Revision Teams at work Summer 2013 Evaluating newly submitted tasks Assessing the need for additional tasks Assessing the order of current units and tasks Editing of current units and tasks Creating additional tasks to address gaps, if necessary 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 Direct Link to Page Direct Link to Page Direct Link to Page Direct Link to Page Expand the Coordinate Algebra Course Direct Link to Page Expande Coordinate Algebra Direct Link to Page Direct Link to Page 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 Bold words will provide access to the Common Core Flipbooks The Flipbooks offer clarification Very Large File (slow loading) Direct link to HS Flipbook Content Domain Flipbook Resources Active links to 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 Outlines the tasks by type, content and standard. Provides suggested times Hyperlink 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 Task Examples 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 -Advantage: situations are not contrived - As with all tasks, teachers NEED to work these through beforehand! - Examples on next 2 slides… 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. To get pre-task worksheet on scaled diagrams visit: scottmath.weebly.com Designed by the Shell Center http://map.mathshell.org/materials/index.php Intended as student-driven, teacher-facilitated lessons that build conceptual understanding Next: Dana Ray Dana Ray [email protected] Bowdon High School Task primarily address: 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 TASK Math Class Basketball Star Representing Data 1: Using Frequency Graphs (FAL) BMI Calculations (CTE) Representing Data 2: Using Box Plots (FAL) Public Opinion and Leisure Time BASIC CONTENT ADDRESSED Represent data using dot plots, box plots and histograms Compare and interpret center, shape and spread of two or more data sets Use frequencies and relative frequencies to compare data sets The Basketball Star Task • • More user friendly Questions were changed and rearranged to help students explore and interpret dot plots, box plots and histograms TASK COVERSHEET WITH STANDARDS ADDRESSED THE TASK WORKSHEET POSSIBLE SOLUTIONS EXTENSION ACTIVITY Combined Public Opinion and Leisure Time Task together Expanded Leisure Time task by adding questions for the students to answer about the frequency table and conditional frequency table Deleted Jana’s relative frequency table about basketball TASK If the Shoe Fits! Spaghetti Regression Devising a Measure for Correlation (FAL) TV/Test Grades Equal Salaries for Equal Work BASIC CONTENT ADDRESSED 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 Task primarily address: 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 TASK Introduction to Reflections, Rotations, and Translations Exploring Reflections and Rotations Mirrored Mappings Coordinating Translations BASIC CONTENT ADDRESSED 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, and Translations Task More user friendly Questions and steps were rearranged to help students explore and describe reflections, translations and rotations in a coordinate plane. TASK Transformations in the Coordinate Plane Representing and Combining Transformations (FAL) Transforming Shapes (Culminating Task) BASIC CONTENT ADDRESSED 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 Task) 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. 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 TASK New York City Slopes of Special Pairs of Lines Euler’s Village BASIC CONTENT ADDRESSED 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 TASK Geometric Properties in the Plane Equations of Parallel & Perpendicular Lines (FAL) Square (Short Cycle Task) Surveillance of the Village (Culminating Task) BASIC CONTENT ADDRESSED 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 Task) 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 [email protected] Joseph League- Harrison HS, Cobb County Marilyn Munford- Sandy Creek HS, Fayette County [email protected] Sheila Sumner- Early County HS, Early County Units restructured to include FAL’s and CTE Tasks A variety of tasks are included- tasks with scaffolds, as well as extension tasks Tasks that were previously included were only checked for errors or structure- tried not to delete anything Additional tasks were added to fill gaps where necessary 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.). New culminating task, Geometry Gardens added- students create a new neighborhood/subdivision that includes similar figures, congruent triangles and triangle inequality 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 Culminating Task CTE Task: Grain Storage- students are tasked with designing a wheat storage unit based on the capacity of the current facility FAL’s: Evaluating Statements about 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 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 LOTS and LOTS of tasks in this unit! A concept map for using the quadratic formula was added 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 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/ Sandi Woodall Mathematics Program Coordinator Phone: 404-463-1736 Email: [email protected] Brooke Kline Program Specialist (6-12) 404-657-9064 [email protected] James Pratt Program Specialist (6-12) 404-651-7272 [email protected] Turtle Gunn Program Specialist (K-5) [email protected] 404-656-2608

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# Coordinate Algebra Comprehensive Course Guide