```Revision Teams at work Summer 2013
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Assessing the order of current units and
Editing of current units and tasks
gaps, if necessary
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Located on the 9-12 math section of
www.georgiastandards.org
Designed to provide clarification of CCGPS
Mathematics Standards
Organized to link together many sources of
information pertinent to CCGPS Coordinate
Algebra/Accelerated Coordinate Algebra
Expand the Coordinate Algebra Course
Expande
Coordinate
Algebra
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Outlines the Major
areas of Focus for
the Course
Fully Interactive
when viewed via
internet
Hover over a
section and select
to access the
section quickly
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Core Flipbooks
The Flipbooks offer clarification
Flipbook
Content Domain Flipbook Resources
Active
standard
resources
Sample Standards Page from Flip Book
• Unit Descriptions
• Webinar Information
• Assessment Resources and
Instructional Support
Resources
• Internet Resources
• Curriculum Map
Next: Becca Wing
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Outlines
by type,
content
and
standard.
Provides
suggested
times
s to PDFs
and Word
Docs
- Give teachers resources to structure Problem-Based-Learning
- Check out Dan Meyer, Robert Kaplinksy’s websites under
Internet Resources in Comprehensive Course Overview
- Teachers do not have to use all tasks in a given unit, but find
those that they think will best aid their students in mastering
the standards
Dan Meyer http://blog.mrmeyer.com/?p=10285
Robert Kaplinsky http://robertkaplinsky.com/
Next: David Scott
Designed to demonstrate how the Common Core and Career and Technical
Education knowledge and skills can be integrated. The tasks provide
teachers with realistic applications that combine mathematics and CTE
content.
- CTE Tasks may require teachers to present some contextual
information
- As with all tasks, teachers NEED to work these through
beforehand!
- Examples on next 2 slides…
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It is OK to teach prerequisite skills.
It is CRUCIAL for teachers to work tasks out
beforehand for best student results.
Remember: Time consuming & Prep necessary
… but BIG Payoff: Real World Application,
Student Interdependent Work,
Question/Problem Based Learning
Select the tasks that work best for you.
The GOAL: Develop inquisitive young minds:
Encourage extension questions.
on scaled diagrams visit:
scottmath.weebly.com
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Designed by the Shell Center
http://map.mathshell.org/materials/index.php
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Intended as student-driven, teacher-facilitated
lessons that build conceptual understanding
Next: Dana Ray
Dana Ray
dana.ray@carrollcountyschools.com
Bowdon High School
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Representing data using dot plots, box plots, scatter
plots and frequency graphs
 Interpret differences in shape, center, and spread in
the context of data sets accounting for outliers
 Understand correlation as the degree of fit between
two variables
 Find a linear function (model) for a scatter plot
 Use residuals to informally assess the fit of a
function
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Math Class
Representing Data 1:
Using Frequency
Graphs (FAL)
BMI Calculations (CTE)
Representing Data 2:
Using Box Plots (FAL)
Public Opinion and
Leisure Time
BASIC CONTENT
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Represent data using
dot plots, box plots and
histograms
Compare and interpret
center, shape and
data sets
Use frequencies and
relative frequencies to
compare data sets
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More user friendly
Questions were changed
and rearranged to help
students explore and
interpret dot plots, box
plots and histograms
POSSIBLE SOLUTIONS
EXTENSION ACTIVITY
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Combined Public
Opinion and Leisure
Expanded Leisure Time
questions for the
table and conditional
frequency table
Deleted Jana’s relative
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If the Shoe Fits!
Spaghetti Regression
Devising a Measure for
Correlation (FAL)
Equal Salaries for Equal
Work
BASIC CONTENT
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Represent and interpret
data on a scatter plot
Understand correlation as
the degree of fit between
two variables
Finding a line of best fit or
regression line for the data
Assess the fit of a function
by plotting and analyzing
residuals
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Describe and compare translations, reflections and
rotations
Find general rules to describe transformations in the
coordinate plane
Use a combination of transformations on 2D shapes
Explain and generalize transformations that
maintain congruence
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Introduction to
Reflections, Rotations,
and Translations
Exploring Reflections
and Rotations
Mirrored Mappings
Coordinating
Translations
BASIC CONTENT
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Describe properties of
translations, reflections
and rotations
Compare reflections
and rotations
Understand reflections
in the coordinate plane
Translate objects and
use rules to map an
input with an output
Introduction to
Reflections, Rotations,
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More user friendly
Questions and steps were
rearranged to help students
explore and describe reflections,
translations and rotations in a
coordinate plane.
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Transformations in the
Coordinate Plane
Representing and
Combining
Transformations (FAL)
Transforming Shapes
BASIC CONTENT
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Find general rules to
describe transformations
in the coordinate plane.
Recognize and visualize
transformations of 2D
shapes
Combine transformations
Explain and generalize
transformations that
maintain congruence
Transforming Shapes (Culminating
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More user friendly
More questions added at the end for students to describe a
transformation(s) that will give the desired result on the image.
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Partition a line segment
Determine slope and equations of parallel and
perpendicular lines
Use slope and distance formula to prove
simple geometric theorems in the coordinate
plane
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New York City
Slopes of Special Pairs
of Lines
Euler’s Village
BASIC CONTENT
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Partition a line segment
into a given ratio
Determine slopes of
parallel and perpendicular
lines
Write equations of parallel
and perpendicular lines
given an equation of a line
and a point not on that
line
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Geometric Properties in
the Plane
Equations of Parallel &
Perpendicular Lines
(FAL)
Square (Short Cycle
Surveillance of the
Village (Culminating
BASIC CONTENT
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Use slope and distance
formula to prove simple
geometric theorems
algebraically
Find perimeter and area of
polygons in a coordinate
plane
Use equations of parallel
and perpendicular lines to
form geometric figures
Square (Short Cycle
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This short task focuses on using
the distance formula and slope
formula to determine if the
points graphed will form the
sides of a square.
Next: Tamaiko Chappell
Tamaiko Chappell- Lanier HS, Gwinnett County
tamaiko_chappell@gwinnett.k12.ga.us
Joseph League- Harrison HS, Cobb County
Marilyn Munford- Sandy Creek HS, Fayette County
munford.marilyn@mail.fcboe.org
Sheila Sumner- Early County HS, Early County
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Units restructured to include FAL’s and CTE
scaffolds, as well as extension tasks
Tasks that were previously included were only
checked for errors or structure- tried not to
delete anything
necessary
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Although the language of mathematical
argument and justification is not explicitly
expressed in the standards themselves, it is
embedded in the Standards for Mathematical
Practice (3. Construct viable arguments and
critique the reasoning of others.).
neighborhood/subdivision that includes
similar figures, congruent triangles and
triangle inequality
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CTE Tasks : Access Ramp- students design an
access ramp that is compliant with the
Americans with Disabilities Act requirements
using trigonometric ratios; Range of Motionstudents track a physical therapy patient’s
range of motion in his arm
“Hypsometer Activity” included as a
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with designing a wheat storage unit based on
the capacity of the current facility
Enlargements- helps you identify and assist
students who have trouble computing area,
perimeter and volume of shapes AND
recognize the relationships between perimeter,
area and volume after scaling
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Units 4 and 6 were mainly checked for structural
errors
Unit 4- Students are introduced to complex
numbers
Unit 6- Students explore circles and parabolas as
conic sections; the Essential Questions are a great
resource for perspective for this unit
Unit 7- Students explore basic probability;
Enduring Understandings and Vocabulary are a
great resource for perspective for this unit
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LOTS and LOTS of tasks in this unit!
A concept map for using the quadratic formula
FAL: Forming Quadratics- identify and assist
students who have difficulty understanding
how the factored form of the function can help
identify its roots, how completing the square
can help identify the maximum/minimum
point of the graph, how the standard form can
help identify the y-intercept of the graph
Next: Jennifer Greer
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All update webinars and Unit webinars are
available for Coordinate Alg/Acc CA at
https://www.georgiastandards.org/CommonCore/Pages/Math-PL-Sessions.aspx
All Unit webinars are available for Analytic
Geometry/Acc AG at
https://www.georgiastandards.org/CommonCore/Pages/Math.aspx
 This presentation will be posted on the 9-10 Wiki
Space
https://ccgpsmathematics9-10.wikispaces.com/
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Sandi Woodall
Mathematics Program Coordinator
Phone: 404-463-1736
Email: swoodall@doe.k12.ga.us
Brooke Kline
Program Specialist (6-12) 404-657-9064
bkline@doe.k12.ga.us
James Pratt
Program Specialist (6-12) 404-651-7272
jpratt@doe.k12.ga.us
Turtle Gunn
Program Specialist (K-5)
tgunn@doe.k12.ga.us
404-656-2608
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