Rigorous Curriculum Design Authentic Performance Tasks

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Rigorous Curriculum Design Authentic Performance Tasks"

Transcription

1 Rigorous Curriculum Design Authentic Performance Tasks 1 of 14 Subject Grade/Course Unit of Study Duration of Unit Math 8 th Grade/ Math Unit 6 Scatter plots and statistics 3-4 Weeks Engaging Scenario Directions: Incorporate the five elements of effective scenarios: current situation; student challenge; student role; intended audience; product or performance. S Comparing Movie Opening Weekend amount to total movie lifetime gross. C Create a Scatter Plot of recent opening movies R You are a movie critic and analyze total gross on opening weekends. A You need to inform an evaluation panel P Scatter Plot presentation You are a movie critic. You have a 5 minute segment to present on the Today Show on movie opening weekend gross income to measure the monies eventual success. You will need t from o investigate and gather data to describe the gross amount movies have earned on opening weekend and gross amount they earned since they came out. You will construct your findings in a scatter plot form. Priority Standards or Learning Outcomes 8.SP.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negatives association, linear association, and nonlinear association.

2 2 of 14 Supporting Standards or Supporting Outcomes Statistics and Probability 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 8.SP.3 Use the equation of a linear model to solve problems in the context of bi-variate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 8.SP.4 4. Understand that patterns of association can also be seen in bi-variate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Expressions and Equations 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distancetime equation to determine which of two moving objects has greater speed. 8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. 3 8.EE.7.b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Interdisciplinary Connections - Technology - English

3 3 of 14 Unwrapped Concepts (students need to know) Unwrapped Skills (students need to be able to do) DOK Levels Construct 8.SP.1 Interpret 8.SP.1 Scatter plots for bivariate measurement data 8.SP.1 2 Investigate 8.SP.1 Describe 8.SP.1 Patterns of association between two quantities 8.SP.1 Patters of association between two quantities 8.SP.1 Clustering Outliers Correlation Linear/nonlinear association 8.SP Unit Vocabulary Terms Unwrapped Priority Standards Concepts Supporting Standards Concepts and Other Unit-Specific Terms Scatter Plot Outliers Correlation Association Data Bivariate Data Clustering Frequency Linear Equation Trend Line Two-Way Table Relative Frequency Categorical Data Line of Best Fit Slope Linear/Nonlinear Association

4 Performance Task Synopses Directions: 1) Brainstorm three or four possible performance tasks. Refer to Sample Roles and Products for ideas. 2) Write a synopsis for each selected task and list the tasks in a learning progressions sequence. 4 of 14 Task 1: Construct and analyze a scatter plot to show a movie s opening gross income to measure the movie s eventual success. Task 2: Using the collected data, students will answer follow up questions about their findings. Draw and analyze the trend line on final movie gross amount. Task 3: Pick 10 recent movies, investigate, analyze, and contrast a new scatter plot for the total final gross amount the movies made on opening week and interpret and describe the top 3 movies eventual success to present to the today show. Performance Task # 1 In Detail Directions: 1) Copy the unwrapped Priority Standards skills, related concepts, and matching Bloom levels specific to this task. 2) Copy any additional concepts and skills from supporting standards and unit vocabulary terms specific to this task. 3) Describe the task in full detail. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). S: Which standard(s) (priority/supporting) will the task address? 8.SP.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negatives association, linear association, and nonlinear association. 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Q: What essential Question(s) and corresponding Big Idea(s) will this task target? How does the number of tweets relate to English grade? 8.SP.1 U: Which unwrapped specific concepts and skills will this task target? 8.SP.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negatives association, linear association, and nonlinear association.

5 5 of 14 A: How will the students apply the concepts and skills? What will they do and/or produce? Students will investigate and gather data to interpret and describe the total gross amount movies have earned on opening weekends, and final gross amount. Students will complete a table, and construct a scatter plot with their findings. R: What resources, instruction, and information will students need in order to complete the task? Students will need to have instruction to introduce the task and preview what is expected of them. Students will need access to a computer in order to research the different movies. E: What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills the standard(s)? Students will create a finished product listing their movie findings in scatter plot form. The evidence of learning will be the finished product and correctly answered follow up questions. D: How can I differentiate the application and/or evidence to meet the varying needs of my students? Research will be available in simplified form in order accommodate all learning needs. Students will be strategically grouped, with different amounts of teacher instruction provided to each group, depending on student learning needs. Also, follow up questions will be leveled in order to accommodate struggling learners, while also providing additional challenge for advanced learners. Task 1 Full Description: In opening weekends, a movie s opening gross income is often quoted as a way of measuring the movie s eventual success. Can you predict a movie s total gross income from its opening weekend count? In this lesson students will investigate if there is a pattern between the opening weekend data and the final gross total income of the movie. Students will construct graphs and tables in order to interpret predictions and patterns on opening weekend and final gross total income. Students will also answer follow-up questions to further their understanding and make predictions. Here s data on 14 movies that you might have seen. I ve included the gross amount that they earned on their opening weekend and the gross amount that they have earned since they came out. I also included The Avengers and Wreck-It Ralph, but did not give its long-term gross income.

6 6 of 14 Title Opening Gross Total Gross Opening Date Harry Potter and the Deathly Hallows Part 2 $169,189,427 $381,011,219 7/15/2011 The Hunger Games $152,535,747 $396,022,168 3/23/2012 Spider-Man 3 $151,116,516 $336,530,303 5/4/2007 The Twilight Saga: New Moon $142,839,137 $296,623,634 11/20/2009 The Twilight Saga: Breaking Dawn Part 1 $138,122,261 $281,287,133 11/18/2011 Pirates of the Caribbean: Dead Man's Chest $135,634,554 $423,315,812 7/7/2006 Harry Potter and the Deathly Hallows Part 1 $125,017,372 $295,983,305 11/19/2010 Dr. Seuss' The Lorax $70,217,070 $177,412,055 3/2/2012 The Vow $41,202,458 $122,776,350 2/10/2012 Spaceballs $6,613,837 $38,119,483 6/26/1987 Fahrenheit 9/11 $23,920,637 $119,114,517 6/25/2004 The Descendants $23,920,637 $171,481,108 2/9/2011 Marvel s The Avengers $207,438,708 4/4/2012 Wreck-It Ralph $49, 038,712 11/2/2012 Using the data collected, you will determine whether there is a correlation between the Opening Gross and the Total Gross incomes for movies. 1. On the next page, use the grid to create a scatter plot. The horizontal axis will represent the Opening weekend income of each film. The vertical axis will be the Final gross income of the movie. Plot the data from above on the next page s grid. If you have gathered additional movie data, be sure to plot it as well.

7 (in millions) 8.MATH.APT.UNIT 6 7 of 14 (in millions) 2. Is the relationship between Opening weekend income and the film s final income a linear association or something else? Describe the relationship between the two variables. 3. Make a prediction, based on the correlation, for what you think The Avengers and Wreck-IT Ralph will earn for their Lifetime Gross. Justify your prediction. 4. Given the point (40, 120) interpret its meaning within the context of this graph.

8 8 of 14 Performance Task # 1 Scoring Guide Advanced (Possible 4) Demonstrates knowledge of standard(s) being assessed with no errors. Makes connections to other areas of school or life Provides example(s) as part of explanation 3 Proficient Students will correctly construct a scatter plot. Students correctly describe association between the two variables. Students will make a reasonable prediction. Demonstrate knowledge of standard(s) being assessed. (minimal to no errors, ie. minor computation errors) Correctly justifies their answers when required. 2 - Progressing Demonstrate partial knowledge of standard(s) being assessed with justification. 1 - Beginning Demonstrate minimal knowledge of standard(s) being assessed. 0 - No response or shows no knowledge or relation to the standard being assessed. Comments: Peer Evaluation (optional): Self-Evaluation: Teacher s Evaluation: Comments regarding student s performance: Interdisciplinary Connections and Related Priority Standards Specific to Task #1 Technology English 21 st Century Learning Skills Specific to Task #1 Check all those that apply for each task: Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability Effective Oral and Written Communication Accessing and Analyzing Information Other

9 9 of 14 Performance Task # 2 In Detail Directions: 1) Copy the unwrapped Priority Standards skills, related concepts, and matching Bloom levels specific to this task. 2) Copy any additional concepts and skills from supporting standards and unit vocabulary terms specific to this task. 3) Describe the task in full detail. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). S: Which standard(s) (priority/supporting) will the task address? 8.SP.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negatives association, linear association, and nonlinear association. 8.SP.4 4. Understand that patterns of association can also be seen in bi-variate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Q: What essential Question(s) and corresponding Big Idea(s) will this task target? How does the number of tweets relate to English grade? 8.SP.1 U: Which unwrapped specific concepts and skills will this task target? 8.SP.1 - Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negatives association, linear association, and nonlinear association. A: How will the students apply the concepts and skills? What will they do and/or produce? Students will investigate and gather data to interpret and describe the total gross amount movies have earned on opening weekends, and final gross amount. Students will construct and predict a trend line based off of their scatter plot from task 1. R: What resources, instruction, and information will students need in order to complete the task? Students will need to have instruction to introduce the task and preview what is expected of them. Student will need their data from task 1. Students will need access to a computer in order to research the different movies.

10 10 of 14 E: What evidence of learning will I look for to show that I know all of my students have conceptually learned the concepts and skills the standard(s)? Students will create a line of best fit using their scatter plot. Students will make reasonable predictions on certain movies earnings. The evidence of learning will be the finished product and correctly answered follow up questions. D: How can I differentiate the application and/or evidence to meet the varying needs of my students? Research will be available in simplified form in order accommodate all learning needs. Students will be strategically grouped, with different amounts of teacher instruction provided to each group, depending on student learning needs. Also, follow up questions will be leveled in order to accommodate struggling learners, while also providing additional challenge for advanced learners. Task 2 Full Description: Movie critics can influence the public on spending their money on certain movies. Trends can also guide a producer s decision in which genre of movies they want to invest their money on and produce. Which movie would you give 2 thumbs up to? Do you watch movies based on what the expert say about it? Now is your chance to see if you believe the trend. You will have to construct and interpret a trend line to describe the amount of money a movie will gross for any opening weekend total. Finally, you will need to answer follow-up questions about the data you have gathered and make predictions, and estimations based on the trend line. Use your scatter plot from task 1 to answer the following questions. 1. Draw a line of best fit on your graph. Describe below how you decided where to draw the line. 2. Now, using the line of best fit, make new predictions for The Avengers and Wreck It Ralph. Collect the actual data from the website. Which prediction was more accurate, the prediction from the correlation or using the line of best fit?.

11 11 of Based on the data how much would you expect movies to make in gross that had opening weekends of $60 million, $80 million, $100 million, and $180 million? How did you determine your estimates? $60 $80 $100 $ Using your predictions from #3, construct a new scatterplot. (Make sure you label EVERYTHING!!) The movie, Man of Steel, grossed $116,619,362 during its Opening Weekend. Using this scatterplot, make a prediction for the Lifetime Gross for this movie. Explain the method used to make the prediction. 5. Now go back and check the actual data for Man of Steel. You can get this data from the Internet website Describe how close your prediction was to the actual lifetime gross. Did it follow the association, or would it be considered an outlier?

12 12 of 14 Performance Task # 2 Scoring Guide Advanced (Possible 4) Demonstrates knowledge of standard(s) being assessed with no errors. Makes connections to other areas of school or life Provides example(s) as part of explanation 3 Proficient Students make a reasonable estimate on opening weekend gross. Student correctly constructs a trend line. Students correctly use their estimate to create a linear equation. Demonstrate knowledge of standard(s) being assessed. (minimal to no errors, ie. minor computation errors) Correctly justifies their answers when required. 2 - Progressing Demonstrate partial knowledge of standard(s) being assessed with justification. 1 - Beginning Demonstrate minimal knowledge of standard(s) being assessed. 0 - No response or shows no knowledge or relation to the standard being assessed. Interdisciplinary Connections and Related Priority Standards Specific to Task #2 Technology Language Arts 21 st Century Learning Skills Specific to Task #2 Check all those that apply for each task: Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability Effective Oral and Written Communication Accessing and Analyzing Information Other

13 13 of 14 Performance Task # 3 In Detail Directions: 1) Copy the unwrapped Priority Standards skills, related concepts, and matching Bloom levels specific to this task. 2) Copy any additional concepts and skills from supporting standards and unit vocabulary terms specific to this task. 3) Describe the task in full detail. Check that the task directly reflects the level of rigor for each targeted skill and related concept(s). Optional. Pick 10 recent movies (within the past month), investigate the data from the website for opening weekend gross, then create and analyze a new scatterplot for the final gross amount the movies made on opening weekend. Make sure to interpret and describe the association Performance Task # 3 Scoring Guide Advanced (Possible 4) Demonstrates knowledge of standard(s) being assessed with no errors. Makes connections to other areas of school or life Provides example(s) as part of explanation 3 Proficient Students correctly create a table for the top 10 new movies. Students correctly construct a new scatter plot for the top new movies. Students correctly justify their answers using mathematical reasoning. Demonstrate knowledge of standard(s) being assessed. (minimal to no errors, ie. minor computation errors) Correctly justifies their answers when required. 2 - Progressing Demonstrate partial knowledge of standard(s) being assessed with justification. 1 - Beginning Demonstrate minimal knowledge of standard(s) being assessed. 0 - No response or shows no knowledge or relation to the standard being assessed.

14 14 of 14 Interdisciplinary Connections and Related Priority Standards Specific to Task #3 Technology Language Arts 21 st Century Learning Skills Specific to Task #3 Check all those that apply for each task: Teamwork and Collaboration Initiative and Leadership Curiosity and Imagination Innovation and Creativity Critical thinking and Problem Solving Flexibility and Adaptability Effective Oral and Written Communication Accessing and Analyzing Information Other

with functions, expressions and equations which follow in units 3 and 4.

with functions, expressions and equations which follow in units 3 and 4. Grade 8 Overview View unit yearlong overview here The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model

More information

Students will understand 1. use numerical bases and the laws of exponents

Students 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 information

Pennsylvania System of School Assessment

Pennsylvania System of School Assessment Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read

More information

For example, estimate the population of the United States as 3 times 10⁸ and the

For 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 information

Georgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade

Georgia 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 information

2027 Mathematics Grade 8

2027 Mathematics Grade 8 Instructional Material Bureau Summer 2012 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric Publisher information and instructions: Corporation or Publisher: Pearson Education,

More information

Lesson Plan Mine Shaft Grade 8 Slope

Lesson Plan Mine Shaft Grade 8 Slope CCSSM: Grade 8 DOMAIN: Expressions and Equations Cluster: Understand the connections between proportional relationships, lines, and linear equations. Standard: 8.EE.5: Graph proportional relationships,

More information

PowerTeaching i3: Algebra I Mathematics

PowerTeaching i3: Algebra I Mathematics PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and

More information

Vertical Alignment Colorado Academic Standards 6 th - 7 th - 8 th

Vertical Alignment Colorado Academic Standards 6 th - 7 th - 8 th Vertical Alignment Colorado Academic Standards 6 th - 7 th - 8 th Standard 3: Data Analysis, Statistics, and Probability 6 th Prepared Graduates: 1. Solve problems and make decisions that depend on un

More information

DRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations

DRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2013 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY,

More information

2027 Mathematics Grade 8

2027 Mathematics Grade 8 Instructional Material Bureau Summer 2012 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric Publisher information and instructions: Corporation or Publisher: Pearson Education,

More information

RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY

RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY I. INTRODUCTION According to the Common Core Standards (2010), Decisions or predictions are often based on data numbers

More information

Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

More information

Topic: Unit 1-Variables, Expressions, and Integers

Topic: Unit 1-Variables, Expressions, and Integers Grade 7th Topic: Unit 1-Variables, Expressions, and Integers Essential Questions/Enduring CC.7.NS.1 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and

More information

GRADE 8 MATH: TALK AND TEXT PLANS

GRADE 8 MATH: TALK AND TEXT PLANS GRADE 8 MATH: TALK AND TEXT PLANS UNIT OVERVIEW This packet contains a curriculum-embedded Common Core standards aligned task and instructional supports. The task is embedded in a three week unit on systems

More information

DRAFT. Grade 8 Mathematics Item Specifications

DRAFT. Grade 8 Mathematics Item Specifications DRAFT Grade 8 Mathematics Item Specifications The draft Florida Standards Assessment (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions

More information

Diagrams and Graphs of Statistical Data

Diagrams and Graphs of Statistical Data Diagrams and Graphs of Statistical Data One of the most effective and interesting alternative way in which a statistical data may be presented is through diagrams and graphs. There are several ways in

More information

Mathematics Grade-Level Instructional Materials Evaluation Tool

Mathematics Grade-Level Instructional Materials Evaluation Tool Mathematics Grade-Level Instructional Materials Evaluation Tool Quality Review GRADE 8 Textbooks and their digital counterparts are vital classroom tools but also a major expense, and it is worth taking

More information

Prentice Hall Mathematics: Algebra 1 2007 Correlated to: Michigan Merit Curriculum for Algebra 1

Prentice Hall Mathematics: Algebra 1 2007 Correlated to: Michigan Merit Curriculum for Algebra 1 STRAND 1: QUANTITATIVE LITERACY AND LOGIC STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS, AND QUANTITATIVE SITUATIONS Based on their knowledge of the properties of arithmetic, students understand and reason

More information

LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE

LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre-

More information

Teaching & Learning Plans. The Correlation Coefficient. Leaving Certificate Syllabus

Teaching & Learning Plans. The Correlation Coefficient. Leaving Certificate Syllabus Teaching & Learning Plans The Correlation Coefficient Leaving Certificate Syllabus The Teaching & Learning Plans are structured as follows: Aims outline what the lesson, or series of lessons, hopes to

More information

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 A Correlation of Prentice Hall Mathematics Courses 1-3 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 information

Algebra 1 Course Information

Algebra 1 Course Information Course Information Course Description: Students will study patterns, relations, and functions, and focus on the use of mathematical models to understand and analyze quantitative relationships. Through

More information

Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

More information

This unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.

This unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions. Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course

More information

CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA

CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical

More information

South Carolina College- and Career-Ready (SCCCR) Probability and Statistics

South Carolina College- and Career-Ready (SCCCR) Probability and Statistics South Carolina College- and Career-Ready (SCCCR) Probability and Statistics South Carolina College- and Career-Ready Mathematical Process Standards The South Carolina College- and Career-Ready (SCCCR)

More information

Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below.

Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below. Infinite Algebra 1 Kuta Software LLC Common Core Alignment Software version 2.05 Last revised July 2015 Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below. High School

More information

21 st Century Math Projects

21 st Century Math Projects Project Title: U.S. Presidential Inquiry Standard Focus: Data Analysis & Probability Time Range: 3-5 Days Supplies: Pencil and Paper Topics of Focus: - Box and Whisker Plot - Mean, Median, Mode - Stem

More information

Problem of the Month Through the Grapevine

Problem of the Month Through the Grapevine 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 information

Session 7 Bivariate Data and Analysis

Session 7 Bivariate Data and Analysis Session 7 Bivariate Data and Analysis Key Terms for This Session Previously Introduced mean standard deviation New in This Session association bivariate analysis contingency table co-variation least squares

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Tennessee Department of Education. Task: Sally s Car Loan

Tennessee Department of Education. Task: Sally s Car Loan Tennessee Department of Education Task: Sally s Car Loan Sally bought a new car. Her total cost including all fees and taxes was $15,. She made a down payment of $43. She financed the remaining amount

More information

Comparing Sets of Data Grade Eight

Comparing Sets of Data Grade Eight Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents

More information

Lecture 11: Chapter 5, Section 3 Relationships between Two Quantitative Variables; Correlation

Lecture 11: Chapter 5, Section 3 Relationships between Two Quantitative Variables; Correlation Lecture 11: Chapter 5, Section 3 Relationships between Two Quantitative Variables; Correlation Display and Summarize Correlation for Direction and Strength Properties of Correlation Regression Line Cengage

More information

Chapter 8 Graphs and Functions:

Chapter 8 Graphs and Functions: Chapter 8 Graphs and Functions: Cartesian axes, coordinates and points 8.1 Pictorially we plot points and graphs in a plane (flat space) using a set of Cartesian axes traditionally called the x and y axes

More information

GRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES Add linear expressions with rational coefficients. 7.EE.1

GRADE 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 information

Granny s Balloon Trip

Granny s Balloon Trip Granny s Balloon Trip This problem gives you the chance to: represent data using tables and graphs On her eightieth birthday, Sarah s granny went for a trip in a hot air balloon. This table shows the schedule

More information

Common Core State Standards for Mathematics Accelerated 7th Grade

Common 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 information

Summarizing and Displaying Categorical Data

Summarizing and Displaying Categorical Data Summarizing and Displaying Categorical Data Categorical data can be summarized in a frequency distribution which counts the number of cases, or frequency, that fall into each category, or a relative frequency

More information

What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of y = mx + b.

What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of y = mx + b. PRIMARY CONTENT MODULE Algebra - Linear Equations & Inequalities T-37/H-37 What does the number m in y = mx + b measure? To find out, suppose (x 1, y 1 ) and (x 2, y 2 ) are two points on the graph of

More information

Unit 4: Analyze and Graph Linear Equations, Functions, and Relations

Unit 4: Analyze and Graph Linear Equations, Functions, and Relations Unit 4 Table of Contents Unit 4: Analyze and Graph Linear Equations, Functions and Relations Video Overview Learning Objectives 4.2 Media Run Times 4.3 Instructor Notes 4.4 The Mathematics of Analyzing

More information

Unit 9 Describing Relationships in Scatter Plots and Line Graphs

Unit 9 Describing Relationships in Scatter Plots and Line Graphs Unit 9 Describing Relationships in Scatter Plots and Line Graphs Objectives: To construct and interpret a scatter plot or line graph for two quantitative variables To recognize linear relationships, non-linear

More information

SQUARES AND SQUARE ROOTS

SQUARES AND SQUARE ROOTS 1. Squares and Square Roots SQUARES AND SQUARE ROOTS In this lesson, students link the geometric concepts of side length and area of a square to the algebra concepts of squares and square roots of numbers.

More information

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

More information

EQUATIONS and INEQUALITIES

EQUATIONS and INEQUALITIES EQUATIONS and INEQUALITIES Linear Equations and Slope 1. Slope a. Calculate the slope of a line given two points b. Calculate the slope of a line parallel to a given line. c. Calculate the slope of a line

More information

Graph Ordered Pairs on a Coordinate Plane

Graph Ordered Pairs on a Coordinate Plane Graph Ordered Pairs on a Coordinate Plane Student Probe Plot the ordered pair (2, 5) on a coordinate grid. Plot the point the ordered pair (-2, 5) on a coordinate grid. Note: If the student correctly plots

More information

Year 6 Mathematics - Student Portfolio Summary

Year 6 Mathematics - Student Portfolio Summary Year 6 - Student Portfolio Summary WORK SAMPLE PORTFOLIOS These work sample portfolios have been designed to illustrate satisfactory achievement in the relevant aspects of the achievement standard. The

More information

MATH 60 NOTEBOOK CERTIFICATIONS

MATH 60 NOTEBOOK CERTIFICATIONS MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5

More information

D. ( 1 5 )2. Grade 8 Mathematics Item Specifications Florida Standards Assessments. MAFS.8.EE.1 Work with radicals and integer exponents.

D. ( 1 5 )2. Grade 8 Mathematics Item Specifications Florida Standards Assessments. MAFS.8.EE.1 Work with radicals and integer exponents. MAFS.8.EE.1 Work with radicals and integer exponents. MAFS.8.EE.1.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3 2 3 5 = 3 3 = 1 3 2 =

More information

GRAPHING (2 weeks) Main Underlying Questions: 1. How do you graph points?

GRAPHING (2 weeks) Main Underlying Questions: 1. How do you graph points? GRAPHING (2 weeks) The Rectangular Coordinate System 1. Plot ordered pairs of numbers on the rectangular coordinate system 2. Graph paired data to create a scatter diagram 1. How do you graph points? 2.

More information

High School Algebra Reasoning with Equations and Inequalities Solve systems of equations.

High School Algebra Reasoning with Equations and Inequalities Solve systems of equations. Performance Assessment Task Graphs (2006) Grade 9 This task challenges a student to use knowledge of graphs and their significant features to identify the linear equations for various lines. A student

More information

Elementary Statistics. Scatter Plot, Regression Line, Linear Correlation Coefficient, and Coefficient of Determination

Elementary Statistics. Scatter Plot, Regression Line, Linear Correlation Coefficient, and Coefficient of Determination Scatter Plot, Regression Line, Linear Correlation Coefficient, and Coefficient of Determination What is a Scatter Plot? A Scatter Plot is a plot of ordered pairs (x, y) where the horizontal axis is used

More information

Designer: Nathan Kimball. Stage 1 Desired Results

Designer: Nathan Kimball. Stage 1 Desired Results Interpolation Subject: Science, math Grade: 6-8 Time: 4 minutes Topic: Reading Graphs Designer: Nathan Kimball Stage 1 Desired Results Lesson Overview: In this activity students work with the direct linear

More information

Brunswick High School has reinstated a summer math curriculum for students Algebra 1, Geometry, and Algebra 2 for the 2014-2015 school year.

Brunswick High School has reinstated a summer math curriculum for students Algebra 1, Geometry, and Algebra 2 for the 2014-2015 school year. Brunswick High School has reinstated a summer math curriculum for students Algebra 1, Geometry, and Algebra 2 for the 2014-2015 school year. Goal The goal of the summer math program is to help students

More information

1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number

1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number 1) Write the following as an algebraic expression using x as the variable: Triple a number subtracted from the number A. 3(x - x) B. x 3 x C. 3x - x D. x - 3x 2) Write the following as an algebraic expression

More information

Bar Graphs and Dot Plots

Bar Graphs and Dot Plots CONDENSED L E S S O N 1.1 Bar Graphs and Dot Plots In this lesson you will interpret and create a variety of graphs find some summary values for a data set draw conclusions about a data set based on graphs

More information

Problem of the Month: Fair Games

Problem of the Month: Fair Games 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 information

Pearson Algebra 1 Common Core 2015

Pearson Algebra 1 Common Core 2015 A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

New Releases. Investigation. Use the reviews of the New Releases to complete the table.

New Releases. Investigation. Use the reviews of the New Releases to complete the table. Online Reviews Nowadays online reviews have a huge impact on business. Customer ratings help people decide what to buy and what products to avoid. Movies are no different. Below are a list of new online

More information

Homework 11. Part 1. Name: Score: / null

Homework 11. Part 1. Name: Score: / null Name: Score: / Homework 11 Part 1 null 1 For which of the following correlations would the data points be clustered most closely around a straight line? A. r = 0.50 B. r = -0.80 C. r = 0.10 D. There is

More information

Grade 6 Mathematics Performance Level Descriptors

Grade 6 Mathematics Performance Level Descriptors Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this

More information

What is the purpose of this document? What is in the document? How do I send Feedback?

What is the purpose of this document? What is in the document? How do I send Feedback? This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Statistics

More information

The Distributive Property

The Distributive Property The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com

More information

GRAPHING LINEAR EQUATIONS IN TWO VARIABLES

GRAPHING LINEAR EQUATIONS IN TWO VARIABLES GRAPHING LINEAR EQUATIONS IN TWO VARIABLES The graphs of linear equations in two variables are straight lines. Linear equations may be written in several forms: Slope-Intercept Form: y = mx+ b In an equation

More information

Georgia Standards of Excellence Curriculum Map. Mathematics. GSE Algebra I

Georgia Standards of Excellence Curriculum Map. Mathematics. GSE Algebra I Georgia Standards of Excellence Curriculum Map Mathematics GSE Algebra I These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Georgia Department

More information

Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Current 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 three-dimensional shapes by demonstrating an understanding of:

More information

Graphs of Proportional Relationships

Graphs of Proportional Relationships Graphs of Proportional Relationships Student Probe Susan runs three laps at the track in 12 minutes. A graph of this proportional relationship is shown below. Explain the meaning of points A (0,0), B (1,4),

More information

Statistics and Probability

Statistics and Probability Statistics and Probability TABLE OF CONTENTS 1 Posing Questions and Gathering Data. 2 2 Representing Data. 7 3 Interpreting and Evaluating Data 13 4 Exploring Probability..17 5 Games of Chance 20 6 Ideas

More information

Acquisition Lesson Plan for the Concept, Topic or Skill---Not for the Day

Acquisition Lesson Plan for the Concept, Topic or Skill---Not for the Day Acquisition Lesson Plan Concept: Linear Systems Author Name(s): High-School Delaware Math Cadre Committee Grade: Ninth Grade Time Frame: Two 45 minute periods Pre-requisite(s): Write algebraic expressions

More information

Measurement with Ratios

Measurement 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 real-world and mathematical

More information

CAMI Education linked to CAPS: Mathematics

CAMI Education linked to CAPS: Mathematics - 1 - TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers

More information

TIME VALUE OF MONEY PROBLEM #8: NET PRESENT VALUE Professor Peter Harris Mathematics by Sharon Petrushka

TIME VALUE OF MONEY PROBLEM #8: NET PRESENT VALUE Professor Peter Harris Mathematics by Sharon Petrushka TIME VALUE OF MONEY PROBLEM #8: NET PRESENT VALUE Professor Peter Harris Mathematics by Sharon Petrushka Introduction Creativity Unlimited Corporation is contemplating buying a machine for $100,000, which

More information

DRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations

DRAFT. New York State Testing Program Grade 8 Common Core Mathematics Test. Released Questions with Annotations DRAFT New York State Testing Program Grade 8 Common Core Mathematics Test Released Questions with Annotations August 2014 Developed and published under contract with the New York State Education Department

More information

The Cartesian Plane The Cartesian Plane. Performance Criteria 3. Pre-Test 5. Coordinates 7. Graphs of linear functions 9. The gradient of a line 13

The Cartesian Plane The Cartesian Plane. Performance Criteria 3. Pre-Test 5. Coordinates 7. Graphs of linear functions 9. The gradient of a line 13 6 The Cartesian Plane The Cartesian Plane Performance Criteria 3 Pre-Test 5 Coordinates 7 Graphs of linear functions 9 The gradient of a line 13 Linear equations 19 Empirical Data 24 Lines of best fit

More information

Working with Coordinate Planes

Working with Coordinate Planes Virtual Math Girl: Module 1 (Student) and 2 (Teacher) Working with Coordinate Planes Activities and Supplemental Materials The purpose of Virtual Math Girl Module 1 (Student) and 2 (Teacher) is to familiarize

More information

Grade 8 Mathematics Item Specification C1 TD Task Model 3

Grade 8 Mathematics Item Specification C1 TD Task Model 3 Task Model 3 Equation/Numeric DOK Level 1 algebraically, example, have no solution because 6. 3. The student estimates solutions by graphing systems of two linear equations in two variables. Prompt Features:

More information

Quantitative & Symbolic Reasoning Center Hamilton College

Quantitative & Symbolic Reasoning Center Hamilton College Quantitative & Symbolic Reasoning Center Hamilton College Mathematical Review: Graphs and Charts Graphing One Variable: Time-Series Graphs and Bar Charts Graphing is a visual means to represent events

More information

Opportunity Cost Grade Three

Opportunity Cost Grade Three Ohio Standards Connection: Economics Benchmark A Explain the opportunity costs involved in the allocation of scarce productive resources. Indicator 1 Define opportunity cost and give an example of the

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR Mathematics (CCSSM) High School Statistics and Probability Mathematics High School Statistics and Probability Decisions or predictions are often based on data numbers in

More information

Mathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12

Mathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12 Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing

More information

Bar Graphs with Intervals Grade Three

Bar Graphs with Intervals Grade Three Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals

More information

Lesson Plan Vats Grade 8 Write Algebraic Expressions

Lesson Plan Vats Grade 8 Write Algebraic Expressions CCSSM: Grade 8 Lesson Plan DOMAIN: Functions Cluster: Use functions to model relationships between quantities. Standard: 8.F.: Construct a function to model a linear relationship between two quantities.

More information

Keystone Exams: Algebra I Assessment Anchors and Eligible Content. Pennsylvania Department of Education

Keystone Exams: Algebra I Assessment Anchors and Eligible Content. Pennsylvania Department of Education Assessment Anchors and Eligible Content Pennsylvania Department of Education www.education.state.pa.us January 2013 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment

More information

Same Area, Different Perimeter; Same Perimeter, Different Area

Same Area, Different Perimeter; Same Perimeter, Different Area s e s s i o n 2. 5 A Same Area, Different Perimeter; Same Perimeter, Different Area Math Focus Points Using tiles to find the area and perimeter of a rectangle Understanding that rectangles can have the

More information

Lesson 2: Constructing Line Graphs and Bar Graphs

Lesson 2: Constructing Line Graphs and Bar Graphs Lesson 2: Constructing Line Graphs and Bar Graphs Selected Content Standards Benchmarks Assessed: D.1 Designing and conducting statistical experiments that involve the collection, representation, and analysis

More information

Counting Money and Making Change Grade Two

Counting Money and Making Change Grade Two Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign

More information

Assessment Anchors and Eligible Content

Assessment Anchors and Eligible Content M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings

More information

San Jose State University Engineering 10 1

San Jose State University Engineering 10 1 KY San Jose State University Engineering 10 1 Select Insert from the main menu Plotting in Excel Select All Chart Types San Jose State University Engineering 10 2 Definition: A chart that consists of multiple

More information

Exponential Growth and Modeling

Exponential Growth and Modeling Exponential Growth and Modeling Is it Really a Small World After All? I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will apply their knowledge of functions and regressions to compare the U.S. population

More information

Valor Christian High School Mrs. Bogar Biology Graphing Fun with a Paper Towel Lab

Valor Christian High School Mrs. Bogar Biology Graphing Fun with a Paper Towel Lab 1 Valor Christian High School Mrs. Bogar Biology Graphing Fun with a Paper Towel Lab I m sure you ve wondered about the absorbency of paper towel brands as you ve quickly tried to mop up spilled soda from

More information

Norwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction

Norwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction 1 Algebra Scope and Sequence of Instruction Instructional Suggestions: Instructional strategies at this level should include connections back to prior learning activities from K-7. Students must demonstrate

More information

Personal Timelines Grade Two

Personal Timelines Grade Two Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.

More information

Representing Data Using Frequency Graphs

Representing Data Using Frequency Graphs Lesson 25 Mathematics Assessment Project Formative Assessment Lesson Materials Representing Data Using Graphs MARS Shell Center University of Nottingham & UC Berkeley Alpha Version If you encounter errors

More information

Fairfield Public Schools

Fairfield Public Schools Mathematics Fairfield Public Schools AP Statistics AP Statistics BOE Approved 04/08/2014 1 AP STATISTICS Critical Areas of Focus AP Statistics is a rigorous course that offers advanced students an opportunity

More information

Graphs of Proportional Relationships

Graphs of Proportional Relationships Graphs of Proportional Relationships Student Probe Susan runs three laps at the track in 12 minutes. A graph of this proportional relationship is shown below. Explain the meaning of points A (0,0), B (1,),

More information

The Comparisons. Grade Levels Comparisons. Focal PSSM K-8. Points PSSM CCSS 9-12 PSSM CCSS. Color Coding Legend. Not Identified in the Grade Band

The Comparisons. Grade Levels Comparisons. Focal PSSM K-8. Points PSSM CCSS 9-12 PSSM CCSS. Color Coding Legend. Not Identified in the Grade Band Comparison of NCTM to Dr. Jim Bohan, Ed.D Intelligent Education, LLC Intel.educ@gmail.com The Comparisons Grade Levels Comparisons Focal K-8 Points 9-12 pre-k through 12 Instructional programs from prekindergarten

More information

PCHS ALGEBRA PLACEMENT TEST

PCHS ALGEBRA PLACEMENT TEST MATHEMATICS Students must pass all math courses with a C or better to advance to the next math level. Only classes passed with a C or better will count towards meeting college entrance requirements. If

More information

GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS

GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS GRADE 6 MATH: RATIOS AND PROPORTIONAL RELATIONSHIPS UNIT OVERVIEW This 4-5 week unit focuses on developing an understanding of ratio concepts and using ratio reasoning to solve problems. TASK DETAILS Task

More information