1 / 56

Coordinate Algebra and Analytic Geometry Resource Revision Highlights

Coordinate Algebra and Analytic Geometry Resource Revision Highlights. Revision Teams at work Summer 2013. Resource Revision Team’s Tasks Jennifer Greer Floyd County Schools jgreer@floydboe.net. Evaluating newly submitted tasks Assessing the need for additional tasks

sharis
Download Presentation

Coordinate Algebra and Analytic Geometry Resource Revision Highlights

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Coordinate Algebra and Analytic GeometryResource Revision Highlights Revision Teams at work Summer 2013

  2. Resource Revision Team’s TasksJennifer GreerFloyd County Schoolsjgreer@floydboe.net • 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

  3. Coordinate Algebra/Acc CA Comprehensive Course Overview • 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

  4. Begin at www.georgiastandards.org Direct Link to Page

  5. Select the CCGPS ELA/Math Tab Direct Link to Page

  6. Select the Mathematics option under Browse CCGPS Direct Link to Page

  7. Select the 9-12 option in the Mathematics section Direct Link to Page

  8. Expand the Coordinate Algebra Course Direct Link to Page

  9. Select the Comprehensive Course Overview Direct Link to Page

  10. Cover Page of CCO Direct Link to Page

  11. Table of Contents • 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

  12. Flipbooks • Bold words will provide access to the Common Core Flipbooks • The Flipbooks offer clarification • Very Large File (slow loading) Direct link to HS Flipbook

  13. Content Domain Flipbook Resources Active links to standard resources

  14. Sample Standards Page from Flip Book

  15. Other Sections of Interest • Unit Descriptions • Webinar Information • Assessment Resources and Instructional Support Resources • Internet Resources • Curriculum Map

  16. GADOE Assessment and Instructional Support Sites

  17. GADOE Instructional Support Sites

  18. External Instructional Support Sites Next: Becca Wing

  19. Ms. Becca WingMath TeacherCharles R Drew High Schoolrebecca.wing@clayton.k12.ga.usOverview of Changes Within the Frameworks

  20. Updates to Unit Frameworks

  21. Task Table • Outlines the tasks by type, content and standard. • Provides suggested times • Hyperlinks to PDFs and Word Docs

  22. Purpose of Tasks • Give teachers resources to structure Problem-Based-Learning • Check out Dan Meyer, Robert Kaplinksy’swebsites 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 Kaplinskyhttp://robertkaplinsky.com/

  23. Task Focus Areas for Units 1-3Unit 1 Tasks primarily address: Unit Conversion, Creating Linear Equations to model scenarios, and Describing PatternsUnit 2 Tasks primarily address: Modeling situations with linear equations and inequalities, and Systems of equations and inequalities Unit 3 Tasks primarily address:Modeling situations with linear or exponential functions, Exploring function notation and transformations, and Understanding sequences as functions Next: David Scott

  24. David Scott :Math TeacherChamblee Charter High Schooldavid_m_scott@fc.dekalb.k12.ga.us Task Examples

  25. CTE TasksAchieve CCSS- CTE Classroom Tasks • 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…

  26. Task Reminders • 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.

  27. To get pre-task worksheet on scaled diagrams visit: scottmath.weebly.com

  28. MARS FAL • 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

  29. Coordinate Algebra Units 4, 5 and 6 Updates Dana Ray dana.ray@carrollcountyschools.com Bowdon High School

  30. Unit 4 • 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

  31. Basic Content Addressed Represent & Interpret Data 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 • 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

  32. More user friendly Questions were changed and rearranged to help students explore and interpret dot plots, box plots and histograms The Basketball Star Task

  33. The Task Worksheet BMI Calculations (CTE)Career and Technical Education Task Task Coversheet with Standards Addressed

  34. Extension Activity BMI Calculations (CTE) Possible Solutions

  35. Public Opinion and Leisure Time Task • 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

  36. Basic Content Addressed Relationships Between Data & Finding Linear Models Task If the Shoe Fits! Spaghetti Regression Devising a Measure for Correlation (FAL) TV/Test Grades Equal Salaries for Equal Work • 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

  37. Unit 5 • 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

  38. Basic Content Addressed Describe & Compare Transformations Task Introduction to Reflections, Rotations, and Translations Exploring Reflections and Rotations Mirrored Mappings Coordinating Translations • 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

  39. More user friendly Questions and steps were rearranged to help students explore and describe reflections, translations and rotations in a coordinate plane. Introduction to Reflections, Rotations, and Translations Task

  40. Basic Content Addressed Generalize Transformations Task Transformations in the Coordinate Plane Representing and Combining Transformations (FAL) Transforming Shapes (Culminating Task) • 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

  41. 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. Transforming Shapes (Culminating Task)

  42. Unit 6 • 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

  43. Basic Content Addressed Equations of Parallel and Perpendicular Lines Task New York City Slopes of Special Pairs of Lines Euler’s Village • 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

  44. Basic Content Addressed Geometric Properties on the Coordinate Plane Task Geometric Properties in the Plane Equations of Parallel & Perpendicular Lines (FAL) Square (Short Cycle Task) Surveillance of the Village (Culminating Task) • 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

  45. 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. Square (Short Cycle Task) Next: Tamaiko Chappell

  46. Analytic Geometry Resource Revision Team 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

  47. Overview of Our Work • 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

  48. Unit 1 (Similarity, Congruence and Proofs) Highlights • 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

More Related