CCGPS MathematicsCoordinate Algebra Update Webinar

Unit 3: Linear and Exponential FunctionsSeptember 13, 2013

James Pratt – jpratt@doe.k12.ga.us Brooke Kline – bkline@doe.k12.ga.usSecondary Mathematics Specialists

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These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

What are update webinars?

• Update on the work of the 2013 Resource Revision Team Overall revisions Unit 3 revisions

• Addressing areas which teachers have found to be more challenging• Resources

2013 CA Resource Revision Team

Coordinate Algebra/Acc CA Comprehensive Course Overview

• Located on the 9-12 math section of www.georgiastandards.org

• Designed to provide clarification of CCGPS Mathematics Standards

• Organized to link together many sources of information pertinent to CCGPS Coordinate Algebra/Accelerated Coordinate Algebra

Begin at www.georgiastandards.org

Direct Link to Page

Select the CCGPS ELA/Math Tab

Direct Link to Page

Select the Mathematics option under Browse CCGPS

Direct Link to Page

Select the 9-12 option in the Mathematics section

Direct Link to Page

Expand the Coordinate Algebra Course

Direct Link to Page

Select the Comprehensive Course Overview

Expande Coordinate

Algebra

Direct Link to Page

Direct Link to Page

Table of Contents• Outlines the Major

areas of Focus for the Course

• Fully Interactive when viewed via internet

• Hover over a section and select to access the section quickly

Sections of Interest• Flipbook Access: Detailed

Information About Each Standard• Unit Descriptions: Overview • Webinar Information • Assessment Resources and

Instructional Support Resources• Internet Resources• Curriculum Map

Formative Assessment Lessons (FALs)

CCGPS Math Wiki Space

Purpose of Tasks

• Problem-Based-Learning--Check out Dan Meyer, Robert Kaplinksy’s websites

• Provide several entry points to the standards.

• Teachers should review all tasks in a given unit to determine which tasks would be appropriate for their students. Tasks can be adapted to fit the needs or your classroom. Most standards are covered by various tasks

Goals of Unit Revisions

• More user-friendly• Provide teachers with task summaries• Give teachers tools necessary to quickly

analyze tasks• Provide tasks from different sources

Updates to Unit Frameworks

TASK TABLE• Outlines the

tasks by type, content and standard.

• Provides suggested times

• Hyperlinks to PDFs and Word Docsv

Updates to Unit Frameworks

Unit 3

• Tasks primarily address:– Modeling situations with linear or exponential functions– Exploring function notation and transformations– Understanding sequences as functions

Modeling Exponential Functions

• Having Kittens• Multiplying Cells• Community Service, Sequences and Functions• Paper Folding (from Unit1)

Having Kittens

• Students explore if cats could realistically have 2000 descendants in a year and a half.

Multiplying Cells

• Short task• Students chart out cell populations over time.

Community Service, Sequences and Functions

• Student explore comparisons in making money in a linear and in an exponential model.

Function Notation

• Talk is Cheap• Building and Comparing Functions• Functioning Well

High Functioning—Vertical Translations

High Functioning—Even and Odd Functions

MARS FAL

• Designed by the shell center• Intended as student-driven, teacher-facilitated

lessons that build conceptual understanding

A look at MARS FAL: Comparing Investments

Lesson Plan

A look at MARS FAL: Comparing Investments Misconceptions

A look at MARS FAL: Comparing Investments

Activities

A look at MARS FAL: Comparing Investments

Student Work

The coordinate plane shows two functions of . is an increasing linear function. is an increasing exponential function.Based on the information, which statement is true for all real values of the domain x ≥ 0?

A. for only one value in the domainB. for many values in the domainC. for all values in the domainD. for all values in the domain

Unit 3 Challenges

MCC9‐12.F.LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Unit 3 Challenges

The coordinate plane shows two functions of . is an increasing linear function. is an increasing exponential function.Based on the information, which statement is true for all real values of the domain x ≥ 0?

A. for only one value in the domainB. for many values in the domainC. for all values in the domainD. for all values in the domain

Unit 3 Challenges

The coordinate plane shows two functions of . is an increasing linear function. is an increasing exponential function.Based on the information, which statement is true for all real values of the domain x ≥ 0?

A. for only one value in the domainB. for many values in the domainC. for all values in the domainD. for all values in the domain

Unit 3 Challenges

21.71%

23.58%

40.16%

14.01%

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

1800(1318

)

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

1800(1318

)

1300(1318

)

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

1800(1318

)

1300(1318

)

939 (1318

)

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

1800(1318

)

1300(1318

)

939 (1318

)

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

1800(1318

)

1300( 1318 )=1800( 1318 )2

939 (1318 )=1800( 1318 )3

Suppose you drop a basketball and the ratio of each rebound height to the previous rebound height is 1300:1800. Let be the function that assigns to the rebound height of the ball (in mm) on the th bounce or rebound. Complete the chart below, rounding to the nearest mm.

Unit 3 Challenges

Adapted from Illustrative Mathematics F-LE Basketball Rebounds

1800(1318

)

1300( 1318 )=1800( 1318 )2

939 (1318 )=1800( 1318 )3

Assessment – Coordinate Algebra Released Items

We have posted a set of released Coordinate Algebra EOCT items to the GaDOE website. In addition to the item booklet itself, you will find commentary and field test performance data. […] The items are posted on the EOCT webpage, under the link 'EOCT Resources.' A direct link to this webpage is provided below. Please scroll down the page and look under the heading 'Other Documents and Resources.' […]

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/EOCT-Resources.aspx

~ Dr. Melissa Fincher, Associate Superintendent for Assessment and Accountability(excerpt from an email sent to K-12 Assessment Directors from Dr. Fincher)

• GaDOE Resources Fall 2011 CCGPS Standards for Mathematical Practices Webinars - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx 2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Georgia Mathematics Teacher Forums - http://ccgpsmathematics9-10.wikispaces.com/ CCGPS Mathematics Frameworks and Comprehensive Course Overviews - https://www.georgiastandards.org/Common-Core/Pages/Math-9-12.aspx Mathematics Formative Assessment Lesson Videos - https://www.georgiastandards.org/Common-Core/Pages/Mathematics-Formative-Assessment-Lessons-Videos.aspx

Resources

Resource List

The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

• CCGPS Resources SEDL videos - http://bit.ly/RwWTdc or http://bit.ly/yyhvtc Illustrative Mathematics - http://www.illustrativemathematics.org/ Mathematics Vision Project - http://www.mathematicsvisionproject.org/index.html Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/ Common Core Standards - http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/ LearnZillion - http://learnzillion.com/

• Assessment Resources MAP - http://www.map.mathshell.org.uk/materials/index.php Illustrative Mathematics - http://illustrativemathematics.org/ CCSS Toolbox: PARCC Prototyping Project - http://www.ccsstoolbox.org/ Smarter Balanced - http://www.smarterbalanced.org/smarter-balanced-assessments/ PARCC - http://www.parcconline.org/ Online Assessment System - http://bit.ly/OoyaK5

Resources

Resources

Resources• Professional Learning Resources

Inside Mathematics- http://www.insidemathematics.org/ Annenberg Learner - http://www.learner.org/index.html Edutopia – http://www.edutopia.org Teaching Channel - http://www.teachingchannel.org Ontario Ministry of Education - http://bit.ly/cGZlce Achieve - http://www.achieve.org/

• Blogs Dan Meyer – http://blog.mrmeyer.com/ Robert Kaplinsky - http://robertkaplinsky.com/

• Books Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8

Resources

http://robertkaplinsky.com/

Resources

http://robertkaplinsky.com/

Mathematical Understanding?

http://robertkaplinsky.com/what-does-it-mean-to-understand-mathematics

/

http://robertkaplinsky.com/what-does-it-mean-to-understand-mathematics

/

• Procedural skill and fluency

• Conceptual understanding

• The ability to apply mathematics

Mathematical Understanding?

Feedbackhttp://www.surveymonkey.com/s/WZKG5G2

James Pratt – jpratt@doe.k12.ga.us Brooke Kline – bkline@doe.k12.ga.us

Thank You! Please visit http://ccgpsmathematics9-10.wikispaces.com/ to share your feedback, ask

questions, and share your ideas and resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx

to join the 9-12 Mathematics email listserve.Follow on Twitter!

Follow @GaDOEMath

Brooke KlineProgram Specialist (6‐12)

bkline@doe.k12.ga.us

James PrattProgram Specialist (6-12)

jpratt@doe.k12.ga.us

These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.