Transcript Slide 1

Common Core Units of Study
Algebra 2
Thursday, May 9th, 2013
Friday, May 24th, 2013
Superior Standards
Supportive School Climate
Successful Students
Agenda
•
•
•
•
•
•
•
Introduction to Units of Study
Algebra 2 Unit Overview
Lesson 2 Activity & Debrief
Math Unit Writing Process
Summative Assessment
Questions / Answers
Reflection
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Lesson A9-1-1
Multiple Representations: Expert Investigation
• Please pretend you are students
for this activity
–Math Talk
–Dyad Share Structure
–Growth Functions Activity
Superior Standards
Supportive School Climate
Successful Students
Math Talk
1.
2.
3.
4.
5.
A function is like a ___ because ____.
I know ____ types of functions; they are _____.
I would read g(3) = 27 as ______.
If g(3) = 27, then g(5) = _______.
How many different functions can you think of
in 1 minute that will turn the number 3 into the
number 27?
6. What are some of the ways a function can be
described or shown?
Superior Standards
Supportive School Climate
Successful Students
Dyad Share Structure
Agree/Support
Disagree/Contest
1. You made a good
point when you said
….
2. I see what you’re
saying. I agree
because ….
3. My idea builds on
____’s idea. I think …
1. Another way to look 1. When I read … on
at it is ….
page ___, I thought
2. I understand what
…
you said about …, but 2. I think the text
I think …
supports my thinking
3. I have a different
on …, by stating that
answer. I wrote down
…
….
3. Another example of
… is … where it
mentioned …
4. I have a question
about what you said
about …
5. Could you give me an
example of what you
mean by…
Superior Standards
Supportive School Climate
Extend/Expound
Successful Students
Growth Functions Activity
Step 1: -Pick a page in the booklet and make it yours.
-Go to one of the following groups of representation as appears on your page.
Step 2:
Table
Graph
Equation
Situation
Pictures
Step 3: -Find your matching 4 representations and form a group.
Step 4:
-Ensure all 5 representations actually complete the set.
Step 5: -Record your observations and questions on the last section of
each page.
Superior Standards
Supportive School Climate
Successful Students
Step 5: Leading Questions
• Describe a
connection between
any two
representations.
• Record your
observation
• Share your
observation with the
rest of the group.
• Make corrections/
adjustments as
necessary.
Superior Standards
Supportive School Climate
Successful Students
Quick Write
• What is a function?
• What are some of the similarities
and differences among the five
different function types you have
studied?
• Round-Robin Share
Superior Standards
Supportive School Climate
Successful Students
Round Robin Structure
• Each student is to share his/her
response
• Only one student can speak at a time.
(No interruptions or comments
allowed at this time)
• All four students must share their
responses.
• Students now may make comments
or respond to each other’s comments.
Superior Standards
Supportive School Climate
Successful Students
Summary of Key Features
• MP3: Construct viable arguments
and critique the reasoning of
others
– Students make conjectures and build
a logical progression of statements
to explore the truth of their
conjectures.
– They analyze situations and reason
inductively about data and
arguments.
– They construct and critique the
reasoning of others
• Dyad Share Structure
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
A9-2-1 Domain & Range
•
•
•
•
•
Informational Texts
Text Complexity
Literacy Skills
Reading with Purpose
Close Read strategy
Superior Standards
Supportive School Climate
Successful Students
• What do you
understand from the
diagram?
• What’s the main
idea of the 1st
paragraph? 2nd
paragraph?
• How are they
different? The
same?
• How do we explain
the “opposite” of
Domain? What is
it?
Superior Standards
Supportive School Climate
Successful Students
Jigsaw Structure
Base Groups
•Made up of one fifth of the class
•Each member is in charge of a
type of functions to become
experts on
•Move to Expert Groups
• Expert Group
•Linear
•Quadratic
•Cubic
•Exponential
•Radical
•Are to become experts on by
discussing & sharing
understanding of each family
function
• Base Group
•Back to Base Group & share info
Superior Standards
Supportive School Climate
Successful Students
Quick Write
• In your own words or through the use
of symbols and diagrams, describe
the informal and formal definitions
of
– Domain
– Range
• How are they different? The same?
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
A9-SA-1:Summative Assessment
• Growth Rates
– MARS assessments
– Objectives:
• Modeling with mathematics with focus
in Rigor: fluency and application of
Linear and Exponential Functions within
context.
• Collaborative Work and communication:
Pairs or Groups
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
A9-SA-2 Summative Assessment
• Functions Assessment
–End of unit individual assessment
–Rigor: pursue conceptual
understanding, procedural skill and
fluency, and application
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Process of Unit Writing
Draft 1
Superior Standards
Feedback
-Chairs
-IMP
-SVMI
Draft 2
Feedback
-Chairs
-Teachers
-IMP
-SVMI
Supportive School Climate
Final Draft
Successful Students
Response to Feedback
Feedback
Changes Made
Rationale
- The Cube Growth Lesson
does not have sufficient
drawings, directions for the
graph, or summary questions.
- More drawings and
directions have been added.
-
-The Wikipedia articles may be -Extra notes in teacher
too technical for some
directions.
students.
-Done
-Citation
-MARS Growth Rate does not
assess students’ depth of
knowledge about many key
features of functions, such as
roots, domain, range.
Superior Standards
- Amplify, not simplify!
-Added a separate skill
-Rigor: Balance of Conceptual
assessment: knowledge of
understanding, procedural skill
domain and range and general and fluency and application
function knowledge and
matching skill.
-The MARS task remains
Supportive
Successful Students
unchanged. School Climate
Response to Feedback
Feedback
Changes Made
Rationale
- Multiple Representations
-Done
lesson needs a summary
page on the key features that
match each other within a
set and are different from
the other functions.

- An assessment that gives a
longer table of real-life data
and asks students to find
which type of function
matches would be better.
- None
-Perhaps in a full unit
-MARS assessment: 2 data
points are enough to
determine both a line and an
exponential curve of the
form .
- The Wikipedia articles may
be too technical for some
students.
- Done in the lesson plan
-
Superior Standards
Supportive School Climate
Successful Students
Curriculum Writers










Katie Meyers
Gary Dyas
Steve Bayouk*
Bill Raymont
Chris Yusi
Helene Musikanth*
Jennifer Gautreau
Nikolina Petrova
Ergin Erhuy*
James Grinde
Superior Standards











Jennifer Flores*
Christy Conner
Eric Green
Dianne Iwamoto*
Aimee Esaki
Daniel Echeverria
Matthew Conover*
Stephanie Stotelmeyer
Andy Tang
Jeff Hruby*
Vanessa Morales
Supportive School Climate
Successful Students
Reflection
• What excites you about this unit?
• What challenges might you expect?
• What support will you need?
Superior Standards
Supportive School Climate
Successful Students
Electronic Copy of Units of Study
• Visit District website/Staff Portal/
Curriculum/ Mathematics Grades
6 – 12 / Units of Study /
–Math 6
–Algebra I
–Geometry
–Algebra II
Superior Standards
Supportive School Climate
Successful Students
Thank you!
• Contact:
–Nata Shin
–[email protected]
–(714) 558 – 5731 or ext. 75731
Superior Standards
Supportive School Climate
Successful Students