MINIATURE GOLF TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS G.SRT.8


 Lambert Flynn
 2 years ago
 Views:
Transcription
1 This task was developed by high school and postsecondary mathematics and design/preconstruction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses. TASK: MINIATURE GOLF TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.* G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).* 6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. 7.NS.3 Solve realworld and mathematical problems involving the four operations with rational numbers. 7.G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure. 7.G.6 Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. TARGET STANDARDS FOR MATHEMATICAL PRACTICES MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. TARGET COMMON CORE STATE STANDARD(S) IN ELA/LITERACY: RST Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. WHST Write arguments focused on disciplinespecific content. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. TARGET CAREER AND TECHNICAL EDUCATION (CTE) KNOWLEDGE & SKILLS STATEMENTS: ACC Use appropriate formulas to determine percentages /decimals. ACC Plan, organize, schedule and manage a project/job to optimize workflow and outcome. ACC Estimate resources/materials required for a specific project or problem. ACC Determine alternative solutions for a specific project/problem. 1
2 ACC Understand the context of the projects. ACC Interpret drawings used in project planning. ACPA Deliver a presentation that explains a concept of design or preconstruction. ACPA Identify client requirements. ACPA Build models using referenced drawings and sketches. ACPA Utilize computer technology when communicating concepts and designs. RECOMMENDED COURSE: Geometry; Integrated Math II; Applications in Design & PreConstruction ADDITIONAL INSTRUCTIONS: This task should be completed over an extended period of time, including some time for research of designs and general golf specifications and for writing the report. Some extensions might be completed with small groups or partners. * Modeling standards appear throughout the CCSS high school standards and are indicated by a star symbol (*). About the Common Core State Standards in Mathematics The Common Core State Standards (CCSS) for Mathematics are organized by grade level in grades K 8. At the high school level, the standards are organized by conceptual category (number and quantity, algebra, functions, geometry, and probability and statistics), showing the body of knowledge students should learn in each category to be college and career ready, and to be prepared to study more advanced mathematics. The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. About the Common Core State Standards in English Language Arts/Literacy The Common Core State Standards (CCSS) for ELA/Literacy are organized by grade level in grades K 8. At the high school level, the standards are organized by 910 and grade bands. Across K12 there are four major strands: Reading, Writing, Speaking and Listening, and Language. The CCSS also include Standards for Literacy in History/Social Studies, Science, and Technical Subjects, with contentspecific (Reading and Writing) literacy standards provided for grades 68, 910, and 1112, to demonstrate that literacy needs to be taught and nurtured across all subjects. About the Career Cluster Knowledge and Skill Statements As an organizing tool for curriculum design and instruction, Career Clusters provide the essential knowledge and skills for the 16 Career Clusters and their Career Pathways. It also functions as a useful guide in developing programs of study bridging secondary and postsecondary curriculum and for creating individual student plans of study for a complete range of career options. As such, it helps students discover their interests and their passions, and empowers them to choose the educational pathway that can lead to success in high school, college and career. Although not included in this template, all Clusters and Pathways have Foundational Academic Expectations and Essential Knowledge & Skills Statements, which, in some cases, overlap with the Common Core State Standards. Golf hole Cup Bank shot Bank angle, angle of approach Tee box KEY TERMS 2
3 MINIATURE GOLF The Task The local miniature golf course would like to increase their profits by increasing the difficulty and number of holes in the course. The owners believe players will like being able to play more holes for their money and then may spend more at the concession stand. In order to find designs for three new holes, they have decided to hold a design contest. Each design will be judged on the most creative use of materials, the least likelihood that someone will score a holeinone, and the best use of the available space. The contest requires documentation of your design, including a scale drawing of the design with dimensions, all of your calculations, and a report to the owners that explains your design. Tasks: 1. Sketch a miniature golf hole design including any obstacles or general items required. The designed hole must fit within a rectangle of no more than 128 square feet of area. Draw your design to scale, using appropriate tools, and include all measurements. Make sure your dimensions will allow for a player to comfortably approach the ball within the golf hole area. Identify the cup, the tee box, obstacles, and all angles of approach. For purposes of computing area, your design should be composed of twodimensional shapes for which you can find the area. 2. Show that your design will fit within a rectangle of dimensions that meet the 128 sq ft specification. Be sure to use as much of the area as possible, while still maintaining a creative design. 3. Calculate the total area of your golf hole design and the percentage of this total area you have used. Show all your work. (Remember: You will be judged partially on the best use of space.) 4. Research and describe the regulation size for a golf cup for consideration and placement in your design. 5. Identify and sketch two possible paths from tee to cup, with at least one path being a bank shot. Explain the possible approaches and show and calculate all angles associated with your bank shot(s). 6. Write a report to submit with your design to explain why yours should be selected. Include information regarding the creativity of your design, the level of difficulty, and the best use of available space. 3
4 MINIATURE GOLF Possible Solution(s) 1. The design: (Scale: one unit = 6 inches) 2. The total design fits inside a rectangle that is 11 x 11 6, for a total of square feet: 11 x 11 6 = 11 x 11.5 = square feet This is less than the maximum by 1.5 square feet. 3. Calculate the area: The total used area can be most easily calculated by subtracting the unused area from the total: Total rectangle area: square feet 4
5 The unused area includes three right triangles and one rectangle (shaded in this version of the design). The rectangle is 2 6 by 5, two triangles have legs of 3 and 5, and the third triangle has legs of 3 and 6. Total unused area: 2.5 x 5 + 2[0.5(3 x 5 )] + 0.5(3 x 6 ) = = 36.5 square feet of unused space = 90 square feet of used space = This is approximately 71% of the total space. 4. According to the USGA the regulation golf cup measures 4.25 inches in diameter. Since this design drawing has one unit equal to 6 inches, the cup will fit easily into one square on the grid. 5. There are two possible shots shown on this sample version of the design. In #1 (dark green line) the goal will be to hit the ball with the best possible speed to stop as close to the center of point 1 as possible. This plan is not a bank shot and may be accomplished in as few as two shots total. In #2 (blue line) the ball will bank off the far wall of the hole and enter the hole. This shot is daring and hopes for a holeinone. This can happen only if the bank angles are the same measure, ma = mb in this version of the design. ma can be found by using the right triangle formed with the distance from the bank point to the hole as the hypotenuse. Using the scale in the design of one unit = 6 inches, the triangle legs will measure 36 (six full units) and 93 (15.5 units). The base angle, angle a, will have a tangent of 93/36. So ma = or approximately 69. Since both a and b have measures of 69, the angle at the bank point (2) would be 180 2(69) = Reports will vary based on the individual designs. 5
6 MINIATURE GOLF Possible Extensions The extensions below represent potential ways in which mathematics and/or CTE teachers can build on the task above. All of the extensions are optional and can be used in the classroom, as homework assignments, and/or as longterm interdisciplinary projects. 1. Consider possible placement options for the cup and propose two alternative locations, providing three total cup sites. Discuss the implications that each cup position has on the level of difficulty and recommend one cup site. 2. Focus Group Study: Select the favorite three designs of the class and present them to a random sample of people to collect data on the preferred design. Compile, graph, analyze, and compare the data and summary statistics based demographics, such as gender, age, and golf experience. 3. Create a project plan to complete the hole. Include local pricing for materials and total cost. 4. Create a threedimensional sketch of the hole (e.g., using Google Sketchup). Create (and draw) components of the hole that reflect its theme that you have determined with art students from your school. 6
7 MINIATURE GOLF Appendix: Alignment Ratings The rating system used in the following charts is as follows: 3 EXCELLENT ALIGNMENT: The content/performance of the task is clearly consistent with the content/performance of the Common Core State Standard. 2 GOOD ALIGNMENT: The task is consistent with important elements of the content/performance of the CCSS statement, but part of the CCSS is not addressed. 1 WEAK ALIGNMENT: There is a partial alignment between the task and the CCSS, however important elements of the CCSS are not addressed in the task. N/A: For Mathematical Practices a content rating does not apply. In the charts C = Content Rating and P = Performance Rating COLOR KEY Black = Part of CCSS/K&S Statement aligned to task Gray = Part of CCSS/K&S Statement not aligned to task 7
8 MINIATURE GOLF TasktoMathematical Practice Alignment Recording Sheet Task Name Aligned CCSS Mathematical Practice Standards MP.1 Make sense of problems and persevere in solving them. C P Alignment Comments N/A 3 MP.2 Reason abstractly and quantitatively. N/A 3 MP.3 Construct viable arguments and critique the reasoning of others. N/A 2 MP.4 Model with mathematics. N/A 3 MP.5 Use appropriate tools strategically. N/A 3 MP.6 Attend to precision. N/A 3 For this task students analyze givens, constraints, relationships, and goals. They must make conjectures about the form and meaning of the solution and plan a solution pathway. They must check the reasonableness of their solution, continually asking themselves, Does this make sense? This task involves quantitative relationships. It requires that students make sense of quantities and their relationships in the problem situation. They must attend to the meaning of the quantities and pay attention to units as they represent the quantities and measures in the design, work, and their report. Students must present their design with a written report describing their findings. There is no requirement to critique the reasoning of others This task is an application from everyday life requiring that the student create a geometric representation (model) that can replace the situation described in the prompt. Students must identify important quantities in the practical situation and use them to answer the questions posed. Students are required to explain their decisions and assumptions. Students are directed to use appropriate tools in their design. They may use drafting tools, CAD programs, or other software. This task requires that students communicate precisely, organizing their information, as they perform their calculations and show their mathematical thinking. Task Comments (Strengths, weaknesses, possible improvements, effectiveness, etc) This is a multistage problem with real life applications and considerations. Students must identify measurements and lengths to make sure their design meets the specifications. They must use both abstract reasoning and quantitative calculations. 8
9 MINIATURE GOLF TasktoCommon Core State Standards Alignment Recording Sheet Task Name Aligned CCSS Content Standards C P Alignment Comments Task Comments G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.* G.MG.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).* Students must use trigonometric ratios to find the angles associated with the bank shots. This task is a design problem that involves specifications and constraints. 6.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities NS.3 Solve realworld and mathematical problems involving the four operations with rational numbers G.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. 7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multistep problem to write and solve simple equations for an unknown angle in a figure As students form their design and calculate the area, they will need to use and convert units of length and area. Students must calculate the lengths and areas associated with their design. This task requires that students are able to create their design to scale. They are not required to reproduce a drawing at a different scale. Students use facts about supplementary and adjacent angles only. They must determine the measure of the angle between the two congruent bank angles using the sum of the three angles equals 180, which involves an equation. This task combines planning, design, calculating, comparing, and presentation with writing and using communication skills. 7.G.6 Solve realworld and mathematical problems involving area, volume and surface area of two and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. 2 3 This task focuses on 2dimensional design composed of polygons, for which the student must calculate area only. 7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. 3 3 The task requires that students find the percent their design uses of the total. * Modeling standards appear throughout the CCSS high school standards and are indicated by a star symbol (*). 9
10 MINIATURE GOLF TasktoNational Career Cluster Knowledge & Skills Statements Alignment Recording Sheet Task Name Aligned National Career Cluster Knowledge & Skills Statements C P Alignment Comments ACC Use appropriate formulas to determine percentages /decimals. 3 3 Task requires use of percentages and decimals. ACC Plan, organize, schedule and manage a project/job to optimize workflow and outcome. 1 1 Task requires design concepts not project management. ACC Estimate resources/materials required for a specific project or problem. 1 1 Task does not require pricing calculation. ACC Determine alternative solutions for a specific project/problem. 3 3 Task requires several solutions to determine best outcome for the design of the project. ACC Understand the context of the projects. 3 3 Task requires research for scale design. ACC Interpret drawings used in project planning. 1 3 ACPA Deliver a presentation that explains a concept of design or preconstruction. 3 2 ACPA Identify client requirements. 2 1 Task requires contest applicants to produce original designs for the contest. Task requires a written report that fully explains the design project. Task provides basic client requirements but requires students to act as contest applicants not contractors. ACPA Build models using referenced drawings and sketches. 3 2 Task requires drawings to scale. Models are not built. ACPA Utilize computer technology when communicating concepts and designs. 2 1 Task does not identify use of specific computer technology to be competitive in the competition. 10
RECOMMENDED COURSE: Geometry; Integrated Math I or II; Agribusiness I
This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National
More informationDAIRY BARN TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS A.CED.2
This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National
More informationADDITIONAL INSTRUCTIONS: This task can be completed in one class period and might be used as a formative or summative assessment.
This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National
More informationRECOMMENDED MATHEMATICS COURSE(S): Algebra 1 or Geometry; Integrated Math I or II; Animal Science; Agribusiness Management; Food Science
This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National
More informationRECOMMENDED COURSE(S): Algebra I or Geometry; Integrated Math I or II; Food Science; Food Processing and Products
This task was developed by high school and postsecondary mathematics and design/preconstruction educators, and validated by content experts in the Common Core State Standards in mathematics and the National
More informationDENTAL IMPRESSIONS TARGET COMMON CORE STATE STANDARD(S) IN MATHEMATICS: NQ.1:
This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career
More information* Modeling standards appear throughout the CCSS high school standards and are indicated by a star symbol (*).
This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career
More informationRECOMMENDED COURSE(S): Algebra I or II, Integrated Math I, II, or III, Statistics/Probability; Introduction to Health Science
This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career
More informationPythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions
Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,
More informationPolygons and Area. Overview. Grade 6 Mathematics, Quarter 4, Unit 4.1. Number of instructional days: 12 (1 day = minutes)
Grade 6 Mathematics, Quarter 4, Unit 4.1 Polygons and Area Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be learned Calculate the area of polygons by composing into rectangles
More informationPA Common Core Standards Standards for Mathematical Practice Grade Level Emphasis*
Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed
More informationNotes on Reading the Washington State Mathematics Standards Transition Documents
Notes on Reading the Washington State Mathematics Standards Transition Documents This document serves as a guide to translate between the 2008 Washington State K8 Learning Standards for Mathematics and
More informationGrade 7 Mathematics. More information about the Common Core State Standards can be found at:
The Mathematics Curriculum Framework represents the commitment of the Hinsdale School District to the Common Core State Standards and the ideas of Grant Wiggins and Jay McTighe in their principles of Understanding
More informationCommon Core State Standards. Standards for Mathematical Practices Progression through Grade Levels
Standard for Mathematical Practice 1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for
More informationGrade 7 Mathematics, Quarter 4, Unit 4.1. Probability. Overview
Grade 7 Mathematics, Quarter 4, Unit 4.1 Probability Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Understand how to use counting techniques to solve problems involving
More informationWentzville School District Curriculum Development Template Stage 1 Desired Results
Wentzville School District Curriculum Development Template Stage 1 Desired Results Integrated Math 8 Unit Four Geometry Unit Title: Geometry Course: Integrated Math 8 Brief Summary of Unit: In this unit
More informationCCGPS Curriculum Map. Mathematics. 7 th Grade
CCGPS Curriculum Map Mathematics 7 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Unit 1 Operations with Rational Numbers a b
More informationComparing Fractions and Decimals
Grade 4 Mathematics, Quarter 4, Unit 4.1 Comparing Fractions and Decimals Overview Number of Instructional Days: 10 (1 day = 45 60 minutes) Content to be Learned Explore and reason about how a number representing
More informationCHAPTER 10 GEOMETRY: ANGLES, TRIANGLES, AND DISTANCE (3 WEEKS)...
Table of Contents CHAPTER 10 GEOMETRY: ANGLES, TRIANGLES, AND DISTANCE (3 WEEKS)... 10.0 ANCHOR PROBLEM: REASONING WITH ANGLES OF A TRIANGLE AND RECTANGLES... 6 10.1 ANGLES AND TRIANGLES... 7 10.1a Class
More information8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core
8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course: Length: Course 3 of Prentice Hall Common Core 46 minutes/day Description: Mathematics at the 8 th grade level will cover a variety
More informationAssessment Anchors and Eligible Content
M07.AN The Number System M07.AN.1 M07.AN.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings
More informationHow does one make and support a reasonable conclusion regarding a problem? How does what I measure influence how I measure?
Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics Grade/Course Grade 7 Unit 3 Two and Three Dimensional Geometry Duration 23 instructional days (+4 days reteaching/enrichment)
More informationCommon Core State Standards  Mathematics Content Emphases by Cluster Grade K
Grade K Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationExplaining Volume Formulas and Modeling Geometric Shapes
Geometry, Quarter 3, Unit 3.1 Explaining Volume Formulas and Modeling Geometric Shapes Overview Number of instructional days: 11 (1 day = 45 60 minutes) Content to be learned Give an informal argument
More informationDomain: Geometry (G) Cluster: Understand and apply the Pythagorean Theorem.
Domain: Geometry (G) Cluster: Understand and apply the Pythagorean Theorem. Standard: 8.G.6. Explain a proof of the Pythagorean Theorem and its converse. MP.3. Construct viable arguments and critique the
More informationStandards for Mathematical Practice: Commentary and Elaborations for 6 8
Standards for Mathematical Practice: Commentary and Elaborations for 6 8 c Illustrative Mathematics 6 May 2014 Suggested citation: Illustrative Mathematics. (2014, May 6). Standards for Mathematical Practice:
More informationPrentice Hall Mathematics Courses 13 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 13 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates
More informationG C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.
More informationBedford Public Schools
Bedford Public Schools Grade 7 Math In 7 th grade, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationFor example, estimate the population of the United States as 3 times 10⁸ and the
CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number
More informationCommon Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
More informationMathematics Grade 7 Year in Detail (SAMPLE)
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Adding and Subtracting Rational Numbers Multiplying and Dividing Rational Numbers Solving Linear Equations
More informationDecimals in the Number System
Grade 5 Mathematics, Quarter 1, Unit 1.1 Decimals in the Number System Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Recognize place value relationships. In a multidigit
More informationGeometry. Higher Mathematics Courses 69. Geometry
The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and
More informationSolving Equations with One Variable
Grade 8 Mathematics, Quarter 1, Unit 1.1 Solving Equations with One Variable Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Solve linear equations in one variable
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationPerfume Packaging. Ch 5 1. Chapter 5: Solids and Nets. Chapter 5: Solids and Nets 279. The Charles A. Dana Center. Geometry Assessments Through
Perfume Packaging Gina would like to package her newest fragrance, Persuasive, in an eyecatching yet costefficient box. The Persuasive perfume bottle is in the shape of a regular hexagonal prism 10 centimeters
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More information6 th Grade New Mexico Math Standards
Strand 1: NUMBER AND OPERATIONS Standard: Students will understand numerical concepts and mathematical operations. 58 Benchmark 1: Understand numbers, ways of representing numbers, relationships among
More informationGary School Community Corporation Mathematics Department Unit Document. Unit Number: 8 Grade: 2
Gary School Community Corporation Mathematics Department Unit Document Unit Number: 8 Grade: 2 Unit Name: YOU SEE IT!!! (2D & 3D Shapes) Duration of Unit: 18 days UNIT FOCUS Students describe and analyze
More informationMath at a Glance for April
Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common
More informationMath, Grades 68 TEKS and TAKS Alignment
111.22. Mathematics, Grade 6. 111.23. Mathematics, Grade 7. 111.24. Mathematics, Grade 8. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are using ratios
More informationCommon Core Standards for Mathematics Alignment to Early Numeracy
Common Core Standards for Mathematics Alignment to Early Numeracy The Common Core State Standards (http://www.corestandards.org/ ) provide a consistent, clear understanding of what students are expected
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationCommon Core Standards Curriculum Map Mathematics  Grade 6
Common Core Standards Curriculum Map Mathematics  Grade 6 Quarter Unit Title Instructional Days 1 1 Factors, Multiples and Decimal Computation 12 2 Division of Fractions 13 3 Rates and Ratios 15 2 4/5
More informationGeometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.
Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find
More informationOverview Mathematical Practices Congruence
Overview Mathematical Practices Congruence 1. Make sense of problems and persevere in Experiment with transformations in the plane. solving them. Understand congruence in terms of rigid motions. 2. Reason
More informationDistance, Midpoint, and Pythagorean Theorem
Geometry, Quarter 1, Unit 1.1 Distance, Midpoint, and Pythagorean Theorem Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Find distance and midpoint. (2 days) Identify
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationContent Emphases by ClusterKindergarten *
Content Emphases by ClusterKindergarten * Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand
More informationLaws of Sines and Cosines and Area Formula
Precalculus, Quarter 3, Unit 3.1 Laws of Sines and Cosines and Area Formula Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Derive and use the formula y = 1 2 absin
More informationLevel: High School: Geometry. Domain: Expressing Geometric Properties with Equations GGPE
1. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Translate between the geometric
More informationGeorgia Department of Education. Calculus
K12 Mathematics Introduction Calculus The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety
More informationWentzville School District Curriculum Development Template Stage 1 Desired Results
Wentzville School District Curriculum Development Template Stage 1 Desired Results Unit Title: Radicals and Radical Expressions Course: Middle School Algebra 1 Unit 10 Radicals and Radical Expressions
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationCurriculum Map by Block Geometry Mapping for Math Block Testing 20072008. August 20 to August 24 Review concepts from previous grades.
Curriculum Map by Geometry Mapping for Math Testing 20072008 Pre s 1 August 20 to August 24 Review concepts from previous grades. August 27 to September 28 (Assessment to be completed by September 28)
More informationOverview. Essential Questions. Grade 5 Mathematics, Quarter 3, Unit 3.2 Multiplying and Dividing With Decimals
Multiplying and Dividing With Decimals Overview Number of instruction days: 9 11 (1 day = 90 minutes) Content to Be Learned Multiply decimals to hundredths. Divide decimals to hundredths. Use models, drawings,
More information5 th Grade Mathematics
5 th Grade Mathematics Instructional Week 20 Rectilinear area with fractional side lengths and realworld problems involving area and perimeter of 2dimensional shapes Paced Standards: 5.M.2: Find the
More informationScope & Sequence MIDDLE SCHOOL
Math in Focus is a registered trademark of Times Publishing Limited. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 06/13 MS77941n Scope & Sequence MIDDLE SCHOOL
More informationOverview. Essential Questions. Precalculus, Quarter 2, Unit 2.5 Proving Trigonometric Identities. Number of instruction days: 5 7 (1 day = 53 minutes)
Precalculus, Quarter, Unit.5 Proving Trigonometric Identities Overview Number of instruction days: 5 7 (1 day = 53 minutes) Content to Be Learned Verify proofs of Pythagorean identities. Apply Pythagorean,
More informationGRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES Add linear expressions with rational coefficients. 7.EE.1
Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS Expressions & Equations What are the 7.EE properties of Use properties of operations? operations to generate equivalent expressions.
More informationMultiplying Fractions by a Whole Number
Grade 4 Mathematics, Quarter 3, Unit 3.1 Multiplying Fractions by a Whole Number Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Apply understanding of operations
More informationProblem of the Month: Double Down
Problem of the Month: Double Down The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More informationa. Look under the menu item Introduction to see how the standards are organized by Standards, Clusters and Domains.
Chapter One Section 1.1 1. Go to the Common Core State Standards website (http://www.corestandards.org/math). This is the main site for further questions about the Common Core Standards for Mathematics.
More informationMathematics. Curriculum Content for Elementary School Mathematics. Fulton County Schools Curriculum Guide for Elementary Schools
Mathematics Philosophy Mathematics permeates all sectors of life and occupies a wellestablished position in curriculum and instruction. Schools must assume responsibility for empowering students with
More informationGrade 7. Suggested Instructional Time. Grade 7: Suggested Sequence for CMP3 1. Unit 1 Accentuate the Negative: Integers and Rational Numbers.
Grade 7 Grade 7: Suggested Sequence for CMP3 1 Unit 1 Accentuate the Negative: Integers and Rational Numbers Unit 2 Stretching and Shrinking: Understanding Similarity Suggested 22 days 18 days NYCDOE Fall
More informationTexas Assessment of Knowledge and Skills (TAKS) 6th Grade
Texas Assessment of Knowledge and Skills (TAKS) 6th Grade 98 99 100 Grade 6 Mathematics TAKS Objectives and TEKS Student Expectations TAKS Objective 1 The student will demonstrate an understanding of numbers,
More information612 ELA and Mathematics Guidelines address student rights to high quality literacy, including written expression, and mathematics instruction.
The Tennessee Department of Education supports a comprehensive and cohesive English Language Arts (ELA) and mathematics program of study for all 612 students. Programs should be consistent with the Common
More informationAcademic Standards for Mathematics*
Academic Standards for * Grades Pre K High School April 19, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the State Board. INTRODUCTION
More informationGRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1
Common Core Math Curriculum Grade 8 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS How do you convert a rational number into a decimal? How do you use a number line to compare the size of two irrational numbers?
More informationUnit 6: Pythagorean Theorem
Approximate Time Frame: 2 weeks Connections to Previous Learning: In Unit 1, students learned to evaluate expressions and equations with exponents and solved equations of the form worked with triangles
More informationCCSS: Mathematics. Operations & Algebraic Thinking. CCSS: Grade 5. 5.OA.A. Write and interpret numerical expressions.
CCSS: Mathematics Operations & Algebraic Thinking CCSS: Grade 5 5.OA.A. Write and interpret numerical expressions. 5.OA.A.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate
More informationMathematics. Mathematical Practices
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with
More informationCalifornia Common Core State Standards Comparison FOURTH GRADE
1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards
More informationDescribing and Solving for Area and Perimeter
Grade 3 Mathematics, Quarter 2,Unit 2.2 Describing and Solving for Area and Perimeter Overview Number of instruction days: 810 (1 day = 90 minutes) Content to Be Learned Distinguish between linear and
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 810 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationGeometry Mathematics Curriculum Guide Unit 6 Trig & Spec. Right Triangles 2016 2017
Unit 6: Trigonometry and Special Right Time Frame: 14 Days Primary Focus This topic extends the idea of triangle similarity to indirect measurements. Students develop properties of special right triangles,
More informationINDIANA ACADEMIC STANDARDS. Mathematics: Grade 6 Draft for release: May 1, 2014
INDIANA ACADEMIC STANDARDS Mathematics: Grade 6 Draft for release: May 1, 2014 I. Introduction The Indiana Academic Standards for Mathematics are the result of a process designed to identify, evaluate,
More informationPA Academic Standards. 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication
Curriculum Category Shift Standard Areas Grades K8 and High School PA Academic Standards 2.4. Mathematical Reasoning and Connections 2.5. Mathematical Problem Solving and Communication PA Common Core
More informationGreater Nanticoke Area School District Math Standards: Grade 6
Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place
More informationGrades K6. Correlated to the Common Core State Standards
Grades K6 Correlated to the Common Core State Standards Kindergarten Standards for Mathematical Practice Common Core State Standards Standards for Mathematical Practice Kindergarten The Standards for
More informationStudents will understand 1. use numerical bases and the laws of exponents
Grade 8 Expressions and Equations Essential Questions: 1. How do you use patterns to understand mathematics and model situations? 2. What is algebra? 3. How are the horizontal and vertical axes related?
More informationCampbellsport School District Understanding by Design (UbD) Template
Campbellsport School District Understanding by Design (UbD) Template Class Curriculum/Content Area: Math Course Length: 1 year Course Title: 6 th Grade Math Date last reviewed: April 24, 2015 Prerequisites:
More informationCORE Assessment Module Module Overview
CORE Assessment Module Module Overview Content Area Mathematics Title Speedy Texting Grade Level Grade 7 Problem Type Performance Task Learning Goal Students will solve reallife and mathematical problems
More informationProblem of the Month: Calculating Palindromes
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationMiddle Grades Mathematics 5 9
Middle Grades Mathematics 5 9 Section 25 1 Knowledge of mathematics through problem solving 1. Identify appropriate mathematical problems from realworld situations. 2. Apply problemsolving strategies
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationOpenEnded ProblemSolving Projections
MATHEMATICS OpenEnded ProblemSolving Projections Organized by TEKS Categories TEKSING TOWARD STAAR 2014 GRADE 7 PROJECTION MASTERS for PROBLEMSOLVING OVERVIEW The Projection Masters for ProblemSolving
More informationFOURTH GRADE NUMBER SENSE
FOURTH GRADE NUMBER SENSE Number sense is a way of thinking about number and quantity that is flexible, intuitive, and very individualistic. It grows as students are exposed to activities that cause them
More informationProblem of the Month. Squirreling it Away
The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of problems
More informationCommon Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)
CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand
More informationUnit Background. Stage 1: Big Goals
Course: 7 th Grade Mathematics Unit Background Unit Title Angle Relationships, Transversals & 3Dimensional Geometry Does the unit title reflect the standards? PCCMS Unit Reviewer (s): Unit Designer: Resources
More informationMathematics Summative Assessment Blueprint As of 11/10/16
Blueprint Table Mathematics Grades 3 5 Estimated Testing Time: 2:30 /Score Reporting 2 Stimuli 4 5 by 3. Concepts and Procedures Priority Cluster 0 35 0 Supporting Cluster 0 45 0 720 4. Modeling and
More information6 th Grade Math Curriculum Course Information: Course 1 of Prentice Hall Common Core
6 th Grade Math Curriculum Course Information: Course: Length: Description: Course 1 of Prentice Hall Common Core 1 period/day Mathematics at the 6 th grade level will cover a variety of fundamental math
More informationYearataGlance: 5 th Grade
September: UNIT 1 Place Value Whole Numbers Fluently multiply multidigit numbers using the standard algorithm Model long division up to 2 digit divisors Solve real world word problems involving measurement
More information