participant viewing guide math module 1 introduction to ... · math module 1: introduction to...

Participant Viewing Guide

Math Module 1 Introduction to SpringBoard

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Table of Contents

Overview ......................................................................................... 3

Before Viewing: Consider and Discuss ............................................... 4

During Viewing: Watch and Learn ..................................................... 5

During Viewing: Guided Exploration .................................................. 6

After Viewing: Reflect and Apply ..................................................... 14

Standards for Mathematical Practice ......................................... 15-18

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Math Module 1: Introduction to SpringBoard

This module provides an introduction to the key components of SpringBoard’s Instructional Design. By focusing on essential terms and big ideas, you will gain an understanding of how the instructional elements work together to support student learning.

While your own learning style will determine the amount of time you spend working through this self-paced module, you might anticipate an average time of 45-90 minutes.

After viewing this module, you will be able to:

Describe the foundational elements of the SpringBoard program

Identify key features and components of the Teacher and Student Editions

Understand SpringBoard’s connections to the Common Core State Standards

Overview

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KWL Graphic Organizer

K (What Do I Know?) W (What Would I Like to Learn) L (What Did I Learn?)

How will you apply what you have learned about SpringBoard to your classroom practice?

Consider and Discuss

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Each of the following terms is important to SpringBoard’s Instructional Design. Jot down your initial thoughts about each term. If possible, discuss your ideas with a colleague. After you’ve recorded your first thoughts, watch your grade level video and add additional explanations to your original ideas.

Key Term Definition and Significance Coherence

Backward Design

Embedded Assessment

Scaffolding Activities

Cognitive Engagement

Teaching and Learning Strategies

Vocabulary Development

SpringBoard Digital

Alignment to Standards

Rigor

Watch and Learn

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Student Task:

THERMOMETER CRICKETS PERFORMANCE TASK

In this task, you will organize and analyze data to model the relationship between temperature and the chirping rates of snowy tree crickets. You will develop an equation to describe the relationship, and you will compare your mathematical model to another formula. Data Set: This table shows data about snowy tree crickets. Each data point in the table represents the average number of chirps per minute at a specific temperature.

Guided Exploration

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1. A. Using the data table, create a scatter plot of the temperature and number of chirps per

minute for snowy tree crickets. [Note: The online delivery and response format for these types of questions is still being evaluated.]

B. Explain the patterns you observe on the graph. 2. A. Estimate the line of best fit for the data points on the graph, and graph this line.

B. Write an equation to represent the line. C. Write an interpretation of the slope of your equation (mathematical model) in terms of the context of chirping rates and temperature.

3. Describe how well your mathematical model fits the given observation data on cricket chirps

and temperature, using correlation coefficient, R2, and/or plots of residuals.

Amos Dolbear developed an equation in 1897 called Dolbear’s law. He arrived at the relationship between number of chirps per minute of a snowy tree cricket and temperature. You can use this law to approximate the temperature, in degrees Fahrenheit, based on the number of chirps heard in one minute.

Dolbear's law: where T = temperature (°Fahrenheit) N = number of chirps per minute

4. A. Plot the line that represents Dolbear’s Law on the same graph as your line of best fit.

B. What are the differences between this model and the one you developed earlier? (Include a discussion of their slopes and y-intercepts in your answer.) Interpret what these differences mean in the context of chirping rates and temperature.

5. Explain the differences between the results of Dolbear’s formula and what you see in the

observation data for determining the temperature depending on the number of times a cricket chirps. Support your conclusion using four data points. Why do you think these differences could occur?

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Sample Assessment Task: PARCC Algebra 1/Math II

Mini-Golf Prices November 2013

A local mini-golf course charges $5 per person to play a round of golf, and the course sells 120 round of golf per week. The manager of the course studied the effect of raising the price to increase revenue and found the following data. The table shows the price, number of rounds of gold, and weekly revenue for different numbers of $0.25 increases in price.

Number of $0.25 price increases, 𝑛𝑛

0 1 2 3 4

Price of a round of golf, 𝑝𝑝(𝑛𝑛)

$5.00 $5.25 $5.75

$6.00 $6.25

Number of rounds of golf sold, 𝑠𝑠(𝑛𝑛)

120 117 114 111 108

Weekly revenue, 𝑟𝑟(𝑛𝑛)

$600 $614.25

$627

$638.25

$648

Part A Based on the data, write a linear function to model the price of one round of golf, 𝑝𝑝(𝑛𝑛), in terms of 𝑛𝑛, the number of $0.25 increases. Based on the data, write a linear function to model the number of rounds of golf sold in a week, 𝑠𝑠(𝑛𝑛), in terms of 𝑛𝑛, the number of $0.25 increases. Part B Based on the data, write a quadratic function for the weekly revenue in a week, 𝑟𝑟(𝑛𝑛), in terms of 𝑛𝑛, the number of $0.25 increases. Use your quadratic function to determine the weekly revenue in a week when tickets cost $6.25. Part C The maximum possible weekly revenue is what percent greater than the weekly revenue with no price increases? Justify your answer graphically or algebraically.

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2009 AP® Calculus AB Free-Response Question

Calculus AB Section II, Part A

Time—45 minutes Number of problems—3

A graphing calculator is required from some problems or parts of problems.

1. Caren rides her bicycle along a straight road from home to school, starting at home at time 𝑡𝑡 = 0 minutes and arriving at school at time 𝑡𝑡 = 12 minutes. During the time interval 0 ≤ 𝑡𝑡 ≤ 12 minutes, her velocity 𝑣𝑣(𝑡𝑡), in miles per minute, is modeled by the piecewise-linear function whose graph is shown above.

a. Find the acceleration of Caren’s bicycle at time 𝑡𝑡 = 7.5 minutes. Indicate units of measure.

b. Using correct units explain the meaning of ∫ |𝑣𝑣(𝑡𝑡)|𝑑𝑑𝑡𝑡120 in terms of Caren’s trip. Find the value

of ∫ |𝑣𝑣(𝑡𝑡)|𝑑𝑑𝑡𝑡120 .

c. Shortly after leaving home, Caren realizes she left her calculus homework at home, and she returns to get

it. At what time does she turn around to go back home? Give a reason for your answer.

d. Larry also rides his bicycle along a straight read from home to school in 12 minutes. His velocity is modeled by the function 𝑤𝑤 given by 𝑤𝑤(𝑡𝑡) = 𝜋𝜋

15sin � 𝜋𝜋

12𝑡𝑡�, where 𝑤𝑤(𝑡𝑡) is in miles per minute for 0 ≤ 𝑡𝑡 ≤

12 minutes. Who lives closer to school: Caren or Larry? Show your work that leads to your answer. 9


As you examine one unit from your grade level, consider and respond to the following.

Unit Planning Guide

Articulate the Story of the Unit Notes: What is the “story” or “big picture” of the

unit? Planning the Unit/Unit Overview: Read

the opening paragraphs and essential questions to understand the concepts and skills developed in this unit.

Table of Contents: Skim/scan to understand how the concepts and skills develop over the course of a unit.

Academic Vocabulary/Math Terms: Read to identify additional skills and concepts.

AP/College Readiness: Read to provide additional big-picture focus.

Become comfortable enough that you can describe the big ideas and organization of the unit to colleagues, students, and parents.

Explore the Embedded Assessments Notes: What key skills/knowledge will students

need to learn? Planning the Unit: Read through

the unpacked skills/knowledge for the EAs as a preview.

Embedded Assessments: Read through each embedded assessment and scoring guide to answer these two questions: o What do students need to know? o What do students need to know

how to do? Use your colleagues and the SB

Online Community to gain clarity.

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Unit Planning Guide (Page 2)

Plan for Unpacking the Embedded Assessment with Students

Notes:

How will you ensure that students understand the expectations of the EA? Process: Consider what method of

unpacking will make the process and information meaningful to students.

Formative Assessment: Determine how students will self-assess their initial understanding of the skills/knowledge.

Progress: Consider what system is in place for students to be able to track their growth as they practice the skills/knowledge in the activities.

Connect to the Standards for Mathematical Practice (SMPs)

Notes:

Where will students apply the SMPs in the EAs and the activities? Which EAs and activities provide teachable moments that will help students internalize the SMPs? Select an SMP and scan the EAs for

specific instances where students have the opportunity to demonstrate that SMP.

Examine activities to further clarify your understanding: o Look for the bold text within an

item calling out the SMPs. o Look for chunks of an activity

that develop students’ ability to demonstrate SMPs.

o Read the associated TE steps and consider how you will support students in demonstrating the SMP.

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What evidence from your grade level indicates how SpringBoard prepares students to meet the expectations of the Common Core State Standards?

SpringBoard Text and Digital Book Walk

Teach and Adapt Resources What teach and adapt resources are available? Student Edition Learning Targets Suggested Learning

Strategies Signal Boxes Check Your

Understanding Teacher Edition Activity Focus Chunking the Activity Mini-Lessons Differentiating Instruction Teacher to Teacher

Why are they important? How will you use them in your classroom?

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Assessment Resources What assessment resources are available? Before Instruction Getting Ready

During Instruction Try These Check Your Understanding Debriefing Opportunities

After Instruction Lesson Practice Problems Activity Practice Problems Embedded Assessments Embedded Assessment

Scoring Guide

Why are they important? How will you use them in your classroom?

SpringBoard Digital Resources What SpringBoard Digital resources are available? E-bookshelf Tools for Teachers Tools for Students E-learning Modules

Why are they important? How will you use them in my classroom?

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What have you discovered about the SpringBoard 2014 Common Core edition?

Why is it important?

How do you see this being relevant in your classroom?

What are your next steps for applying what you’ve learned?

Reflect and Apply

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Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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http://www.corestandards.org/Math/Practice/MP2


3. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

4. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 16




5. Use appropriate tools strategically. 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, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

6. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently and express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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7. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x– 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

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