Algebra 2
Download
1 / 23

Algebra 2 - PowerPoint PPT Presentation


  • 100 Views
  • Uploaded on

“Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards. ” ~ Introduction to the CCSS. Algebra 2. Nov 2012. Objectives.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Algebra 2' - dwayne


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Algebra 2

“Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.”

~ Introduction to the CCSS

Algebra 2

Nov 2012


Objectives
Objectives tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • Evaluate and modify CCLS Aligned Regional Plan

  • Interpret Learning Standards and Teaching strategies

  • Identify and fix fluency weaknesses


Aligning algebra 2
Aligning Algebra 2 tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • The pathways and courses are models, not mandates.

  • Units may also be considered “critical areas” or “big ideas”

  • Unit follows the order of the standards document in most case not the order in which they might be taught

Modeling (defined by a * in the CCSS)


High school functions
High School Functions tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

A--‐REI.4. Solvequadraticequationsinonevariable.


High school illustrative sample item

High School Illustrative Sample Item tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

Seeing Structure in a Quadratic Equation

A--‐REI.4. Solvequadraticequationsinonevariable.


Math sprints

Math Sprints tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

Fluency in a minute


Alg 2 fluency
Alg tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards. 2 Fluency


I tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • “On your mark, get set, GO!”

  • 1 minute, race against yourself, trying to answer as many as questions as possible.

  • Internal voice, “Faster, Faster, Faster!”


II tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • End of the minute: “Stop”

  • Calling out Answers

  • Students ‘choral’response “Yes” if they got it correct

  • If Wrong, circle and correct if time

  • Teacher continues calling until he doesn’t hear “Yes”

  • “Raise Hand if you got one or more right, 2,3,4… until winner(s) is determined.

  • Applause


III tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • Finish remainder of sprint

    • Cool down period

  • Let continue as long as most students are engaged

  • Students who are finished can distribute material for next sprint

  • Time constraints? Give one minute for step


IV tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • Fast exercise, happy hands.

  • Counting Forward and backward


V tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • Second Sprint, same as the first

  • Teacher calls out answers

  • Students Respond “Yes!”, until last “Yes”

  • “Raise hands if they got more than “2,3,4…” correct?

  • Recognize winner


Making a sprint
Making tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.a Sprint

Sprint A

Sprint B

3+1=

5+1=

7+1=

6+2=

16+5=

  • 2+1

  • 4+1

  • 6+1

  • 7+2

  • 17+4


What do sprints look like
What do Sprints look like? tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • Fast

  • Already mastered material

  • Use a watch (coach hat if wanted )

  • Weakest should get 11 correct (min)

  • Strongest should not be able to finish

  • Take home next days sprint (for some.)


Math sprint construction
Math Sprint Construction tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • Rotate a minimum of 10 so they aren’t overly familiar.

    • Giving the same sprint throughout the year is great for monitoring

  • Four Quadrants

  • Write your own to meet your kids where they are.


Multiplication facts
Multiplication Facts tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

Gene Jordan’s work but I got the Idea from Gina King’s article:www.nctm.org teaching children mathematics • King, Fluency with Basic Addition, September 2011 p. 83


Math sprints1
Math Sprints tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.


Make your own
Make your own tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.


New york state assessment transition plan ela math

DRAFT tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

Revised October 20, 2011

New York State Assessment Transition PlanELA & Math

1 New ELA assessments in grades 9 and 10 will begin during the 2012-13 school year and will be aligned to the Common Core, pending funding.

2 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development and the role of PARCC assessments as Regents assessments will be determined. All PARCC assessments will be aligned to the Common Core.

3 The names of New York State’s Mathematics Regents exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A.

4 The timeline for Regents Math roll-out is under discussion.

5 New York State is a member of the NCSC national alternate assessments consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents.


Accelerated timeline
Accelerated Timeline tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.


Mainstream math students
Mainstream Math Students tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.


Expanded time math students
Expanded Time Math Students tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.


Web resources
Web Resources tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.

  • www.mangahigh.com (can be clunky)

  • www.tenmarks.com

  • www.xtramath.org

  • www.xpmath.com (mostly games)

  • www.ixlmath.com (paid, but good)

  • www.map.mathshell.org


ad