Feedback Report

"Isolate the variable" - students - especially EL students - would need a review of this concept. Having definitions of both "isolate" and "variable" as well as a discussion of HOW to "isolate the variable" would be a helpful addition to this section.

The formative assessment is MUCH more difficult than the "Try It" section - the jump is far too great for students to be prepared. The former cannot practically be solved with Algebra tiles, while the latter is solved using Algebra tiles. The Try It does not prepare for the Formative Assessment - they are disconnected/disjointed.

We haven't covered factoring yet up through this point, so having students factor would be a new concept, not an engagement of prior knowledge.

There is not one "area" or "perimeter" answer - the answer is a continuum of areas and perimeters (plural). The sentence should read: "Write and graph equations that represent the possible areas and perimeters of the courtyard."

For "More Ideas" specific constraints need to be given for a, b, and c, in standard form for quadratics, as well as m and b in slope-intercept form, or students will come up with problems that they cannot graph a solution to.

The word 'that' is repeated twice unnecessarily in the sentence.

There are no non-examples for the students to see what a non-funcional relation looks like. I would suggest giving an example to help the idea make more sense.

To make the problem more meaningful for the students, they either should be given the information that - 'Hector starts at 15 miles per day and increases by 18% each day' - OR students should be required to state this information given the function. This would help them understand and compare better, as well as make it more meaningful for them.

The students have to understand that the maximum and minimum values only apply in these functions OVER THIS TIME PERIOD. That is stated, but it will be a common misconception that needs to be stressed. They need to understand that both functions extend infinitely in both directions on the x axis - having them give the domain of the function and a domain in this specific situation would help them understand these differences - all that would apply to the range as well.
Having them answer questions about the intersection and when each function is a 'better' choice job (i.e. higher pay) would make the problem even more meaningful.

Text states "Do the data appear to have any patterns?" Although grammatically correct, it would be easier for students to comprehend if it said " Does the data appear to have any patterns?"

"in terms of a context" is vague and difficult to interpret. It would be better if it stated, "in terms of the context of the given problem."