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Stefanie Buckner

Buncombe County Schools Stefanie.buckner@bcsemail.org

Core Plus Mathematic

s

+Core Plus Mathematics Project Essential Features Courses organized around interwoven mathematical

strands Mathematical strands developed in coherent, focused

units connected by fundamental unifying idea Mathematics developed in context with an emphasis on

applications and mathematical modeling Student-centered investigations that promote active

learning through problem solving Full and appropriate use of technology tools

+Course One (“blue” book)

Unit 1: Patterns of Change

Unit 2: Patterns in Data Unit 3: Linear Functions Unit 4: Vertex-Edge

Graphs

Unit 5: Exponential Functions

Unit 6: Patterns in Shape Unit 7: Quadratic

Functions Unit 8: Patterns in

Chance

+Common Core Math 1How Buncombe County Does CCSS Math 1 using Core Plus Materials (somewhat exclusively)

+Course Two (“green” book)

Unit 1: Functions, Equations, and Systems

Unit 2: Matrix Methods Unit 3: Coordinate

Methods Unit 4: Network

Optimization

Unit 5: Nonlinear Functions and Equations

Unit 6: Regression and Correlation

Unit 7: Trigonometric Methods

Unit 8: Probability Distributions

+Common Core Math 21How Buncombe County plans to do CCSS Math 2 using Core Plus Materials (somewhat exclusively)

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+Course Three (“purple” book)

Unit 1: Reasoning and Proof

Unit 2: Inequalities and Linear Programming

Unit 3: Similarity and Congruence

Unit 4: Samples and Variation

Unit 5: Polynomial and Rational Functions

Unit 6: Circles and Circular Functions

Unit 7: Recursion and Iteration

Unit 8: Inverse Functions and Logarithms

+Course Four (“orange” book)

Unit 1: Families of Functions Unit 2: Vectors and Motion Unit 3: Algebraic Functions

and Equations Unit 4: Trigonometric

Functions and Equations

Unit 5: Exponential Functions, Logarithms, and Equations

Unit 6: Surfaces and Cross Sections

Unit 7: Rates of Change Unit 8: Counting Methods and

Induction

Unit 9: Binomial Distributions and Statistical Inference

Unit 10: Mathematics of Information Processing and the Internet

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Instructional Support Materials

TeacherWorks CD

StudentWorks CD

ExamView Pro

Resource Masters

Teacher Editions (different approach)

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Core Plus Instructional Model

Launch – Think About the Situation (TATS) Full class discussion of a problem

situation and related questions to think about; purpose is both affective and cognitive.

Explore – Investigation Group investigation of focused

problems and questions related to the launching situation.

Share and Summarize - Summarize the Mathematics (STM) Class discussion of the mathematical

ideas, strategies and reasoning developed in their groups leads to a summary of important ideas.

Apply (CYU) Tasks students complete individually

to check and reinforce their developing understanding.

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Student to student discourse and student to teacher discourse is at the heart of CPMP investigations.

Collaboration Based

+Everyone has a job

+Collaborative Group Guidelines

Each member of the group: contributes to the group’s work; is responsible for listening carefully when another

group member is talking; has the responsibility and the right to ask questions; should help others in the group when asked; should be considerate and encouraging. All members should work together until everyone in the

group understands and can explain the group’s results.

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A new “twist” on practice problemsEach LESSON is followed by an extensive set of On Your Owns (OYOs)

On Your Owns

+On Your Own Tasks Applications

Provide opportunities for students to use and strengthen their understanding of ideas they have learned in the lesson.

Connections Help students to build links between mathematical topics in the

lesson and to connect those topics with other mathematics that they know.

Reflections Provide opportunities for students to re-examine their thinking

about ideas in the lesson. Extensions

Provide opportunities for students to explore further or more deeply the mathematics they are learning.

Review Provide opportunities for just-in-time review and distributed

practice of skills to maintain procedural fluency.

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Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful. . . .

Common Core State Standards for Mathematics, 2010, p. 7

Core Math Tools

+Core Math Tools

Core Math Tools is freely available at:

www.nctm.org/coremathtools Core Math Tools is accompanied by user support and resources

at a CMT portal within the NCTM website. Core Math Tools is designed for use with any CCSSM‐ oriented

high school textbook series. BUT Core Plus Data sets are all preloaded. The text often times references CPMP tools.

Can be used online in mathematics classrooms, in school and local libraries, or any other place offering Internet access.

Can be freely downloaded to user’s class or home computer and is self‐updating whenever connected to the Internet.

aka CPMP tools

+General Purpose Tools

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Algebra ToolsElectronic spreadsheet, computer algebra system (CAS) that produces tables and graphs, manipulates algebraic expressions, and solves equations inequalities. Also includes custom apps supporting mathematical modeling.

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Geometry ToolsInteractive drawing tools for constructing, measuring, manipulating, and transforming geometric figures. Ability to turn off/on coordinate plane. Includes simple programming language for custom applications. Custom apps specifics to geometric properties.

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Statistics ToolsTools for graphic display and analysis of both univariate and bivariate data, simulation of probabilistic situations and mathematical modeling of quantitative relationships.

Spreadsheet capability has built in data sets (correlate to CPMP text) and the ability to enter your own data.

Customs apps are key in developing key statistical ideas.

+Modeling with Core Math Tools

Optimal Refinery Location: Drilling teams from oil companies search around the world for new sites to place oil wells. Increasingly, oil reserves are being discovered in offshore waters. The Gulf Oil Company has drilled two high-capacity wells in the Gulf of Mexico about 5 km and 9 km from shore. The company wants to build a refinery to pipe oil from the two wells to a single new refinery on shore. Assume the 20 km of shoreline is nearly straight.

What are important considerations in locating the refinery?

What is your best estimate for the location of the refinery? How did you decide on that location?

+Interactive Geometry Approach

+Multiple Algebraic Approaches

+A Reflection Approach