KarenAnderson

RAPILSpring2016

CourseTitle:
IntegratedMath1Aand1B
Gradelevel:
9th

ClassSchedule:
Thiscourseoutlineisdesignedforaschoolonablockscheduletrimestersystem.
ClassesTuesdaythroughFridayare70minuteslong.OnMonday,duetoearlyoutforstaff
development,classesare55minuteslong.Eachtrimesteris60days.IntegratedMath1Aand
1Bareeachatrimesterlong.StudentscantakeIntegratedMath1Binthesecondorthird
trimester.Studentswhofail1Acanalsoretakeitduringthefirstorsecondsemester.

Textbook:

CorePlusMathematics:ContemporaryMathematicsinContext(Course1).
McGrawHill/GlenCoe.Copyright2008(TeacherEditionandStudentEdition)

SupplementalMaterials:
Desmos(https://www.desmos.com/)
Kahoot.com(https://getkahoot.com/)
KhanAcademy(https://www.khanacademy.org/)
VirtualNerd(http://www.virtualnerd.com/)

ReadinginMathematicsresource:LiteracyStrategiesforImprovingMathematicsInstruction.
JoanM.Kenney,2005.

ClassroomMaterials:
largewhiteboard(s)
projector
individualwhiteboards
computer
graphingcalculatorstolendtostudents
accesstointernetresources
investigationmaterials(yardstickstomeasure,ballsforballdropexperiment,etc)
graphpaper

Intheeventofinternet/computerresourcesbeingunavailable,activitiesthatrequirethose
resourceswillbereplacedwithmorelowtechalternatives,suchasgraphingcalculatorsor
graphingbyhandwithgraphpaper.

StudentMaterials:
Textbookforeachstudent
Chromebook(allstudentsaresuppliedone)

Designatedmathnotebook
Pencils
Calculator
Accesstointernetresources

ListofTopicsandRationale:
Forthemostpart,Iamfollowingtheordersuggestedbythetextbook.Italternatestopicseach
unitandiswrittenasaseriesofinvestigationsintorealworldapplicationswhichleadstudents
torealmathematicalapplicationsandbuildconceptsupstepbystep.Ireallyenjoythelayoutof
thistextbook,andthinkthatinterweavinggeometry,statistics,andfunctionsworksreally
wellstudentsarerepeatedlyexposedtomaterial(insteadofjustseeingitonceandbeing
done),andeachiterationtheydelvedeeperintothetopic.Ialsothinkithelpstoillustratehow
flexibleandwidelyapplicablebasicalgebraskillsare.Alternatingbetweenfunctionsandother
typesofmath(statistics,graphtheory,geometry,andprobability)mayalsogiveachancefor
studentswhostrugglewithoneareatoexperiencesuccessinanother.

Thebookhasreviewexercisesineachsectionthatbuildupontheprevioussections,soit
makessensetofollowtheorderofthebook.Thesereviewexerciseswillbeusedfrequently,to
helpoffsetsomeofthetopicswitching.

Thetextbookiscomposedofeightunits.Theclassisdividedintotwotrimesters,sofourunits
willbecoveredineachtrimester.Eachunittakesroughlyfifteendays,includingadayfor
review,adayforsummativeassessmentandadayforprojectwork.Theschedulewillbe
alteredasnecessarydependingontheresultsoftheformativeandsummativeassessments.
Eachunitconsistsoftwotofourlessons,andeachlessonconsistsofseveralinvestigationsofa
giventopic.

Mostdaysasmallamountofhomeworkwillbeassigned,butsometimewillbegiveninclassto
completetheassignment.Thetextbookhasseveraltypesofexercises:

OnYouOwnAshortmultipartproblemthatisrepresentativeofthematerialinthecurrent
lesson.Studentswillcompletetheseindividuallyasaformativeassessmenttypicallyoneper
investigation,ortwotothreeperunit.

ApplicationsLessonrelatedproblemsgivenwithrealworldconnectionssuchassolvinga
problemtodeterminetherelationshipbetweenthepriceofticketsandnumberofvisitorstoan
amusementpark.Thesewillbemostoftenassignedaspractice.

Connections/Reflections/ExtensionsMoreindepthproblemsthatincludecurrentmaterialas
wellaspreviousmaterialanddeeperthinking.Studentswillbegivenaselectionofproblems
fromtimetotimetochoosesometowork.

ReviewShortproblemsthatreviewmaterialcoveredpreviouslyinthebook,orthatstudents
shouldhaveseeninpreviousyears.

IntegratedMath1A
Unit1:PatternsofChange(Functions)
variables,functions,tables,equationsandinequalities

Thisunitintroducesfunctionsandtheirrepresentationsinseveralinvestigations.Thefirst
investigationinthechapterhasproblemsthatinvolvetherelationshipbetweenthestretchofa
bungeecordandtheweightofapersonusingit,therelationshipbetweenthepriceofadmission
andnumberofpeoplewhowillridethebungeejump,andtherelationshipoftheaveragespeed
ofcarsandthelengthofaNASCARrace.Therelationshipsarevisualizedastablesand
graphs,andlaterasfunctions(y=)andrecursiverelations(NOWNEXTrules).

Thischapterservesasagreatintroductiontovariablesandfunctions,andalsoprovidesa
chancetoreviewpreviouslylearnedskills.

Unit2:PatternsinData(Statistics)
datadistributions,dotplots,histograms,boxplots,meanandmedian,interquartile
range,standarddeviation,percentiles,outliers

Thisunitinvolvesbasicstatistics.Itintroducesstudentstowaystovisualizedatadistributions
throughdotplots,histogramsandboxplots,aswellasfeaturesofthedistributionssuchas
mean,median,standarddeviation,percentilesandoutliers.

StandardsAddressed:
StatisticsandProbability
Summarize,represent,andinterpretdataonasinglecountormeasurementvariable(SID.A)
1.Representdatawithplotsontherealnumberline(dotplots,histograms,andboxplots).
(SID.A.1)(DOK1,2)
2.Usestatisticsappropriatetotheshapeofthedatadistributiontocomparecenter
(median,mean)andspread(interquartilerange,standarddeviation)oftwoormore
differentdatasets.(SID.A.2)(DOK1,2)
3.Interpretdifferencesinshape,center,andspreadinthecontextofthedatasets,
accountingforpossibleeffectsofextremedatapoints(outliers).(SID.A.3)(DOK1,2)

Unit3:LinearFunctions(Functions)
linearfunctions,slopeofaline,rateofchange,solvinglinearequationsand
inequalities

Thisunitintroduceslinearfunctionsandthegenericequationy=mx+bafterafewinvestigations
thatallowstudentstoexperimentwithdifferenttypesoflinearfunctions.Inequalitiesarealso
covered.

StandardsAddressed:
NumberandQuantity
Reasonquantitativelyanduseunitstosolveproblems.(NQ.A)
1.Useunitsasawaytounderstandproblemsandtoguidethesolutionofmultistep
problemschooseandinterpretunitsconsistentlyinformulaschooseandinterpretthe
scaleandtheoriginingraphsanddatadisplays.(NQ.A.1)(DOK1,2)
2.Defineappropriatequantitiesforthepurposeofdescriptivemodeling.(NQ.A.2)(DOK1,2)
3.Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreporting
quantities.(NQ.A.3)(DOK1,2)

Algebra
Createequationsthatdescribenumbersorrelationships(ACED.A)
1.Createequationsandinequalitiesinonevariableandusethemtosolveproblems.
Includeequationsarisingfromlinearandquadraticfunctions,andsimplerationaland
exponentialfunctions.(ACED.A.1)(DOK1,2)

Understandsolvingequationsasaprocessofreasoningandexplainthereasoning(AREI.A)
1.Explaineachstepinsolvingasimpleequationasfollowingfromtheequalityofnumbers
assertedatthepreviousstep,startingfromtheassumptionthattheoriginalequation
hasasolution.Constructaviableargumenttojustifyasolutionmethod.(AREI.A.1)
(DOK1,2,3)

Representandsolveequationsandinequalitiesgraphically(AREI.D)
10.Understandthatthegraphofanequationintwovariablesisthesetofallitssolutions
plottedinthecoordinateplane,oftenformingacurve(whichcouldbealine).
(AREI.D.10)(DOK1)

Explainwhythexcoordinatesofthepointswherethegraphsoftheequationsy=f(x)
andy=g(x)intersectarethesolutionsoftheequationf(x)=g(x)findthesolutions
approximately,e.g.,usingtechnologytographthefunctions,maketablesofvalues,or
findsuccessiveapproximations.Includecaseswheref(x)and/org(x)arelinear,
polynomial,rational,absolutevalue,exponential,andlogarithmicfunctions.

Unit4:VertexEdgeGraphs(GraphTheory)
vertexedgegraphs,mathematicalmodelingandoptimization,Eulercircuitsand
paths,matrixrepresentationofgraphs,vertexcoloringandchromaticnumber

Thisunitintroducesgraphsandtheirapplicationsinmodeling,includingtheclassicproblemsof
Eulercircuitsandcoloring.Thismaybethestudentsfirstexperienceswithgraphtheory,sothe
mainfocuswillbeinunderstandinghowtorepresentandinterpretgraphs.

StandardsAddressed:
Geometry
(IA)Usediagramsconsistingofverticesandedges(vertexedgegraphs)tomodelandsolve
problemsrelatedtonetworks.
IA.8.Understand,analyze,evaluate,andapplyvertexedgegraphstomodelandsolve
problemsrelatedtopaths,circuits,networks,andrelationshipsamongafinitenumber
ofelements,inrealworldandabstractsettings.(DOK2,3)
IA.9.Modelandsolveproblemsusingatleasttwoofthefollowingfundamentalgraphtopics
andmodels:Eulerpathsandcircuits,Hamiltonpathsandcircuits,thetraveling
salesmanproblem(TSP),minimumspanningtrees,criticalpaths,vertexcoloring.
(DOK2,3)
IA.10.Compareandcontrastvertexedgegraphtopicsandmodelsintermsof:(DOK2,3)
properties
algorithms
optimization
typesofproblemsthatcanbesolved

IntegratedMath1B
Unit5:ExponentialFunctions(Functions)
exponentialgrowthanddecayfunctionsandrates,halflife,doublingtime,
compoundinterestandpropertiesofexponents

StandardsAddressed:
NumberandQuantity
Extendthepropertiesofexponentstorationalexponents.(NRN.A)
1.Explainhowthedefinitionofthemeaningofrationalexponentsfollowsfromextendingthe
propertiesofintegerexponentstothosevalues,allowingforanotationforradicalsinterms
ofrationalexponents.Forexample,wedefine51/3tobethecuberootof5becausewewant
(51/3)3=5(1/3)3tohold,so(51/3)3mustequal5.(NRN.A.1)(DOK1,2)
2.Rewriteexpressionsinvolvingradicalsandrationalexponentsusingthepropertiesof
exponents.(NRN.A.2)(DOK1)

Algebra
Reasonquantitativelyanduseunitstosolveproblems.(NQ.A)
1.Useunitsasawaytounderstandproblemsandtoguidethesolutionofmultistep
problemschooseandinterpretunitsconsistentlyinformulaschooseandinterpretthe
scaleandtheoriginingraphsanddatadisplays.(NQ.A.1)(DOK1,2)
2.Defineappropriatequantitiesforthepurposeofdescriptivemodeling.(NQ.A.2)(DOK1,2)

3.Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreporting
quantities.(NQ.A.3)(DOK1,2)

Constructandcomparelinear,quadratic,andexponentialmodelsandsolveproblems(FLE.A)
1.Distinguishbetweensituationsthatcanbemodeledwithlinearfunctionsandwith
exponentialfunctions.
a.Provethatlinearfunctionsgrowbyequaldifferencesoverequalintervals,and
thatexponentialfunctionsgrowbyequalfactorsoverequalintervals.
b.Recognizesituationsinwhichonequantitychangesataconstantrateperunit
intervalrelativetoanother.
c.Recognizesituationsinwhichaquantitygrowsordecaysbyaconstantpercent
rateperunitintervalrelativetoanother.(FLE.A.1)(DOK1,2,3)

Interpretexpressionsforfunctionsintermsofthesituationtheymodel
5.Interprettheparametersinalinearorexponentialfunctionintermsofacontext.
(FLE.B.5)(DOK1,2)

Unit6:PatternsinShape(Geometry)
TriangleInequality,trianglecongruence,quadrilaterals,PythagoreanTheorem,
propertiesofpolygons,tilingsoftheplane,volumesandnetsof3Dshapes

Thisunitintroducessomebasicideasinplanegeometry,suchasbasicideasabouttriangles
andsimpleformulasforpolyhedrasuchasvolume.

StandardsAddressed:
Geometry
Explainvolumeformulasandusethemtosolveproblems(GGMD.A)
1.Giveaninformalargumentfortheformulasforthecircumferenceofacircle,areaofa
circle,volumeofacylinder,pyramid,andcone.Usedissectionarguments,Cavalieris
principle,andinformallimitarguments.(GGMD.A.1)(DOK2,3)
2.(+)GiveaninformalargumentusingCavalierisprinciplefortheformulasforthevolume
ofasphereandothersolidfigures.(GGMD.A.2)(DOK2,3)
3.Usevolumeformulasforcylinders,pyramids,cones,andspherestosolveproblems.
(GGMD.A.3)(DOK1,2)
Visualizerelationshipsbetweentwodimensionalandthreedimensionalobjects(GGMD.B)
IA.7.Plotpointsinthreedimensions.(DOK1)
4.Identifytheshapesoftwodimensionalcrosssectionsofthreedimensionalobjects,and
identifythreedimensionalobjectsgeneratedbyrotationsoftwodimensionalobjects.
(GGMD.B.4)(DOK1,2)

Unit7:QuadraticFunctions(Functions)
quadraticfunctions,applicationtoprojectilemotionandeconomicproblems,
factoring,expanding,thequadraticformula

Thisunitreallybringstogetherthepreviousfunctionunitsandintroducesthemajorconceptsof
factoringandexpandingquadratics,aswellasgraphingtofindthezerosofaquadraticfunction.

StandardsAddressed
NumberandQuantity
Reasonquantitativelyanduseunitstosolveproblems.(NQ.A)
1.Useunitsasawaytounderstandproblemsandtoguidethesolutionofmultistep
problemschooseandinterpretunitsconsistentlyinformulaschooseandinterpretthe
scaleandtheoriginingraphsanddatadisplays.(NQ.A.1)(DOK1,2)
2.Defineappropriatequantitiesforthepurposeofdescriptivemodeling.(NQ.A.2)(DOK1,2)
3.Choosealevelofaccuracyappropriatetolimitationsonmeasurementwhenreporting
quantities.(NQ.A.3)(DOK1,2)

Algebra
Interpretthestructureofexpressions(ASSE.A)
1.Interpretexpressionsthatrepresentaquantityintermsofitscontext.
a.Interpretpartsofanexpression,suchasterms,factors,andcoefficients.
b.Interpretcomplicatedexpressionsbyviewingoneormoreoftheirpartsasa
singleentity.Forexample,interpretP(1+r)nastheproductofPandafactornot
dependingonP.(ASSE.A.1)(DOK1,2)
2.Usethestructureofanexpressiontoidentifywaystorewriteit.Forexample,seex4y4
as(x2)2(y2)2,thusrecognizingitasadifferenceofsquaresthatcanbefactoredas(x2
y2)(x2+y2).(ASSE.A.2)(DOK1,2)

Writeexpressionsinequivalentformstosolveproblems(ASSE.B)
3.Chooseandproduceanequivalentformofanexpressiontorevealandexplain
propertiesofthequantityrepresentedbytheexpression.
a.Factoraquadraticexpressiontorevealthezerosofthefunctionitdefines.
c.Usethepropertiesofexponentstotransformexpressionsforexponential
functions.Forexampletheexpression1.15tcanberewrittenas(1.151/12)12t
1.01212ttorevealtheapproximateequivalentmonthlyinterestrateifthe
annualrateis15%.(ASSE.B.3)(DOK1,2)

Functions
Interpretfunctionsthatariseinapplicationsintermsofthecontext(FIF.B)
4.Forafunctionthatmodelsarelationshipbetweentwoquantities,interpretkeyfeatures
ofgraphsandtablesintermsofthequantities,andsketchgraphsshowingkeyfeatures
givenaverbaldescriptionoftherelationship.Keyfeaturesinclude:interceptsintervals
wherethefunctionisincreasing,decreasing,positive,ornegativerelativemaximums

andminimumssymmetriesendbehaviorandperiodicity.(FIF.B.4)(DOK1,2)
Analyzefunctionsusingdifferentrepresentations(FIF.C)
7.Graphfunctionsexpressedsymbolicallyandshowkeyfeaturesofthegraph,byhandin
simplecasesandusingtechnologyformorecomplicatedcases.
a.Graphlinearandquadraticfunctionsandshowintercepts,maxima,and
minima.

8.Writeafunctiondefinedbyanexpressionindifferentbutequivalentformstoreveal
andexplaindifferentpropertiesofthefunction.
a.Usetheprocessoffactoringandcompletingthesquareinaquadraticfunction
toshowzeros,extremevalues,andsymmetryofthegraph,andinterpretthese
intermsofacontext.
b.Usethepropertiesofexponentstointerpretexpressionsforexponential
functions.Forexample,identifypercentrateofchangeinfunctionssuchasy=
(1.02)t,y=(0.97)t,y=(1.01)12t,y=(1.2)t/10,andclassifythemasrepresenting
exponentialgrowthordecay.(FIF.C.8)(DOK1,2)

Unit8:PatternsinChance(Probability)
samplespaces,equallylikelyoutcomes,probabilitydistributions,mutually
exclusiveevents,AdditionRule,simulation,LawofLargeNumbers,geometric
probability

Thisunitincreasingstudentunderstandingofprobability,leadingtotheAdditionRuleandLaw
ofLargeNumbers.Onehighlightisthatitleadsstudentsthroughaninterestinganalysisof
ChinasOneChildpolicyandtheimplicationsofalternativepoliciesonpopulationand
populationgrowth,alongwithotherapplications.

However,IviewUnit7tobesoimportantforpreparingstudentsforhighlevelmathand
addressingsomanyCoreStandardsthatifstudentsneedadditionaltimetounderstand,thisis
theunitthatwouldbecuttofreeadditionaltime.

StandardsAddressed:
ProbabilityandStatistics
Understandindependenceandconditionalprobabilityandusethemtointerpretdata(SCP.A)
1.Describeeventsassubsetsofasamplespace(thesetofoutcomes)usingcharacteristics
(orcategories)oftheoutcomes,orasunions,intersections,orcomplementsofother
events("or,""and,""not")(SCP.A.1)(DOK1,2)
2.UnderstandthattwoeventsAandBareindependentiftheprobabilityofAandB
occurringtogetheristheproductoftheirprobabilities,andusethischaracterizationto
determineiftheyareindependent.(SCP.A.2)(DOK1)


SummativeAssessments
Asummativeassessmentwillbegivenattheendofeachunit.Eachassessmentshouldinclude
vocabulary,problemsolvinganderroranalysisofincorrectlysolvedproblems.Eachsummative
assessmentwillalsoincludeoneproblemthatinvolvescontentfromapreviousunit,tomeasure
retentionandtoencouragestudentstocontinuetoreviewmaterialfrompreviousunits.

Iwillcreatetheassessmentsandprovidemodificationsasnecessary.Unlessotherwise
specified,studentswillbepermittedtousecalculatorsonthetests.Inmycourseoutline,Ihave
includedtwodaysperunitforthesummativeassessment.Thetestswillbedesignedtobe
completedinoneclasshowever,theadditionaldaywillprovideflexibilityforaccommodations
aswellastoprovidetimeforstudentstoworkontheirclassprojects.Thisadditionaldaycan
alsobeusedforlearningrecoveryorindividualassistance.

LongRangeProject(21stCenturySkills/UniversalConstructs):

DuringeachhalfofthisclassIwouldlikestudentstocompletealongrangeproject.Theproject
inthesecondhalfoftheclassmaybuildonthefirstorbestandalone.Iintendtointroducethe
classprojectwithinthefirsttwoweeksofeachterm.Theprojectwillbeduetheweekbefore
finals.Studentswillhavemostofthetermtoworkontheirprojecthavingsuchalargeproject
allowsforstudentstoworkattheirownpaceandtheirownabilitylevel.Studentswhohave
completedalloftheirassignedworkduringagivenclasscanalwaysworkontheirclassproject.

Belowarehighleveldescriptionsoftheprojectsastudentmaychoosefrom:

Option1.

CompileabillingualdictionaryofmathandEnglishtermsusedduringthetrimester.
ThisshouldincludealistofvocabularywordsfromthecourseinplainEnglishandin
mathematicalterms,alongwithexamplesoftheirusage.Anexplanationofsymbolssuchas
and shouldalsobeincluded.

Option2.
Investigateaspecificareaofmathanditsapplications,suchasgraphtheoryor
quadraticfunctions.Explainwhereitcanbeusedandifyoufindanyongoingwork.

Includeat
leasttwosourcesbesidesyourtextbook.(adifferenttopiccouldbeinvestigatedforthesecond
semester)

Option3.
Investigateanareaofmathanditshistory,suchaswhoinventedgraphtheoryorthe
historyofgeometry.

Includeatleasttwosourcesbesidesyourtextbook.(adifferenttopiccould
beinvestigatedforthesecondsemester)

Option4.
Chooseanareaofinterest(sports,construction,astronomy,etc)andinvestigatewhat
mathisusedinthatarea.Howdoesthatmathsolveproblemsorpredictoutcomesinthatarea?

Arethereopenareasfornewmathapplications?

Includeatleasttwosourcesbesidesyour
textbook.(adifferenttopiccouldbeinvestigatedforthesecondsemester)

Eachoftheseprojectswillencouragestudentstothinkcriticallyaboutthematerialtheyhave
beenlearningandtocreativelypresentit,whicharepartoftheCoresUniversalConstructs.
Learningtocommunicatecomplextechnicaltopicsisanexcellentemployabilityskilland
throughtheirinvestigationsmoststudentswilllikelyutilizetechnologytoresearchtheirtopics.
Thiswillalsohelpstudentstounderstandmathismorethanjustatopictheyhavetostudyin
schoolitisavastsubjectinitsownright.

ByallowingstudentstochoosetheirprojectIhopetoincreasetheiraccountabilityand
independence.Sinceeachoftheseprojectswillrequireafairbitofeffort,studentswillbeable
toseethattheyarecapableofcompletingadifficultprojectandbuildgrit.Toassistwithstudent
accountability,studentswillhavetomeetmilestonedatesfortheproject.Studentswillhavea
milestonedueroughlyeverytwoweeks,asmarkedonthecoursecalendar.

Milestone1:Projectoptiondecidedandideasubmittedtoteacher.

Milestone2:Projecttopicdecidedandatleasttworesourcesidentified.Forthebilingual
dictionary,studentsshoulddeviseamethodtokeeptrackofkeytermsthroughoutthecourse
andshowprogressonthatlist.

Milestone3:Roughdraftdue.

Milestone4:Seconddraftdue.

Milestone5:Finalsubmitted.

AddressingSpecialNeeds/DiverseLearners

Thetextbookusedforthisclassemphasizesmultiplerepresentationstoassiststudentlearning,
includingfunctions,graphsandtables.Manyoftheinvestigationsalsocallforpairorgroup
work,whichallowsstudentstocollaborateandworktogetheronconcepts.Tosupplementthe
textbookmaterials,Iintendtoprovideinterleavedproblemstothestudentsaswell(theseare
worksheetswhereaworkedexampleisprovidedandstudentsaregivenexercisestocomplete
basedontheworkedexamples).Forexample,Imayprovideacopyoftheteachersedition
solutiontoaproblemtostudents,andassignthemaverysimilarproblem.

Theclassprojectallowsforstudentstotakecontroloftheirlearningandtoworkatalevel
appropriateforeachindividual,aswellastopursuetheirindividualinterests.

Iwillbeavailabletoassiststudentsafterschoolorbeforeschoolonhomeworkorconcepts.At
thebeginningofeachsemester,Iwillgiveoutashortformativeassessmenttodeterminewhat

skillsmayneedmorepractice,andbesuretoworkthemintothereviewproblemsorintheDoIt
NowproblemsthatIwillbegineachclasswith.

FormativeassessmentsthroughoutthesemesteroccurintheformofassignmentsofCheck
YourUnderstanding(CYU)problemsinterspersedthroughthetext.Studentswillturnthesein
foracompletiongradeandselfcheckthemduringclasstime,duringwhichtimetheywillgrade
theirownworkandcorrectanymistakes,providingquickfeedbackandprompting
selfreflection.

ThetextbookalsoincludesanEnglishandSpanishglossarytoassistELLstudents.Iwouldalso
obtainasuitableresourceforstudentswhosenativelanguageisnotSpanish.

CharacteristicsofEffectiveInstructionoftheIowaCoreEducatorResources

StudentCentered
Byallowingstudentstochoosetheirownprojectsandbygivingthemsomeflexibilityon
homeworkIhopetomakeclassmorestudentcentered.Thecoursewillalsoinvolveagreat
dealofgroup/pairworkduringinvestigations.

TeachingforUnderstanding
Therewillbeacontinuousreviewofpreviouslylearnedmaterialthroughreviewproblemsand
connectingnewmaterialtoold.Studentswillselfcorrectsomeoftheirexerciseshelpingthemto
becomemoreawareoftheirownthoughtprocessesandprogress.

Thetextemphasizesavarietyofrepresentationthroughtables,graphsandequations.

Studentswillbeinductedintothedisciplineofmathematicsbyinterspersingsomeofthehistory
andterminologyofmathworkingonhowtotranslatebetweenmathandEnglish.

AssessmentforLearning
StudentswillselfevaluateformativeassessmentssuchastheCheckyourUnderstanding
problemswhileIdiscusstheminclassclass.Additionalworksuchasroughdraftsofprojects
andformativeassessmentslikeKahootquizzeswillprovidefeedbacktome.

RigorandRelevance
Thetextbookisprimarilybasedonrealisticstoryproblemsthatillustrateavarietyof
applications.Rigorisachievedthroughprojectworkandassignments.

TeachingforDifferences
Routinecollectionofformativeassessments(CheckYourUnderstandingproblems,Kahoot,
etc),todetermineareasofstrengthandweakness.Iwillprovidestudentsaccesstoavarietyof
resources,suchasKhanAcademyandVirtualNerd,toassistwithanygapsinknowledge.


IowaCoreStandardsforLiteracyinScienceandTechnology
Thetextbookthatisbeingusedisnotatraditionalmathtextbook:itconsistsalmostentirelyof
wordproblems,witheverythingembeddedinapplications.Forexample,thefirstproblemsinthe
firstchapterinvolvefindingequationsthatdescribehowabungeecordstretches(todetermine
thelengthofoneneededasanamusementparkridethatwouldaccommodatethegreatest
numberofguests),andwhatpriceofticketswouldmakethemostprofitforanamusementpark
sellingridesonthebungeecord.Thisshouldhelpstudentstoincreasetheirmathliteracy.

Ialsointendtoimplementstrategiestohelpstudentsdeveloptheirreadingabilitiesinmath.
Wordproblemsandequationsareextremelyinformationdense.Tohelpstudentsinterpret
them,Iwillutilizespecialstrategiessuchassomeofthestrategiesidentifiedinthebook
LiteracyStrategiesforImprovingMathematicsInstruction.

TechnologyIntegration
InthisschooleachstudenthasaChromebook.IintendtosetupaGoogleClassroomforthe
classwhereIwillpostassignments,additionalresources(suchasKhanAcademyvideosor
additionalpracticeproblems).Studentswillusetheseduringclasstographfunctionsonthe
onlinegraphingcalculatorDesmosandtodooccasionalformativequizzesonKahoot.

TheChromebookswillalsobeusedfortheclassprojects.Studentscandoresearchandwrite
theirpapers/mathdictionaryinGoogleDocs,aswellaspeerreviewtheirclassmateswork.