; Math 90 Curriculum Renewal _ Math Makes Sense 9 Workshop
Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Math 90 Curriculum Renewal _ Math Makes Sense 9 Workshop

VIEWS: 65 PAGES: 35

  • pg 1
									MATH 90 CURRICULUM RENEWAL
& MATH MAKES SENSE 9
WORKSHOP



     June 24th, 2009
Math 90 Workshop
All the information you receive today will be
available to you on the GSCS High School Math
Support Website:
http://blog.scs.sk.ca/hayes/
Once you subscribe to this blog, you will receive
an email update each time the website is
updated with more information & resources.
      Math 90 Course Outline

   Unit 2 – Powers and Exponent Laws (Sections 2.1 – 2.5)
   Unit 3 - Rational Numbers (Sections 3.1 – 3.6)
   Unit 1 - Square Roots & Surface Area (Sections 1.1–1.4)
   Unit 5 – Polynomials (Sections 5.1 – 5.6)
   Unit 6 – Linear Equations & Inequalities (Sections 6.1-6.5)
   Unit 4 – Linear Relations (Sections 4.1 – 4.5)
   Unit 8 – Circles Geometry (Sections 8.1 – 8.4)
Math 90 Course Outline
Math 90 Plus
Unit 9 – Probability & Statistics (9.1 – 9.5)
Unit 7 – Similarity & Transformations (7.1 – 7.7)

Year-Long Math 90 will cover all 9 units.
Math Makes Sense Overview
Possible Timeline for Semestered Math 90
(based on 85 teaching days)
 Unit 2 – 12 days

 Unit 3 – 14 days

 Unit 1 - 10 days

 Unit 5 – 14 days

 Unit 6 – 12 days

 Unit 4 – 12 days

 Unit 8 – 8 days

 Cumulative Reviews – 3 days
    Future Workshops
For Semester One Math 90 Teachers:
 Math 90 Plus (Units 7 & 9): Thursday, August 27th,1 – 4pm

 Math 90 (Units 3 & 1): Tuesday, September 15th, 1 – 4pm

 Math 90 (Units 5 & 6): Wednesday, October 21st, 1 – 4pm
                                                th
 Math 90 (Unit 4 & 8): Thursday, November 26 , 1- 4pm



For Second Semester Math 90 Teachers:
 Math 90 Plus (Units 7 & 9): Friday, January 29th, 1 – 4pm

   Other workshops are TBA
Why the change?
   Development of a Common Curriculum Framework:
    Western & Northern Canadian Protocal (WNCP,
    2006)

   According to the WNCP, the critical components
    students must encounter in a mathematics program
    are: communication, connection, mental math and
    estimation, problem solving, reasoning, technology,
    & visualization.
Resource Selection Process
   The department heads met in March to look at the
    new Math 90 curriculum and resource options.
   Only two textbooks are WNCP approved: Math
    Links and Make Makes Sense
   The two texts are very similar
   Math Makes Sense was chosen to be consistent with
    the elementary schools.
   We also decided to purchase one copy of the Math
    Links text for each teacher as additional resource.
Math Makes Sense Overview
Resource Components:
 Student Textbook

 Manipulative Kits

 Printed ProGuide (teacher resource)

 ProGuide DVD (e-book format, PD video clips, unit prep
  talk videos, classroom videos, virtual manipulatives)
 ProGuide CD (editable word files – extra practice
  sheet and sample tests)
 Practice and Homework Book (teacher edition and
  reproducible copy)
 Test Generator

 Solutions CD – fully worked solutions
Math Makes Sense 9 Overview
Unit Components:
 Launch (includes key words, unit objectives, &
  purpose)
 Lessons

 Mid-Unit Review

 Game

 Study Guide

 Unit Review

 Practice Test

 Unit Problem
Math Makes Sense 9 Overview
Extras:
 Cumulative Reviews (Units 1-3, Units 1–6, Units 1–9)

 Projects (before Unit 1, after Unit 9)

 Start where you are – encourages different learning
  styles
 Math Link- to highlight cross-curricular, mathematical or
  real-world connections
 Technology – to explore ways of using computers and
  calculators to do math
 Glossary
The Lesson Model
                   Investigate
l
                    Reflect &
                     Share

                    Connect

                   Discuss the
                      Ideas


                    Practice
The Lesson Model

1. Investigate – brief problem-solving
   activity designed to draw out prior
   knowledge and stimulate student
   interest

Reflect and Share – allows students to
 make connections and develop
 mathematical reasoning skills
The Lesson Model

2. Connect – presents new problems and
   instruction to teach the math concepts.
   Involves a range of examples.

Discuss the ideas – opportunity for
   students to communicate their
   understanding of the concepts
The Lesson Model
3. Practice – progressively challenging
   range of problems
Assessment Focus Question – allows
   students to demonstrate their level of
   achievement
Take it Further – extension questions
Reflect – opportunity for students to
   communicate/summarize their
   understanding
Math Makes Sense 9 Overview
ProGuide Components:
 Overview Booklet

 Planning and Assessment Support (program masters)

 Unit Modules: Background – big ideas explained

  (video option), curriculum overview, curriculum across
  the grades, additional activities, planning for
  instruction and assessment, lesson organizers, mental
  math, reaching all learners, etc
Math Makes Sense 9 Overview
ProGuide Structure to Support Teachers:
 Before – Getting Started: Teachers should activate
  prior knowledge using the introduction to the lesson
  and key questions. Present the problem in the
  investigate and ensure expectations are clear.
 During – Investigate: Teachers should listen
  carefully, observe and assess, and ask questions to
  facilitate learning.
 After – Connect: Review responses from the reflect
  and share. Use the connect and examples to
  complete the lesson.
Math Makes Sense 9 Overview

To help you implement the new resource,
Math Makes Sense offers online Orientation Sessions:

http://www.pearsoned.ca/school/math/elementarym
   ath/pearsonwncp/implement.html
Items to consider
   Importance of a positive attitude
   Classroom organization
   Manipulative organization
   Parent Communication (i.e. newsletters, parent
    nights)
   Use of Calculators
   Assessment Focus Questions
   Word Walls – highlights key words in each unit
   Support for Teachers – How can I help?
UNIT 2 – POWERS AND
EXPONENT LAWS
2.1 What is a Power?
   What is the area of this square?

                                       4 units


   What is the volume of this cube?



                             3 units
2.1 What is a Power?
Investigate:
 Use the square tiles to make as many different

   larger squares as you can. Write the area as a
   product. Record your results in the table provided.

   Use the cubes to make as many different larger
    cubes as you can. Write the volume as a product.
    Record your results in the table provided.
   Reflect and Share
2.1 What is a Power?
Connect: Your lesson
http://www.scs.sk.ca/hch/harbidge/

   For students who need to review prior
    concepts there will be “Activating Prior
    Knowledge Masters”on the CD-ROM (see
    page 66 – 67).

   Use of Calculators
2.1 What is a Power?
 Discuss the Ideas: #1 – 3
 Assignment: #4 – 16

 Assessment Focus Question #17 (see rubric)

 For students who struggle with the AFQ, there

  are step-by-step masters at the back of the
  Unit 2 ProGuide – see pages 56 - 61)
 Reflect: What is a Power? Why are brackets

  used when there is a negative base?
Section 2.2
Powers of Ten and the Zero Exponent
Nuclear reactions in the core of the sun create solar
 energy. For these reactions to take place, extreme
 temperatures and pressure are needed. The
 temperature of the sun’s core is about 10^7 °C.

What is the temperature in millions of degrees
 Celsius?
Section 2.2
Powers of Ten and the Zero Exponent
  Exponent   Power    Repeated         Standard Form
                     Multiplication
     5       (2)^5   (2)(2)(2)(2)(2)        32


     4       (2)^4    (2)(2)(2)(2)          16


     3       (2)^3     (2)(2)(2)            8


     2       (2)^2       (2)(2)             4


     1       (2)^1        (2)               2
Section 2.3
Order of Operations with Powers
Skill testing question: 6 x ( 3 + 2) – 10 ÷ 2

Which answer is correct?
5, 10, 15, or 20
Section 2.3
Order of Operations with Powers
Skill testing question: 6 x ( 3 + 2) – 10 ÷ 2

= 6 x 5 – 10 ÷ 2                     = 6 x 5 – 10 ÷ 2
= 30 – 10 ÷ 2                        = 30 – 10 ÷ 2
= 20 ÷ 2                             = 30 – 5
= 10                                 = 25

= 18 + 2 – 10 ÷ 2
= 20 – 10 ÷ 2
= 20 – 5
= 15
2.4 Exponent Laws I
When we multiply numbers the order in which we
 multiply does not matter:

(2 x 2) x 2 = 2 x (2 x 2) = 2 x 2 x 2

How would you write this product as a power?
What does the word product mean?
What does the word quotient mean?
2.4 Exponent Laws I
Product of Powers   Product as Repeated   Product as Power
                    Multiplication

     5^4 x 5^2       (5x5x5x5)(5x5)                5^6


     3^3 x 3^1          (3x3x3)(3)                 3^4

     6^2 x 6^2          (6x6)(6x6)                 6^4

     4^2 x 4^5       (4x4)(4x4x4x4x4)              4^7

     1^2 x 1^4       (1x1)(1x1x1x1)                1^6
2.4 Exponent Laws I
Quotient of Powers   Quotient as Repeated   Quotient as Power
                     Multiplication


5^4 ÷ 5^2            (5x5x5x5)/(5x5)        5^2



2^6 ÷ 2^1            (2x2x2x2x2x2)/(2)      2^5



3^5 ÷ 3^2            (3x3x3x3x3)/(3x3)      3^3



2^4 ÷ 2^3            (2x2x2x2)/(2x2x2)      2^1
2.5 Exponent Laws II
A power indicates repeated multiplication.
What is the standard form of (2^3)^2?
How did you find out?
(2^3)^2 is called a power of a power. Why?

The base of a power might be a product.
For example: (2 x 3)^4.
(2^3)^2 is called a power of a product. Why?
2.5 Exponent Laws II
 Power         As Repeated         As a Product of Factors        As a       As a
               Multiplication                                    Power    Product of
                                                                           Powers

 (2^4)^3     2^4 x 2^4 x2^4        (2)(2)(2)(2) x (2)(2)(2)(2)   2^12
                                         x (2)(2)(2)(2)


[(-4)^3]^2    (-4)^3 x (-4)^3      (-4)(-4)(-4) x(-4)(-4)(-4)    (-4)^6



(2 x 5)^3    (2 x 5) x (2 x 5) x    2x2x2x5x5x5                           2^3 x 5^3
                   (2 x 5)


(3 x 4)^2     (3 x 4) x (3 x 4)          3x3x4x4                          3^2 x 4^2
Math Makes Sense Overview
Back of Unit 2 ProGuide:
Masters (Rubrics, Sample Tests, etc)

   Questions?

   Please fill out feedback form.

   Thanks for coming! Have a great summer!

								
To top