ccgps mathematics coordinate algebra update webinar unit 3: linear and exponential functions...
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CCGPS MathematicsCoordinate Algebra Update Webinar
Unit 3: Linear and Exponential FunctionsSeptember 13, 2013
James Pratt – jpratt@doe.k12.ga.us Brooke Kline – bkline@doe.k12.ga.usSecondary Mathematics Specialists
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These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
What are update webinars?
• Update on the work of the 2013 Resource Revision Team Overall revisions Unit 3 revisions
• Addressing areas which teachers have found to be more challenging• Resources
2013 CA Resource Revision Team
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
Begin at www.georgiastandards.org
Direct Link to Page
Select the CCGPS ELA/Math Tab
Direct Link to Page
Select the Mathematics option under Browse CCGPS
Direct Link to Page
Select the 9-12 option in the Mathematics section
Direct Link to Page
Expand the Coordinate Algebra Course
Direct Link to Page
Select the Comprehensive Course Overview
Expande Coordinate
Algebra
Direct Link to Page
Direct Link to Page
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
Sections of Interest• Flipbook Access: Detailed
Information About Each Standard• Unit Descriptions: Overview • Webinar Information • Assessment Resources and
Instructional Support Resources• Internet Resources• Curriculum Map
Formative Assessment Lessons (FALs)
CCGPS Math Wiki Space
Purpose of Tasks
• Problem-Based-Learning--Check out Dan Meyer, Robert Kaplinksy’s websites
• Provide several entry points to the standards.
• Teachers should review all tasks in a given unit to determine which tasks would be appropriate for their students. Tasks can be adapted to fit the needs or your classroom. Most standards are covered by various tasks
Goals of Unit Revisions
• More user-friendly• Provide teachers with task summaries• Give teachers tools necessary to quickly
analyze tasks• Provide tasks from different sources
Updates to Unit Frameworks
TASK TABLE• Outlines the
tasks by type, content and standard.
• Provides suggested times
• Hyperlinks to PDFs and Word Docsv
Updates to Unit Frameworks
Unit 3
• Tasks primarily address:– Modeling situations with linear or exponential functions– Exploring function notation and transformations– Understanding sequences as functions
Modeling Exponential Functions
• Having Kittens• Multiplying Cells• Community Service, Sequences and Functions• Paper Folding (from Unit1)
Having Kittens
• Students explore if cats could realistically have 2000 descendants in a year and a half.
Multiplying Cells
• Short task• Students chart out cell populations over time.
Community Service, Sequences and Functions
• Student explore comparisons in making money in a linear and in an exponential model.
Function Notation
• Talk is Cheap• Building and Comparing Functions• Functioning Well
High Functioning—Vertical Translations
High Functioning—Even and Odd Functions
MARS FAL
• Designed by the shell center• Intended as student-driven, teacher-facilitated
lessons that build conceptual understanding
A look at MARS FAL: Comparing Investments
Lesson Plan
A look at MARS FAL: Comparing Investments Misconceptions
A look at MARS FAL: Comparing Investments
Activities
A look at MARS FAL: Comparing Investments
Student Work
The coordinate plane shows two functions of . is an increasing linear function. is an increasing exponential function.Based on the information, which statement is true for all real values of the domain x ≥ 0?
A. for only one value in the domainB. for many values in the domainC. for all values in the domainD. for all values in the domain
Unit 3 Challenges
MCC9‐12.F.LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
Unit 3 Challenges
The coordinate plane shows two functions of . is an increasing linear function. is an increasing exponential function.Based on the information, which statement is true for all real values of the domain x ≥ 0?
A. for only one value in the domainB. for many values in the domainC. for all values in the domainD. for all values in the domain
Unit 3 Challenges
The coordinate plane shows two functions of . is an increasing linear function. is an increasing exponential function.Based on the information, which statement is true for all real values of the domain x ≥ 0?
A. for only one value in the domainB. for many values in the domainC. for all values in the domainD. for all values in the domain
Unit 3 Challenges
21.71%
23.58%
40.16%
14.01%
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
1800(1318
)
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
1800(1318
)
1300(1318
)
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
1800(1318
)
1300(1318
)
939 (1318
)
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
1800(1318
)
1300(1318
)
939 (1318
)
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
1800(1318
)
1300( 1318 )=1800( 1318 )2
939 (1318 )=1800( 1318 )3
Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.
Unit 3 Challenges
Adapted from Illustrative Mathematics F-LE Basketball Rebounds
1800(1318
)
1300( 1318 )=1800( 1318 )2
939 (1318 )=1800( 1318 )3
Assessment – Coordinate Algebra Released Items
We have posted a set of released Coordinate Algebra EOCT items to the GaDOE website. In addition to the item booklet itself, you will find commentary and field test performance data. […] The items are posted on the EOCT webpage, under the link 'EOCT Resources.' A direct link to this webpage is provided below. Please scroll down the page and look under the heading 'Other Documents and Resources.' […]
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/EOCT-Resources.aspx
~ Dr. Melissa Fincher, Associate Superintendent for Assessment and Accountability(excerpt from an email sent to K-12 Assessment Directors from Dr. Fincher)
• GaDOE Resources Fall 2011 CCGPS Standards for Mathematical Practices Webinars - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx 2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Georgia Mathematics Teacher Forums - http://ccgpsmathematics9-10.wikispaces.com/ CCGPS Mathematics Frameworks and Comprehensive Course Overviews - https://www.georgiastandards.org/Common-Core/Pages/Math-9-12.aspx Mathematics Formative Assessment Lesson Videos - https://www.georgiastandards.org/Common-Core/Pages/Mathematics-Formative-Assessment-Lessons-Videos.aspx
Resources
Resource List
The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.
• CCGPS Resources SEDL videos - http://bit.ly/RwWTdc or http://bit.ly/yyhvtc Illustrative Mathematics - http://www.illustrativemathematics.org/ Mathematics Vision Project - http://www.mathematicsvisionproject.org/index.html Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/ Common Core Standards - http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/ LearnZillion - http://learnzillion.com/
• Assessment Resources MAP - http://www.map.mathshell.org.uk/materials/index.php Illustrative Mathematics - http://illustrativemathematics.org/ CCSS Toolbox: PARCC Prototyping Project - http://www.ccsstoolbox.org/ Smarter Balanced - http://www.smarterbalanced.org/smarter-balanced-assessments/ PARCC - http://www.parcconline.org/ Online Assessment System - http://bit.ly/OoyaK5
Resources
Resources
Resources• Professional Learning Resources
Inside Mathematics- http://www.insidemathematics.org/ Annenberg Learner - http://www.learner.org/index.html Edutopia – http://www.edutopia.org Teaching Channel - http://www.teachingchannel.org Ontario Ministry of Education - http://bit.ly/cGZlce Achieve - http://www.achieve.org/
• Blogs Dan Meyer – http://blog.mrmeyer.com/ Robert Kaplinsky - http://robertkaplinsky.com/
• Books Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8
Mathematical Understanding?
http://robertkaplinsky.com/what-does-it-mean-to-understand-mathematics
/
http://robertkaplinsky.com/what-does-it-mean-to-understand-mathematics
/
• Procedural skill and fluency
• Conceptual understanding
• The ability to apply mathematics
Mathematical Understanding?
Feedbackhttp://www.surveymonkey.com/s/WZKG5G2
James Pratt – jpratt@doe.k12.ga.us Brooke Kline – bkline@doe.k12.ga.us
Thank You! Please visit http://ccgpsmathematics9-10.wikispaces.com/ to share your feedback, ask
questions, and share your ideas and resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
to join the 9-12 Mathematics email listserve.Follow on Twitter!
Follow @GaDOEMath
Brooke KlineProgram Specialist (6‐12)
bkline@doe.k12.ga.us
James PrattProgram Specialist (6-12)
jpratt@doe.k12.ga.us
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
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