Summer+11

= Teaching through problems and integrated mathematics curriculum in Secondary I =


 * media type="custom" key="9943623" width="90" height="90" || media type="custom" key="9943639" width="90" height="90" ||

Monday, 6/20:

 * Teacher Circle || [|Monday_6_20.pdf] ||
 * Proposed Course Outlines ||  ||
 * || Cami, Usha, Teri, Amy: [|Common Core Secondary I Outline.docx] ||
 * || Lyn, Emma, Lauren, Jim: [|Proposed Sequence for Secondary One.docx] ||
 * || Jet, Jan, Michael, Eric:[|trying to put it in order.docx] [|CCSS1 A plan in the working.doc] ||
 * || Donna, Shane, Todd, Michele: [|scope & seq.key.pdf][|Course 1 Sequence.pdf] ||
 * Homework || * Check out this place
 * Read everyone's course outline and think about how to adopt a common one
 * Read Designing Mathematics Courses handout attached with Monday's agenda
 * Bring your textbooks if you have them available ||

Tuesday, 6/21:
Geogebra file with midline (not correct solution) [|MikeCampRiverWithMidline.ggb] Geogebra file for thirsty problem [|MikeCampRiver.ggb] ||
 * Teacher Circle || [|Tuesday_6_21.pdf] ||
 * The first common Course Outline || [|CCSS_S1outline.docx] ||
 * Beginning unit plans ||  ||
 * || Usha, Amy, Todd, Jet, Leonard - **Unit 1:** [|Unit Plan - Discrete Functions with Number Sense Included.docx] ||
 * || Emma, Lauren, Jim, Mick - **Unit 4:** [|Unit Goal.docx] ||
 * || Michele, Shane, Teri, Eric - **Unit 5:** [|Coordinate geo unit outline.ppt] ||
 * || Donna, Cami, Jan, Lyn - **Unit 2**: [|Unit 2 One Variable Stats.docx] ||
 * Today's Problem Results || [|Tuesday, July 21.docx]
 * Homework || * Task Analysis Guide
 * Factors associated with cognitive demands
 * Using Pattern Tasks to Develop Mathematical Understandings and Set Classroom Norms
 * Depict Mike and his fast slow trip ||

Wednesday, 6/22:
[|6-7 Scatter Plots and lines of fit[1.ppt]] [|Scatter plots assignment Page 2.pdf] [|Scatter Plot Assignment.pdf] [|newtons revenge (Scatter Plot Activity).xps] ||
 * Teacher Circle || [|Wednesday_6_22.pdf] ||
 * Today's Problem Results ||  ||
 * Lessons: || [|Thinking Through a Lesson Protocol Template.docx] ||
 * **Unit 1** || missing document ||
 * **Unit 2** || [|Unit 2 One Variable Stats.docx] ||
 * **Unit 4** || [|Lesson 1.docx]
 * **Unit 5** || [|Coordinate geo unit outline+.ppt] ||
 * Homework || If you haven't before, watch this TED movie ||

Thursday, 6/23:
[|Objective 4 SID.1.docx] [|Objective 7 Mean and Standard Deviation.docx] [|Objective 5 or 8 Calculate Mean.docx] [|Objective_1_graph_matching.JPG] [|Obj. 1 Random Rectangles worksheet.pdf] [|Obj. 1 Random Rectangles worksheet directions.pdf] [|Obj. 10 Chocolate chip sample worksheet.pdf] || [|Slope Lesson Ideas.doc] [|Using distance formula.doc] ||
 * Teacher Circle || [|Thursday_6_23.pdf] ||
 * Today's Problem Results ||  ||
 * Lessons: ||  ||
 * **Unit 1** || [|Unit Plan with Tasks Included.docx] ||
 * **Unit 2** || [|Unit 2 One Variable Stats.docx]
 * **Unit 4** || [|tasks for 2variable stats.docx] ||
 * **Unit 5** || [|Discovering formula for area of a Δ.docx]
 * Homework ||  ||

Friday, 6/24:
have been modified || [|Modified_tasks.pdf] ||
 * Teacher Circle || [|Friday_6_24.pdf] ||
 * Several of your tasks
 * Homework || I'll let you think about the treasure some more :) ||

__[|acres error.ppt]__
Plot and Interpret data with dot plots, histograms and box plots C ompare mean, median and mode Interpret the spread of the data

__Unit 2 - Discrete Functions__
Arithmetic and Geometric Sequences (laws of exponents) [|geometry party growth.ppt] Introductions to functions; domain and range, function notation and recursive functions Graphing (discrete) Other famous sequences (Fibonacci etc.) [|Fibonacci pics.ppt]

__Unit 3 – Continuous Functions__
Linear and exponential functions considered as continuous extensions of arithmetic and geometric sequences. Linear functions: find and interpret slope [|Fermi probs.ppt] [|gatorade to buy.ppt] and intercepts in context of problems. Graph Linear functions Exponential functions: graph, determine domain and range, solve equations using laws of exponents. Compare and contrast; What type of function better models a given situation? [|build a warp function.ppt] [|temp distribution.ppt]

__Unit 4 – Two variable statistics__
Plot and analyze data with scatter plots [|fruit variables correlated.ppt] Fit linear models to data and make predictions Slope between two given points Fit an exponential function given two points, Consider the effect of outliers on regression lines Compute and interpret correlation coefficient and discuss correlation vs. causation [|causation.ppt]

__Unit 5 – Coordinate Geometry__
Slopes of parallel and perpendicular lines Midpoints Distance Formula Pythagorean Theorem Areas of rectangles and triangles Properties of quadrilaterals

__Unit 6 – Transformations__
Transformations of plane figures *operations with matrices Effect of varying parameters on the graph Basic composition of functions Transformations of functions with implications on domain and range

__Unit 7 – Systems of Equations and Inequalities__ [|solving formulas.ppt]
Solving Inequalities algebraically and graphically *solving systems using matrices Solving systems of equations and systems of inequalities algebraically and graphically Applications [|bicylce safety.ppt] [|fish safety.ppt]

__Unit 8 – SyntheticGeometry__
Constructions (straight edge and compass, paper folding, computer geometry software) General congruence (reflections, rotations and translations) Triangle congruence Symmetries by reflection and rotation

Department of Mathematics, University of Utah
 * June 20 - June 24, 2011**

The move towards the Common Core State Standards is on the minds of the mathematics teachers community in Utah. Districts are working on implementation schedules, and other resources to guide teachers in the transition from the Utah Core to CCSS. Teachers are concerned about the lack of developed curricula and resources that will support this transition. Teachers frequenting our professional development have expressed interest in a working meeting during which they will collaborate and work on materials that will reflect both the content and the spirit of CCSS. This year workshop will therefore be organizes with this goal in mind.

Mornings will be once again devoted to mathematics. The problems for the morning session will be chosen so that the work involved reflects the nature of integrated curriculum as well as the teaching through problems approach. The afternoons will be devoted to the collaboration on developing materials that will support
 * the integrated nature of Secondary 1,
 * teaching through problems,
 * classroom discourse in which all students are challenged and contributing to the development of ideas.

In order to successfully engage in the work that we are planning for you it is necessary that you come to the workshop with a working knowledge of CCSS. Knowing how the students are expected to develop their understandings is very important. We will expect that you will have studied the core for grades 6, 7, 8, as well as the high school strands. In particular, you should be very familiar with the Secondary 1 core. Those participating will be asked to fill out a survey which should help us understand everyone's familiarity with the CCSS, as well as their preferences of the working topic. Each participant will be asked to bring resources they are currently using or that they developed in previous years that are relevant for the work during workshop.

We will follow up the workshop with a day long event in August. Participants will receive university credit for this workshop.

To apply, fill out the [|application form].

Applications will be reviewed starting May 25th until all the openings are filled. All the applicants will be notified by June 5th of their acceptance.

In the event that you are accepted, please mail a $50 check to CSME, Math Department: 155 S 1400 E Room 233, Salt Lake City, UT 84112-0090. The check should be written out to the CSME. This check will be returned to you upon completion of the workshop. In the event that you choose not to attend, it will cover the necessary fees.

//This program is supported by a grant from the Center for Science and Mathematics Education, Park City Mathematics Institute (PCMI), and the Department of Mathematics at the University of Utah.//


 * 1) [|poster_tmcsummer.pdf]

Common Core Secondary I Outline

__Unit 1 – One Variable Statistics__  1. Plot and Interpret data with dot plots, histograms and box plots  2. Compare mean, median and mode  3. Interpret the spread of the data

__Unit 2 - Discrete Functions__  1. Arithmetic and Geometric Sequences (laws of exponents)  2. Introductions to functions; domain and range, function notation and recursive functions  3. Graphing (discrete)  4. Other famous sequences (Fibonacci etc.) __Unit 3 – Continuous Functions__  1. Linear and exponential functions considered as continuous extensions of arithmetic and geometric sequences.  2. Linear functions: find and interpret slope and intercepts in context of problems.  3. Graph Linear functions  4. Exponential functions: graph, determine domain and range, solve equations using laws of exponents.  5. Compare and contrast; What type of function better models a given situation? <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">__Unit 4 – Two variable statistics__ <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 1. Plot and analyze data with scatter plots <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 2. Fit linear models to data and make predictions <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 3. Slope between two given points <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 4. Fit an exponential function given two points, <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 5. Consider the effect of outliers on regression lines <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 6. Compute and interpret correlation coefficient and discuss correlation vs. causation <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">__Unit 5 – Coordinate Geometry__ <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 1. Slopes of parallel and perpendicular lines <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 2. Midpoints <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 3. Distance Formula <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 4. Pythagorean Theorem <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 5. Areas of rectangles and triangles <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 6. Properties of quadrilaterals

<span style="display: block; height: 1px; left: -40px; margin-left: 0in; overflow-x: hidden; overflow-y: hidden; position: absolute; top: -25px; width: 1px;">__Unit 6 – Transformations__ <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 1. Transformations of plane figures *operations with matrices <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 2. Effect of varying parameters on the graph <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 3. Basic composition of functions <span style="display: block; height: 1px; left: -40px; overflow-x: hidden; overflow-y: hidden; position: absolute; text-indent: -0.25in; top: -25px; width: 1px;"> 4. Transformations of functions with implications on domain and range