Chapter+3


 * Date: || 6/16/12 || Title of Selection: || Deconstructing a content standard ||

Explain the connection between clear targets and assessment quality. Classify learning targets by type. Determine whether your learning targets are clear to you and to students. Clarify and deconstruct learning targets as needed. Create student-friendly versions of learning targets as needed. ||
 * Learning target(s) this selection addresses:


 * What this selection illustrates about my learning/why I chose this selection: I chose to deconstruct a content standard using the form provided I wanted to practice refining/ translating a standard on my own. It helped me think about exactly what I want to teach and what I want to assess. Though this is usually done at the state or district level, it is so important that I, as the teacher, understand how the process works. It gives me that sense of “ownership” for what I hold my students accountable for. It also helps me see if I interpret the standard the same way the district and state does. I will use this format in deconstructing other standards.**

**Underpinning Learning Targets** ||
 * ** Content Standard ** |||||||||||||| **Students will model, identify, and apply appropriate applications for the Pythagorean Theorem.** ||
 * ** Type ** |||| Knowledge X |||| Reasoning X |||| Skill ____ || Product ____ ||
 * **Knowledge Targets** |||| ** Reasoning Targets ** |||| ** Skill Targets ** |||| ** Product Targets ** ||
 * The students the Pythagorean Theorem to solve equations. |||| Students will derive the formula for the finding the missing leg of a right triangle using manipulatives and 1” grid paper. ||||  |||| 8.7CThe student uses pictures or models to demonstrate the Pythagorean Theorem. ||