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East Carolina UniversityTQP Secondary Reform

Common Core 9-12 Curriculum Unit Teacher Education Courses

Course:__________________School:________________________

Instructor:___________________________

Unit topic:

CCSS Mathematical Content Standards Addressed:N-Q.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

A-CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

A-CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.**At this level, limit to formulas that are linear in the variable of interest, or to formulas involving squared or cubed variables.

F-IF.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.* * At this level, focus on linear, exponential and quadratic functions; no end behavior or periodicity.

F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.*★*At this level, focus on linear and exponential functions.

F-IF.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.*★*At this level, focus on linear functions and exponential functions whose domain is a subset of the integers.


F-BF.1: Write a function that describes a relationship between two quantities.

F-BF.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.★

F-LE.1: Distinguish between situations that can be modeled with linear functions and with exponential functions.★

F-LE.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.★

F-LE.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.★

F-LE.1c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.★

F-LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).★

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.*★*At this level, limit to linear, exponential, and quadratic functions; general polynomial functions are not addressed.

S-ID.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

S-ID.6a: Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.**At this level, focus on linear models.

S-ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Modeling: Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★).


CCSS Mathematical Practice Standards Addressed:

MP1: Make sense of problems and persevere in solving them.

MP2: Reason abstractly and quantitatively.

MP3: Construct viable arguments and critique the reasoning of others.

MP4: Model with mathematics.

MP5: Use appropriate tools strategically.

MP6: Attend to precision.

MP7: Look for and make use of structure.

MP8: Look for and express regularity in repeated reasoning.

Pre-assessment: Previous skills/knowledge needed:

Performance assessment:

Performance indicators (drawn from common core/essential standards):


Lesson (a) Lesson topic(b) Lesson essential

question(c) Specific common

core/essential standard

Lesson instructional activities (a) TQP common core strand

(b) 21st century themes or skills

Performance task(s)

Lesson 1 (a)

Lesson one vocabulary Lesson one technical language Lesson one instructional language

Integration of Universal design for learning and English Language Learners:Multiple means of presentation:

Multiple means of engagement:

Multiple means of assessment:

Lesson 2

Lesson two vocabulary Lesson two technical language Lesson two instructional language





Lesson 3

Lesson three vocabulary Lesson three technical language Lesson three instructional language

U Integration of Universal design for learning and English Language Learners:Multiple means of presentation:



Lesson 4

Lesson four vocabulary Lesson four technical language Lesson four instructional language





Lesson 5

Lesson five vocabulary Lesson five technical language Lesson five instructional language




Brainstorm Learner NeedsPossible Barriers Possible Solutions


Appendix A: Content Outline


Appendix B: Academic language (vocabulary, technical language, and instructional academic language)


Appendix C: Materials and references

Materials in this section provide you with an at-a-glance list of Common Core Standards that you may be addressing in your unit at various points. It is provided here for your convenience.


TQP Secondary Reform – Common Core and 21st Century Resource Guide

Related common core anchor standards in reading:Note TQP themes in () Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textualevidence when writing or speaking to support conclusions drawn from the text. (ID AND USE TEXTUAL EVIDENCE)2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting detailsand ideas. (CENTRAL THEME OF IDEA)3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. (POINT OF VIEW AND MULTIPLE PERSPECTIVES)

Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., asection, chapter, scene, or stanza) relate to each other and the whole. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)6. Assess how point of view or purpose shapes the content and style of a text. (POINT OF VIEW AND MULTIPLE PERSPECTIVES)

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, aswell as in words.* (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well asthe relevance and sufficiency of the evidence. (POINT OF VIEW AND MULTIPLE PERSPECTIVES)9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare theapproaches the authors take. (POINT OF VIEW AND MULTIPLE PERSPECTIVES)


Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE AND/OR CENTRAL THEME OF IDEA AND/OR POINT OF VIEW AND MULTIPLE PERSPECTIVES)

Related common core anchor standards for writing:Note TQP themes in ()Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevantand sufficient evidence. (ID AND USE TEXTUAL EVIDENCE)2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accuratelythrough the effective selection, organization, and analysis of content. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen detailsand well-structured event sequences. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (ACADEMIC LANGUAGE AND TEXTUAL STRUCTURE)6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. (POINT OF VIEW AND MULTIPLE PERSPECTIVES)Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstratingunderstanding of the subject under investigation. (ID AND USE TEXTUAL EVIDENCE)8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of eachsource, and integrate the information while avoiding plagiarism. (ID AND USE TEXTUAL EVIDENCE AND/OR POINT OF VIEW AND MULTIPLE PERSPECTIVES)9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (ID AND USE TEXTUAL EVIDENCE)


Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (asingle sitting or a day or two) for a range of tasks, purposes, and audiences. (CENTRAL THEME OR IDEA AND/OR ID AND USE TEXTUAL EVIDENCE AND/OR ACADEMIC LANGUAGE AND TEXT STRUCTURES AND/OR POINT OF VIEW AND MULTIPLE PERSPECTIVES)

Related common core standards for mathematical practice:Note TQP themes in ()

1. Make sense of problems and persevere in solving them. (DERIVE MEANING OF A PROBLEM)

2. Reason abstractly and quantitatively. (REASON AND CONSTRUCT VIABLE ARGUMENTS)

3. Construct viable arguments and critique the reasoning of others. (CONSTRUCT VIABLE ARGUMENTS AND/OR CRITIQUE REASONING OF OTHERS)

4. Model with mathematics. (MATHEMATICAL STRUCTURE)

5. Use appropriate tools strategically. (DERIVE MEANING OF A PROBLEM AND/OR MATHEMATICAL STRUCTURE)

6. Attend to precision. (DERIVE MEANING OF A PROBLEM AND/OR REASON AND CONSTRUCT VIABLE ARGUMENTS AND/OR MATHEMATICAL STRUCTURE AND/OR CRITIQUE REASONING OF OTHERS)

7. Look for and make use of structure. (MATHEMATICAL STRUCTURE)

8. Look for and express regularity in repeated reasoning. (REASON AND CONSTRUCT VIABLE ARGUMENTS)


21st century themesNote TQP themes in BOLDGLOBAL AWARENESS Using 21st century skills to understand and address global issues Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and

open dialogue in personal, work and community contexts Understanding other nations and cultures, including the use of non-English languages

FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY Knowing how to make appropriate personal economic choices Understanding the role of the economy in society Using entrepreneurial skills to enhance workplace productivity and career option

CIVIC LITERACY Participating effectively in civic life through knowing how to stay informed and understanding governmental processes Exercising the rights and obligations of citizenship at local, state, national and global levels Understanding the local and global implications of civic decisions

HEALTH LITERACY Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health

enhancing Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction Using available information to make appropriate health-related decisions Establishing and monitoring personal and family health goals


Understanding national and international public health and safety issues

ENVIRONMENTAL LITERACY Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air,

climate, land, food, energy, water and ecosystems Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource

consumption rate, etc.) Investigate and analyze environmental issues, and make accurate conclusions about effective solutions Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that

inspire action on environmental issues)

21st century skillsNote TQP themes in BOLD

Learning and innovation skills - CREATIVITY AND INNOVATION

Think Creatively Use a wide range of idea creation techniques (such as brainstorming) Create new and worthwhile ideas (both incremental and radical concepts) Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Work Creatively with Others Develop, implement and communicate new ideas to others effectively Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and

frequent mistakes

Implement Innovations Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur

Learning and innovation skills - CRITICAL THINKING AND PROBLEM SOLVING


Reason Effectively

Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation

Use Systems Thinking

Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems

Make Judgments and Decisions

Effectively analyze and evaluate evidence, arguments, claims and beliefs Analyze and evaluate major alternative points of view Synthesize and make connections between information and arguments Interpret information and draw conclusions based on the best analysis Reflect critically on learning experiences and processes

Solve Problems

Solve different kinds of non-familiar problems in both conventional and innovative ways Identify and ask significant questions that clarify various points of view and lead to better solutions

Learning and innovation skills - COMMUNICATION AND COLLABORATION

Communicate Clearly

Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade) Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact Communicate effectively in diverse environments (including multi-lingual)

Collaborate with Others Demonstrate ability to work effectively and respectfully with diverse teams


Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assume shared responsibility for collaborative work, and value the individual contributions made by each team member

Information, media, and technology skills - INFORMATION LITERACY

Access and Evaluate Information

Access information efficiently (time) and effectively (sources) Evaluate information critically and competently

Use and Manage Information Use information accurately and creatively for the issue or problem at hand Manage the flow of information from a wide variety of sources Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Information, media, and technology skills – MEDIA LITERACY

Analyze Media Understand both how and why media messages are constructed, and for what purposes Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can

influence beliefs and behaviors Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media

Create Media Products Understand and utilize the most appropriate media creation tools, characteristics and conventions Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments

Information, media, and technology skills – ICT LITERACY

Apply Technology Effectively


Use technology as a tool to research, organize, evaluate and communicate information Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to

access, manage, integrate, evaluate and create information to successfully function in a knowledge economy Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies

Life and career skills - FLEXIBILITY AND ADAPTABILITY

Adapt to Change Adapt to varied roles, jobs responsibilities, schedules and context Work effectively in a climate of ambiguity and changing priorities

Be Flexible Incorporate feedback effectively Deal positively with praise, setbacks and criticism Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments

Life and career skills - INITIATIVE AND SELF-DIRECTION

Manage Goals and Time Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently

Work Independently Monitor, define, prioritize and complete tasks without direct oversight

Be Self-directed Learners Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrate initiative to advance skill levels towards a professional level Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress


Life and career skills - SOCIAL AND CROSS-CULTURAL SKILLS

Interact Effectively with Others

Know when it is appropriate to listen and when to speak Conduct themselves in a respectable, professional manner

Work Effectively in Diverse Teams Respect cultural differences and work effectively with people from a range of social and cultural backgrounds Respond open-mindedly to different ideas and values Leverage social and cultural differences to create new ideas and increase both innovation and quality of work

Life and career skills - PRODUCTIVITY AND ACCOUNTABILITY

Manage Projects Set and meet goals, even in the face of obstacles and competing pressure Prioritize, plan and manage work to achieve the intended result

Produce Results Demonstrate additional attributes associated with producing high quality products including the abilities to:

- Work positively and ethically - Manage time and projects effectively - Multi-task - Participate actively, as well as be reliable and punctual - Present oneself professionally and with proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate team diversity- Be accountable for results

Life and career skills - LEADERSHIP AND RESPONSIBILITY


Guide and Lead Others Use interpersonal and problem-solving skills to influence and guide others toward a goal Leverage strengths of others to accomplish a common goal Inspire others to reach their very best via example and selflessnes Demonstrate integrity and ethical behavior in using influence and power

Be Responsible to Others Act responsibly with the interests of the larger community in mind

References:

Common Core State Standards Initiative. (2010). Common core state standards for English language arts & literacy in history/social studies,science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf on May 30, 2012.

Common Core State Standards Initiative. (2010). Common core state standards for mathematics. Retrieved fromhttp://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf on May 30, 2012.

Gargiulo, R.M. & Metcalf, D. Teaching in Today's Inclusive Classrooms: A Universal Design for Learning Approach. Belmont, CA: Cengage.

Partnership for 21st century skills. (2011). Framework for 21st century learning. Retrieved from http://www.p21.org/overview on May 30, 2012.

http://www.p21.org/overview%20on%20May%2030

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

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