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```					            ISD 549—Perham-Dent Public Schools Curriculum Map---September 2007
Teacher’s Name: Brian Schwantz, Cresap, Evenson, Shippee
Standard(s):
A. Apply skills of mathematical representation, communication and reasoning throughout the
remaining four content strands.
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:                   Content:
A-1. Assess the reasonableness of a                    draw and describe               A. Line Plots
solution by comparing the solution to                  line-plots                      A. Median and Mean
appropriate graphical or numerical                                                     A. Broken-Line Graphs
estimates or by recognizing the feasibility            draw, read, and                 A. Bar Graphs
of a solution in a given context.                      interpret graphs                A. Step Graphs
2. Translate a problem described verbally                                              A. Percent Circle
or by tables, diagrams or graphs, into                 quizzes, games, daily           A. Using a Graph to
suitable mathematical language, solve the              work, study links,                 Investigate Perimeter
problem mathematically and interpret the               white boards, and                  and Area
result in the original context.                        unit tests (short
3. Support mathematical results by                     answer, computation,
explaining why the steps in a solution are             problem solving)
valid and why a particular solution method
is appropriate.
4. Determine whether or not relevant
information is missing from a problem.

Essential Questions: Why is it important to collect data? What are some misrepresentations of data
shown in graphs? Describe a situation when you would use a mode instead of the mean.
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map---October 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s): A. Number Sense
B. Computation and Operation
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:                   Content:
B. Use addition, subtraction, multiplication           Quizzes, games, daily         B. Addition and Subtraction of
and division of multi-digit whole and                  work, Projects, Unit             Decimals
decimal numbers to solve multi-step real-              Tests (short answer,          B. Multiplication of Decimals
world and mathematical problems.                       computation, problem          B Multiplying by Powers of
B. Multiply and divide, without a             solving)                 10
calculator, numbers containing up to three                           Analyzing of Large Numbers
digits by numbers containing up to two                               Reading and Writing Small
digits, such as 347/83 or 4.91 x 9.2.                                Numbers
B. Find quotients with remainders and be                             Exponential Notation and the
able to express the remainder in various                             Powers Key on a Calulator
ways depending on the context of the                                 Scientific Notation for Large
problem.                                                             and Small Numbers
B. Use the relationship between moving the                           Scientific Notation on a
decimal point and the operations of                                  Calculator
multiplication or division by powers of ten                          Division of Whole Numbers
to simplify calculations.                                            Division of Decimals
B. Know, use and translate calculator
notational conventions to mathematical
notation.
B. Understand that use of a calculator
requires appropriate mathematical
reasoning and does not replace the need for
mental computation.
Essential Questions: What are some ways to represent very large and very small numbers? Describe
several situations where an estimate would be sufficient.
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map---November 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s): A. Algebra/Algebraic Thinking (Variables, Formulas, and Graphs)
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:           Content:
A. Describe general number patterns                Quizzes, games, daily    A. Using Variables to
having one variable.                          work, Projects, Unit        describe number
A. Write special cases for general                 Tests (short answer,        patterns
patterns having two variables.                computation, problem     A. General Patterns (Two
A. Write and evaluate algebraic                    solving)                    Variables)
expressions.                                                           A. Algebraic Expressions
A. Study how formulas are constructed                                       A. Formulas, Tables, and
and practice evaluating formulas.                                         Graphs
A. Represent rates with data tables.                                        A. Variables and Formulas
variables and formulas in                                                 Graphs
positive and negative numbers.
A. Interpret graph; and to draw graphs
that correspond to given situations.
A. Analyze real-world situation by
making and using a table of data
and a related graph.

Essential Questions: What does the word “variable” mean? What is an integer? How are formulas
used in mathematics? Why do we use graphic representations of data?
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map---December 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s): A. Number Sense
B. Computation and Operation
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:           Content:
A. Order and Compare Fractions                     Quizzes, games, daily    A. Equivalent Fractions
A. Order and Compare Fractions                     work, Projects, Unit     A. Comparing Fractions
fractions, mixed numbers with like            computation, problem     Subtracting
denominators, and mixed numbers               solving)                 Fractions/Mixed
with unlike denominators                                               Numbers/Unlike/Like
B. Multiply fractions and mixed                                             Denominators
numbers                                                                B. Fraction
B. Renaming between fractions,                                              Multiplication/Mixed
decimals, and percents                                                      Number Multiplication
B. Find, represent and use percentages                                      B. Fractions/Decimals/
in real-world mathematical problems,                                        Percents/More difficult
including percentages greater than                                          Conversions
100% and less than 1%                                                       B. Percent of a number

Essential Questions: Why do we need fractions, decimals, and percents to represent numbers? Why
is it important to convert among these 3 representations?

Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map---January/February/March 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s): A. Geometry
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:           Content:
A. Measure, draw, classify angles                   Quizzes, games, daily    A. Measuring and
A. Finding angle measures                           work, Projects, Unit        Drawing Angles
A. Calculate degree measures of sectors             Tests, Construct         A. Reasoning with Angle
and draw circle graphs                         models (short               Measures
A. Explore congruency                               answer, computation,     A. Using a Protractor to
A. Construct figures with a compass                 problem solving),           make Circle Graphs
and straightedge                               bridge building          A. Coordinate Geometry
A. Explore relationships between                    project                  A. Congruent Figures
angles formed by parallel lines                                         A. Compass and
A. Explore the relationships between                                            Straightedge
angles of parallelograms: and                                              Constructions
construct a parallelogram with                                          A. Parallel Lines and
compass and straightedge                                                   Angle Relationships
A. Parallelograms

Essential Questions: What are the relationships between points, lines, angles, and planes? What are
the properties of parallel and intersecting lines? What are the properties of sums of angles measures
of triangles and quadrangles.? How does one classify angles?
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map---March/April 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s): Number Systems and Algebra Concepts
A. Computation and Operation
B. Algebra Concepts
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:                   Content:
A. Review multiplying fractions and                Quizzes, games, daily             A. Multiplication of
mixed numbers                                   work, Projects, Unit                 Fractions and Mixed
A. Introduce algorithm for division of             Tests (short answer,                 Numbers
fractions                                       computation, problem              A. Division of Fractions
A. Practice adding and subtracting                 solving)                             and Mixed Numbers
positive and negative numbers                                                     A. Addition and
A. Practice multiplication of positive                                                  Subtraction of Positive
and negative numbers                                                                 and Negative Numbers
B. Summarize the properties and                                                      A. Multiplication and
operations of number systems                                                         Division of Positive
B. Evaluating expressions containing                                                    and Negative Numbers
parentheses                                                                       B. Properties of Number
B. Review relation symbols, number                                                      Systems
sentences, and equations                                                          B. Order of Operations
B. Solve simple equations                                                            B. Review: Number
B. Solve pan-balance problems                                                           Sentences
B. Solve equivalent equations                                                        B. Solving Simple
B. Graph inequalities in one variable                                                   Equations
on a number line                                                                  B Pan-Balance Problems
and Equations
B. Solving Equivalent
Equations
B. Graphing Inequalities

Essential Questions: How do you multiply and divide fractions and positive/negative numbers? How
do you use the rules for Order of Operations to evaluate expressions and solve equations?
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map---April/May 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s): A. Probability
Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:           Content:
A. Review basic vocabulary and                     Quizzes, games, daily    A. Probability of Equally
concepts of probability                       work, Projects, Unit        Likely Outcomes
A. Investigate random numbers                      Tests (short answer,     A. Generating Random
A. Simulate a situation using random               computation, problem        Numbers
numbers                                       solving)                 A. Random-Number
A. Use tree diagrams to find expected                                          Simulation
outcomes                                                                         A. Tree Diagrams
A. Use tree diagrams to calculate the                                                 A. Using Tree Diagrams
probabilities of outcomes of chance                                                 to Calculate
events                                                                              Probabilities
A. Use Venn diagrams to analyze                                                       A. Venn Diagrams
situations                                                                       A. Fair and Unfair Games
Essential Questions:
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

ISD 549—Perham-Dent Public Schools Curriculum Map--- 2007
Teacher’s Name: Schwantz, Cresap, Evenson, Shippee
Standard(s):

Corresponding content, skills / benchmarks, assessment, and standard will be prefaced with alphabetical letters.
Skills / Benchmarks:                                   Assessment:                  Content:

Essential Questions: Why do your chances of winning diminish at a casino the more time you play?
How do you determine the probability of equally/unequally likely outcomes?
Activities:
Resources used:
Methods of Delivery:
Curricular Collaboration:
Each of the above categories may be prefaced with alphabetical letters, corresponding to the content.
Notes:

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