MIAA 360 Criteria for Curriculum Analysis

Cathe Long

1. Alignment of the unit to the CCCSSM and MPS
1. Make
sense of
the
problems
and
persevere
in solving
them.
2.Reason
abstractly
and
quantitatively.
3.Construct
viable
arguments
and
critique the
reasoning
of others.
4. Model
with
Mathematics
5. Use
appropriate
tools
strategically.
6.Attend
to
Precision.
7. Look
for and
make use
of
structure.
8.Look for
and
express
regularity
in
repeated
reasoning.

Standard-Quantities Lesson
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.
In Need of Numbers The Search for Dry
Trails Previous Travelers Who Will Make It?

N-Q.2 Define appropriate quantities for the
purpose of descriptive modeling.
Ox Expressions Ox Expressions at Home
Travel on the Trail Moving Along


Standard Seeing structure in
Expressions
Lesson
A-SSE.1 Interpret expressions that represent a
quantity in terms of its context.

Ox Expressions Ox Expressions at Home

A-SSE.1a Interpret parts of an expression, such
as terms, factors, and coefficients.
Moving Along Fair Share on Chores


Standard Write expressions in
equivalent forms to solve problems
Lesson
A-SSE. 3 Choose and produce an equivalent
form of an expression to reveal and explain
properties of the quantity represented by the
expression.

More Fair Share on Chores More Scrambled
Equations and Mystery Bags




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

More Fair Share for Hired Hands The Big
Buy Getting the Gold Keeping Track
Westville Formulas

A-CED.4 Rearrange formulas to highlight a
quantity of interest, using the same reasoning as
in solving equations. For example, rearrange
Ohms law V = IR to highlight resistance R.
Fair Share on Chores (#4)
Fair Share for Hired Hands (#5)


Standard Understanding solving
equations as a process of reasoning
and explain the reasoning
Lesson
A-REI.1 Explain each step in solving a simple
equation as following from the equality of
numbers asserted at the previous step, starting
from the assumption that the original equation
has a solution. Construct a viable argument to
justify a solution method.
The Mystery Bags Game More Mystery
Bags Scrambling Equations More Scrambled
Equations and Mystery Bags

A-REI.3 Solve linear equations and inequalities
in one variable, including equations with
coefficients represented by letters.
More Fair Share for Hired Hands More
Mystery Bags More Scrambled Equations and
Mystery Bags

Standard Solve systems of
equations
Lesson
A-REI.6 Solve systems of linear equations
exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two
variables.
Family Comparisons by Algebra



Standard Represent and solve
equations and inequalities
graphically.
Lesson
A-REI.10 Understand that the graph of an
equation in two variables is the set of all its
solutions plotted in the coordinate plane, often
forming a curve (which could be a line).
From Rules to Graphs
Graphing Calculator In-Outs

A-REI.11 Explain why the x-coordinates of the
points where the graphs of the equations y = f(x)
and y = g(x) intersect are the solutions of the
Sublettes Cutoff
equation f(x) = g(x); find the solutions
approximately, e.g., using technology to graph
the functions, make tables of values, or find
successive approximations. Include cases
where f(x) and/or g(x) are linear, polynomial,
rational, absolute value, exponential, and
logarithmic functions.
Fort Hall Businesses


Standard Understand the concept of
a function and use function notation.
Lesson
F-IF.1 Understand that a function from one set
(called the domain) to another set (called the
range) assigns to each element of the domain
exactly one element of the range. If f is a
function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the
input x. The graph of f is the graph of the
equation y = f(x).
Inside Out Pulling Out Rules To Kearny by
Equation From Rules to Graphs

F-IF.2 Use function notation, evaluate functions
for inputs in their domains, and interpret
statements that use function notation in terms of
a context.
All Four, OneLinear Functions Moving
Along Water Conservation
The Big Buy Getting the Gold


Standard Interpret functions that
arise in applications in terms of the
content.
Lesson
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.

Wagon Train Sketches and Situations
Graph Sketches Family Comparisons by
Algebra

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.
Fair Share on Chores Travel on the Trail
The Basic Student Budget Revisited

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
Moving Along Travel on the Trail
the rate of change from a graph. Following Families on the Trail

F-IF.7 Graph functions expressed symbolically
and show key features of the graph, by hand in
simple cases and using technology for more
complicated cases.
Straight-Line Reflections

F-IF.7a Graph linear and quadratic functions
and show intercepts, maxima, and minima.
The Growth of Westville

F-IF.7b Graph square root, cube root, and
piecewise-defined functions, including step
functions and absolute value functions.
Wagon Train Sketches and Situations
Integers Only


Standard Construct and compare
linear and exponential models and
solve problems
Lesson
F-LE1a Prove that linear functions grow by
equal differences over equal intervals, and that
exponential functions grow by equal factors
over equal intervals.

Following Families on the Trail

F-LE1b Recognize situations in which one
quantity changes at a constant rate per unit
interval relative to another.
Fort Hall Businesses


Standard Interpret expressions for
functions in terms of the situation
they model
Lesson
F-LE 5Interpret the parameters in a linear or
exponential function in terms of a context.
Water Conservation




Standard Summarize, represent,
and interpret data on two categorical
and quantitative variables
Lesson
S-ID.5 Summarize categorical data for two
categories in two-way frequency tables.
Interpret relative frequencies in the context of
the data (including joint, marginal and
conditional relative frequencies). Recognize
Categorical Data on the Wagon Train



Standard Interpret linear models Lesson
S-ID.7 Interpret the slope (rate of change) and
the intercept (constant term) of a linear fit in the
context of the data.
Fort Hall Businesses Moving Along



2. Development of a learning trajectory

K 1 2 3
K.CC.4
K.MD.1
K.OA.1
1.OA
1.MD.4
1.NBT.4
2.OA.1-4
2.7NBT
2.4 NBT
2.10MD
3.OA.1
3.OA.2
3.OA.9
3.MD.3



4 5 6 7
4.OA.1
4.OA.2
4.OA.3
4.OA.5
4.NBT(2-6)
5.MD.2
5.0A.2
5.OA.3

6.SP.1-2
6.EE. 1-9
6.RP.2
6.RP.3.B
7.RP.2
7.RP.3
7.NS.1A
7.EE.1
7.EE.3
7.SP.1
8 Algebra 1 High School
8.SP.1-4 8.F.1
8.EE.5 8.F.2
8.EE.8 8.F.4
8.EE.8a 8.F.5
A.CED.1-4
A.REI.1, 3,10,11,12
F.IF.1-7, &9
F.BF.1-3
F.LD.1-3, &5
A.CED.1-4
A.REI.2,3.1,11
F.IF. 4-9
F.BF.1-2
S.ID.4
possible associations and trends in the data.
S-ID.6 Represent data on two quantitative
variables on a scatter plot and describe how the
variables are related.
Previous Travelers Sublettes Cutoff

S-ID.6a Use a model function fitted to the data
to solve problems in the context of the data. Use
given model functions or choose a function
suggested by the context. Emphasize linear and
exponential models.
Who Will Make It?
The Basic Student Budget

S-ID.6c Fit a linear function for scatter plots
that suggest a linear association.

Previous Travelers Sublettes Cutoff Revisited

S.ID.1-3,5-9




3. Discourse for increasing learning
Examples of varied levels of cognitive demands
o Homework 4: (pg.33)Find reasonable ages for
the three Hicksons
o Homework 4: Family Constraints (pg.35-36)
Calculate the average age of family members for
each solution you found in Question 1.
o Homework 6:Shoelaces (pg.45) Find the total
length of shoelace needed for the specific
Overland Trail Family.
o Homework 6: Shoelaces (pg.45) Describe in
words how you used your answers from
Questions 1, 2, and 3 to get your answer to
Question 4.
o Discussion of Homework 7: Laced Travelers
(pg.53-54) Students describe in words how they
found the answer to Question 1.
5 pre-planned questions that encourage students
critical thinking
o Homework 26: Water for One More (pg. 196)
Based on family size, how much water can you
allow per day for each person?
o Discussion of Homework 26: Water for One
More(pg. 197-198)Is there a bigger impact on bit
families or on small families?
o Homework 27: Catching Up at Auburn (pg. 203)
Suppose the wagon train travels x miles per day.
How would you figure out what your rate should
be?
o Getting the Gold pg. (209) How much profit will
each method yield after 16 days?
o Homework 29: Beginning Portfolio Selection (pg.
214) As students explain their observations ask
What happens if the starting number has repeat
digits, such as 585?
Opportunities for students to collaborate
o Day 1: Form New Groups (pg.3) Students will
form groups that will last throughout the
program. These groups will create families that
travel on the Overland Trail.
o Homework 1: Just Like Today (pg.12)Students
work within their groups and share the
comparisons from the homework assignment.
o The Family (Pg.16) Groups are responsible for
the planning and travel of four family units on
the wagon train. Students will decide on the
composition of each family.
o Discussion of Homework 2: Hats for the
families(pg.25) Students compare answers
within their groups.
o Discussion of Homework 4:Family Constraints
(pg.35) Students discuss homework, take a
solution and write an equation for it similar to
the one shown in the text.


4. Assessments

Formative Assessments
Homework 2: Hats for the Families (This entails
determining the minimum and maximum hats that will
be needed for each traveler on the journey. Also,
estimate the amount of hats needed and explain your
reasoning. (pg. 23)
Homework 7: Laced Travelers (This assignment asked
students to estimate the costs shoelaces will cost their
wagon party based on particular amounts) (pg. 51)
Homework 11: Graph Sketches (Students are given
graph sketches which illustrate a relationship between
two quantities. Students are asked to describe a
situation that is illustrated by the graph)(82)
Homework 13: Situations, Graphs, Tables, and Rules
Who will make it? (Students are asked to use three
different ways to represent a situation; a graph, an in-
out table, and a rule for the table)(pg.99)
Homework 23: More fair share for hired
hands(Students are asked to make suggestions of ways
families could set up two pay rates for the hired hands.
Next they are to graph the data from the table and write
an equation for the graph. Finally, they are to find a set
of pay rates that would make the total weekly pay for
hired hands approximately $30.) ((pg. 177)
Catching up by Saturday Night (Students work with
rates of travel in problematic situations. They identify
the elements of rate, time and distance within the
problem contexts.)(pg. 201)



Summative Assessment
In class assessment (Estimate a trip with a rental truck
and van. Distance driven will be 1500 miles. Construct
an in-Out table with the number of hours driving per
day and how many days the trip will last. Plot the points
from your table to show the number of days in the trip
as a function of how many hours you are willing to drive
per day. Create an algebraic expression that shows how
to computer the number of days required for a trip like
this)(221-222)
Take home assessment (Students will draw two graphs
on the same set of axes, comparing total miles traveled
to total gallons of gas used for each vehicle. Next,
estimate how many gallons of gas the truck had used by
the time you traveled 800 miles and then estimate the
vans usage. Last, estimate how many miles each vehicle
can travel on a gallon of gas)(224-225)

Both assessments cover the content covered in class. The actual
problems are different. Therefore I feel this could be an adequate
assessment for the material covered. In order to really know that this
assessment is appropriate for this grade level, I would need to actually
assess students to see if they comprehended the material.



5. Intervention and differentiation for all learners

EL Strategies
In the Curriculum
Daily Objective Mathematical Topics (Day 2, pg. 11)
Outline of the Day - Structured Schedule (Day 2, pg.11)
Allow processing time chart completion (Day 3, pg. 27)
Suggestions
Cooperative grouping This curriculum could definitely
benefit from strategically placing their ELL with those who
are proficient in English. They could be separated into
Homogeneous groups (students at the same level of English
proficiency to target instruction with comprehensible
input) or Heterogeneous groups (students at various levels
of English proficiency with but the same primary language
to help each other learn new concepts)
Incorporating SDAIE methods such as teacher modeling
new information that engages students. There are six
common categories (modeling, bridging, contextualization,
schema building, metacognitive awareness and text-
representations)
Scaffolding This is a teaching strategy in which
instruction begins at a level encouraging students success.
I feel like much of the language in this curriculum would be
lost on students with limited English ability. Scaffolding
could benefit these students by using pictures, diagrams,
lists, charts and tables so students could visualize the
concepts being taught.




Special Ed and/or Gate

From Numbers to Algebra and Back Again (Pg. 291)
Pick Any Answer (pg. 290
Painting the General Cube (pg. 293)
POW (problems of the week) open-ended problems that
cannot be solved easily in a short period of time. Help
students develop thoughtfulness and perseverance.
Students must focus on their own thinking processes.
(The Hay baler Problem pg. 21)
Classroom Expressions (296)
Honors Option Students make a commitment to
complete additional work beyond what is normally
required.