High School Mathematics Course Materials Review

The activities in session are designed to familiarize you with the mathematics materials that you will use as the primary resource for your mathematics instructional program. Pre Calculus Math Analysis

Welcome to the High School Mathematics materials review session.

This year new materials were ordered to be used as primary resources in DoDEAs mathematical instructional program. The first review session will identify specific components of the teachers edition for the textbook resource.

By the end of the session you will have had the opportunity to investigate the materials from the perspective of the teacher who is responsible for the planning and delivery of mathematics lessons that will lead to student mastery of concepts within the DoDEA standards.1Goals of the Training To become familiar with the layout of the teacher resources provided for the programTo identify components of the program that will facilitate and enhance your instruction

The goal of this session is for you to become familiar with the teacher s edition of the textbook, related technology and other student resources. In particular, how it is organized to provide for effective standards-based instruction and high student achievement.

Each program is organized into specific units and lessons that, when used effectively, will lead to mastery of standards.

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Part 1: Materials ReviewSTUDENT AND TEACHER MATERIALS FOR MATH ANALYSIS

There is a Blackboard site that contains a list of all of the materials that come with each program. It is a self-registration site. Once you have logged into Blackboard, you select the Communities Tab and type Curriculum Cycle in the Organization Search box. In your search results the Curriculum Cycle should be listed with an enroll button near the right hand margin. After you click the Enroll button you simply have to click on Submit to be automatically enrolled in the community.

This site will be used for all new curriculum buys for any curriculum area in future years.3Table of ContentsChapter R: Basic Algebraic OperationsChapter 1: Equations and InequalitiesChapter 2: GraphsChapter 3: FunctionsChapter 4: Polynomial and Rational FunctionsChapter 5: Exponential and Logarithmic FunctionsChapter 6: Trigonometric FunctionsChapter 7: Trigonometric Identities and Conditional EquationsChapter 8: Additional Topics in TrigonometryChapter 9: Additional Topics in Analytical GeometryChapter 10: Systems of Equations and MatricesChapter 11: Sequences, Induction, and ProbabilityChapter 12: Limits: an Introduction to Calculus

Page xii and xiii

Textbook Features

The TABLE OF CONTENTS will give an overview of the organization of the content of the textbook.

The Table of Contents is on pages xii and xiii.

Take a minute to pause the presentation and reflect on how this aligns with the sequence in which you have taught the course in previous years.

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Page 186

Textbook Features

Every chapter starts with an overview and section outline of what students will learn in the coming pages.

Please turn to page 161 to view the CHAPTER OPENER for Chapter 3.5

Section TitleEssential SkillsPage 188

Textbook Features

Each section of a chapter is given a SPECIFIC TITLE to indicate the topic of the section.

Please turn to page 188 in your Teachers Edition. Here you will see Section 3-3 is titled Transformations of Functions.

Each section begins by listing the OBJECTIVES or ESSENTIAL SKILLS that will be learned.6

Page 189

Textbook Features

Now look at page 189. At the bottom of the page you will see an EXPLORE-DISCUSS question.

Explore-discuss questions are interspersed throughout each section and foster conceptual understanding by asking students to think about a relationship or process before a result is stated. Verbalization of mathematical concepts, results, and processes is strongly encouraged in these explanations and activities. Many of the explore-discuss questions could provide an opportunity for collaborative group work.7Page 190

Textbook Features Textbook Features

Lets move on to page 190.

This page illustrates an example on Vertical and Horizontal shifts. Below the guided example you will see a MATCHED PROBLEM. These matched problems encourage students to practice problem solving immediately after reading through a solution.

Answers to the matched problems are located at the end of each section for easy reference.8Pages 176, 177, 179, and 196

THINK BOXPage 176

CAUTION BOXPage 177

SCREEN BOXPage 196

ANNOTATION BOXPage179

Textbook Features

Throughout the book, at appropriate times, STUDENT AIDS are offered.

THINK BOXES are dashed boxes used to enclose steps that students may be encouraged to perform mentally.

CAUTION BOXES appear throughout the text to indicate where student error often occurs.

ANNOTATION of examples and explanations, in small colored type, is found throughout the text to help students at critical stages.

SCREEN BOXES are used to highlight important definitions, theorems, results, and step-by-step processes.

9Page 203

Foundation for Calculus ICON

Textbook Features

Some examples and exercises in this book offer a FOUNDATION FOR CALCULUS.

As many students will use this book to prepare for a calculus course, examples and exercises that are especially pertinent to calculus are marked with an icon.

Please turn to page 203. Here you will see two exercise problems marked with the foundation for calculus icon-problem 101 and 102.

10Page 209 and 221

Calculator ICONEnd of Section ExercisesMultiple RepresentationOpportunities

Textbook Features

Another useful tool provided in this text book are the TECHNOLOGY CONNECTIONS.

You will find a technology connection at the bottom of page 209.

The technology connections are integrated at appropriate point sin the text to illustrate how concepts previously introduced in an algebraic context may be approached using a graphing calculator.

Students always learn the algebraic methods first so they dont become dependent on a calculator.

Within the exercise sets you will see some problems marked with a calculator icon. These exercises may use real or realistic data making them computationally heavy, or they may employ the calculator to explore mathematics in a way that would be impractical with paper and pencil.11Page 251 and 256

Textbook Features

Please turn to page 251.

CHAPTER REVIEW sections are provided at the end of each chapter and include a thorough review of all the important terms and symbols. This recap is followed by a comprehensive set of review exercises.

Within the exercise questions you will find APPLICATION questions.

One of the primary objectives of this book is to give the student substantial experience in modeling and solving real-world problems. Over 500 application exercises help convince even the most skeptical of students that mathematics is relevant to real life.12Page xxviiiAPPLICATION INDEXFor Example:

Advertising, 326, 378Body Weight, 155, 249Cell Phone Subscribers, 382Divorce, 277Eye Surgery, 503Forestry, 155, 160Infectious Diseases, 347

Textbook Features

Because there are so many useful application exercises throughout the text, an APPLICATION INDEX is available at the start of the text on page xxviii.

This alphabetical index shows real world connection related to specific application questions.

In your group, pick a real world connection application problem to explore.13Page 257

Textbook Features

You will also find GROUP ACTIVITIES at the end of every chapter.

You will find the Chapter 3 Group Activity on page 257.

These activities strongly encourage the verbalization of mathematical concepts, results, and processes. All of these special activities are highlighted to emphasize their importance.14

Part 2: Technology

Digital Resources

Technology is an important component of any math program. Not only can the use of technology resources provide opportunities for the teacher to differentiate instruction but student use of technology is an important component of most occupational fields.15

MathZone

Online access to Math Zone is available to both instructor and student. 16.

MathZone

There are three options for using this site:1. You can create a course and assign homework to your students. Student grades will be tracked in an online Gradebook.

2. Without creating a course, your students can use the site as a self-study tool while you as an instructor will have access to the teaching materials that accompany this text.

3. To access your instructor resources without creating a course, click on the Self Study link in the blue nav at the top of this page.

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MathZone

Instructions on how to register are provided on the site. A handout is also provided.

First click on register as instructor. Once you have entered your username (newton) and password (integral) you must then register with your specific data.

In the information required for registration, choose your actual country, and for the school, click on My school is not listed, and type in the name of your school. DDESS instructors should choose U.S., their state, and then type in their actual school name as above.18.

MathZone

More resources for each chapter includes practice tests and Learn It. A practice/assessment program.19.Registering for MathZoneShortcut to registration for Barnetts Precalculushttp://www.mhhe.com/barnett

Requires user name: newton and password: integralUse the MathZone Navigator Handout to guide you in your online journey!

MathZone

Now for the fun part!

Use the Mathzone Navigator Handout to guide you in your online journey!

In Part 1 you will set up your account.In Part 2 you will take part in guided exploration.In Part 3 you will have free exploration time. When you complete the tasks on the handout, please return to this power-point.

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MathZone

McGraw-Hill offers a free webinar on the Math Zone. Additional dates should be available.21Part 3: Standards & Planning

PracticeTeachAssessFocusDoDEAStandardsUnpacking the Standards Inquiry & Conceptual-based Learning Essential Understanding & Guiding Questions Formative and Summative. Differentiated Instruction

DoDEA has not yet received from the publisher a correlation document detailing where the DoDEA Standards are aligned with the textbook.22Standards & Planning

MA.2.8:Apply the laws of sines and cosines to solving problems;

Example: For a standard baseball field (square), the pitchers mound is 46 feet from home plateand the distance between bases is 60 feet. Find the distance from the pitchers mound to first base Using this standard

Give blank handouts to teachers and have them create an example for Math Analysis. Be sure to include a standard and Essential Understanding for teachers to use.

This slide should be a blank slide with an empty table only.

Linking our DoDEA standards to the new text is probably the most important piece of the instruction puzzle.

Use the Linking Standards to McGrawHill Pre-Calculus Math Analysis handout to explore how the textbook resources relate to our DoDEA curriculum.

The first row of the handout provides a detailed example of how the text book resources relate to a specific standard.

On the second row, we have identified a standard for you to explore. Use the book to find activities that match this standard.

On the third row, select a standard of your preference to explore.

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along with the Essential Understandings & Guiding Questions 1. Trigonometric functions can be used to model circular motion and other periodic phenomena - What is the connection between right triangle trigonometry and circular trigonometry?

2. Trigonometric graphs are easily distinguished by their repetitive nature. - What are the basic shapes of trigonometric graphs? - Compare and contrast the characteristics of trigonometric graphs and their inverses. - How do modifications to the basic functions affect the graphs of the functions? Give blank handouts to teachers and have them create an example for Math Analysis. Be sure to include a standard and Essential Understanding for teachers to use.

This slide should be a blank slide with an empty table only.24Standards & Planning

Teachers should use this example to assist in the writing of their sample lesson plan that could possible be used towards future planning in the fall.

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Standards & Planning

Give blank handouts to teachers and have them create an example for Math Analysis. Be sure to include a standard and Essential Understanding for teachers to use.

This slide should be a blank slide with an empty table only.26Summary

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1Two features in the new materials that will enhance your Math Analysis teachingSomething that you would like to learn more aboutThree features you are glad to see continued in the New Math Analysis Materials

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