations, students might write down one method
they learned and a problem they found challenging.

5. Peer Review of Problem Sets

 Description: Students exchange completed problem sets and review each other's work based on
a provided rubric.
 Objective: To foster critical thinking and give students practice in evaluating mathematical work.
 Example: After solving a set of algebraic equations, students exchange papers and check each
other’s solutions for accuracy and method.
6. Quick Quizzes

 Description: Short, targeted quizzes that cover specific topics or skills taught recently.
 Objective: To quickly assess understanding and retention of material.
 Example: A quiz on basic trigonometric functions might ask students to solve for angles given
side lengths in a right triangle.

7. Reflection Journals

 Description: Students keep a journal where they reflect on what they’ve learned, including
challenges and strategies they used.
 Objective: To encourage self-assessment and deeper thinking about their learning process.
 Example: After a unit on geometry, students might reflect on their favorite topic and areas they
felt most confident or confused about.