May 22nd
May 22nd
2008-2009 Mathematics Curriculum Guides
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Wisconsin
Mathematics
Standard |
MPS
Learning Target
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Wisconsin Assessment
Descriptors for Mathematics
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Curriculum |
District Vocabulary |
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Throughout The Year |
A.
Mathematical
Processes |
Note: Mathematical
processes need to be
embedded in all
mathematical strands
throughout the school
year. Math processes are
assessed on the WKCECRT
and reported as a
separate proficiency area.
For example, students are
asked to provide written
justifications and
explanations, pose
problems, and represent
concepts.
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1) Reasoning: Use reasoning
and logic to :
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• Perceive patterns |
• Identify relationships |
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• Formulate questions |
• Pose problems |
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• Make conjectures |
• Justify strategies |
• Test reasonableness of results
2) Communication: Communicate mathematical ideas and
reasoning using the vocabulary of mathematics in a variety
of ways (e.g., using words, numbers, symbols, pictures,
charts, tables, diagrams, graphs , and models).
3) Connections: Connect mathematics to the real world as well
as within
mathematics.
4) Representations: Create and use re presentations to organize ,
record, and communicate mathematical ideas.
5) Problem Solving: Solve and analyze routine and non-routine
problems. |
Additional lessons that
address Mathematical
Processes that could be
used as time permits.
Problem Solving
Strategy lessons:
1.8a
2.8a
4.5a
6.4b
7.3a
9.1a
10.4b
11.1b
11.6a
12.7a |
•conjecture
•justify
•pattern
•reasonableness
•representations
•strategy
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| Time |
Chapter |
MPS Learning Targets |
Wisconsin State Framework Assessment
Descriptors |
District Model
CABS |
District
Vocabulary |
Septem
ber |
Chapter 1:
Algebra: Integers
Essential:
•1.1 w/Mini Lab
•1.2 w/ Mini Lab
•1.3
•Combine 1.4&1.5
•1.6
•1.7
•1.8 w/ Mini Lab
•1.9 |
Algebraic Relationships:
Learning Target #8
Explain use of properties (e.g.,
commutative, associative,
distributive) to evaluate expressions
and solve linear equations. (1.1, 1.2)
Number Operations and
Relationship:
Learning Target #1
Explain comparisons and operations
on real numbers and use proportional
reasoning (including ratios and
percents) to solve problems with and
without contexts. (1.3, 1.4/1.5, 1.6)
Algebraic Relationships:
Learning Target #7
Model, justify, and solve linear
equations and relationships using
translations among tables,
graphs/grids, and symbolic forms.
(1.7, 1.8, 1.9)
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Mathematical Processes:
Mathematical Processes are embedded throughout all lessons
when, for example, students are asked to provide written
justifications and explanations, pose problems, and represent
concepts
Algebraic Relationships:
F.c.6 Demonstrate understanding of properties by evaluating and
simplifying expressions.
(1.1, 1.2)
Number Operations and Relationships:
B.a.1 Compare and order real numbers.
B.a.4 Compare, perform, and explain operations on real numbers
with and without context (e.g., transitivity, rate of change,
exp onential functions , scientific notation, roots , powers , reciprocals,
absolute value , ratios, proportions, percents). (1.3, 1.4/1.5, 1.6)
Algebraic Relationships:
F.b.4 Model and solve a variety of mathematical and real-world
problems by using algebraic expressions, equations and inequalities
(e.g., linear, exponential, quadratic).
F.b.3 Emphasize solve linear equations. The complete 10th grade
descriptor is: Solve linear and quadratic equations, linear
inequalities and systems of linear equations and inequalities. (1.7,
1.8, 1.9 |
We hope these
district CABS will
be used to continue
and expand the
formative
assessment (i.e.
assessment for
learning vs.
assessment of
learning) initiatives
promoted by the
MMP.
Algebraic
Relationships:
“Distributive
Property”
“Equivalent or Not”
Number
Operations and
Relationships:
“Largest Number”
“Absolute Value”
Algebraic
Relationships:
“How Many Books”
“Representing Hats” |
•Conjecture
•Expression
•Powers
•Substitution
•Equation
•Associative
property
•Commutative
property
•Distributive
property
•Absolute
value
•Inequality
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Septem
ber / October
|
Chapter 2:
Algebra: Rational
Numbers
Essential:
•2.1
•2.2
•2.3 w/ Mini Lab
•2.4
•2.6
•2.7
•Combine 2.8 & 2.9 |
Number Operations and
Relationship:
Learning Target #1
Explain comparisons and operations
on real numbers and use proportional
reasoning (including ratios and
percents) to solve problems with and
without contexts. (2.1, 2.2, 2.3, 2.4,
2.6, 2.8, 2.9)
Algebraic Relationships:
Learning Target #7
Model, justify, and solve linear
equations and relationships using
translations among tables,
graphs/grids, and symbolic forms.
(2.7) |
Mathematical Processes:
Mathematical Processes are embedded throughout all lessons when,
for example, students are asked to provide written justifications and
explanations, pose problems, and represent concepts
Number Operations and Relationships:
B.b.3 Apply proportional reasoning and ratios in mathematical and
real world contexts.
B.b.4 Compare, perform, and explain operations on real numbers
with and without context (e.g., transitivity, rate of change,
exponential functions, scientific notation, roots, powers, reciprocals,
absolute value, ratios, proportions, percents). (2.1, 2.2, 2.3, 2.4,
2.6,
2.8, 2.9,)
Algebraic Relationships:
F.b.3 Emphasize solve linear equations. The complete 10th grade
descriptor is: Solve linear and quadratic equations, linear inequalities
and systems of linear equations and inequalities. (2.7) |
We hope these
district CABS will
be used to continue
and expand the
formative
assessment (i.e.
assessment for
learning vs.
assessment of
learning) initiatives
promoted by the
MMP.
Number
Operations and
Relationships:
“Insect Population
Growth”
“Scientific
Notation” |
•Reciprocals
•Power/expo
nent
•Scientific
notation |
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| October |
Chapter 3:
Algebra: Real Numbers
and the Pythagorean
Theorem
Essential:
Combine •3.1(Mini Lab
only) & 3.2 w/ Mini Lab
•3.3
•3.4 w/ Mini Lab
•3.5
•3.6
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Number Operations and
Relationship:
Learning Target #1
Explain comparisons and operations
on real numbers and use proportional
reasoning (including ratios and
percents) to solve problems with and
without contexts. (3.1-Do mini-lab
only & combine with 3.2)
Geometry:
Learning Target #2
Analyze relationships among figures
and their parts, including the
Pythagorean Theorem, using
properties of plane and coordinate
geometry, and use proportional
reasoning,
transformations, and spatial
visualization in problem-solving
situations.
(3.3, 3.4, 3.5, 3.6)
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Mathematical Processes:
Mathematical Processes are embedded throughout all lessons when,
for example, students are asked to provide written justifications and
explanations, pose problems, and represent concepts
Number Operations and Relationships:
B.b.4 Compare, perform, and explain operations on real numbers
with and without context (e.g., transitivity, rate of change,
exponential functions, scientific notation, roots, powers, reciprocals,
absolute value, ratios, proportions, percents). (3.1-Do mini-lab only
& combine with 3.2, 3.3)
Geometry:
C.a.3 Model problems using the Pythagorean Theorem. The
complete 10th grade descriptor is: Model problems using the
Pythagorean Theorem and right triangle trigonometry. (3.4, 3.5)
C.c.8 Use the two-dimensional rectangular coordinate system and
algebraic procedures to describe and characterize geometric
properties and relationships (e.g., slope, intercepts , parallelism, and
perpendicularity, Pythagorean Theorem, distance formula). (3.6)
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We hope these
district CABS will
be used to continue
and expand the
formative
assessment (i.e.
assessment for
learning vs.
assessment of
learning) initiatives
promoted by the
MMP.
Number
Operations and
Relationships:
“Number Line
Location”
“Ordering
Numbers”
“Least to Greatest”
Geometry:
“Screen Size”
“Sam’s Solution”
Measurement:
“Sam’s Sandbox”
(This CABS assess
Pythagorean
Theorem) |
•Roots
•Real
numbers
•Pythagorean
Theorem
•Coordinate
system
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Novem
ber |
Chapter 4:
Proportions, Algebra,
and Geometry
Essential:
•4.1
•4.2
•4.3
•4.4
•4.5 w/ Mini Lab
•4.6/4.7- combine
•4.8 w/ Mini Lab
|
Number Operations and
Relationships:
Learning Target #1
Explain comparisons and operations
on real numbers and use proportional
reasoning (including ratios and
percents) to solve problems with and
without contexts. (4.1, 4.4, 4.5, 4.6,
4.7)
Algebraic Relationships:
Learning Target #6
Analyze, describe, and generalize
mathematical and real-world patterns
of change and functional
relationships with emphasis on the
role of variable quantities. (4.2, 4.3)
Geometry:
Learning Target #2
Analyze relationships among figures
and their parts, including the
Pythagorean Theorem, using
properties of plane and coordinate
geometry, and use proportional
reasoning, transformations, and
spatial visualization in problemsolving
situations. (4.5, 4.7, 4.8)
Measurement:
Learning Target #3
Select and use appropriate tools and
procedures to solve problems
requiring direct measurements and
indirect measurements (e.g.,
perimeter, area, surface area, volume,
angles, and segments) (4.7) |
Number Operations and Relationships:
B.a.3 Apply proportional reasoning and ratios in mathematical and
real world contexts. (4.1, 4.4, 4.6)
B.b.5 Select and use appropriate properties, computational
procedures, and modes of representation with and without context
(e.g., simple and compound interest, commission, percents,
proportions). (4.6, 4.7)
Algebraic Relationships:
F.a.2 Analyze, generalize, and represent patterns of change (e.g.,
direct and inverse variations, including numerical sequences , patterns
to a given term, algebraic expressions and equations ). (4.2, 4.3)
Geometry:
C.b.4 Use proportional reasoning to solve congruence and similarity
problems (e.g., scale drawings and similar geometric figures). (4.5,
4.7, 4.8)
Measurement:
D.c.5 Solve for angles and segments in similar polygons. (4.7)
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We hope these
district CABS will
be used to continue
and expand the
formative
assessment (i.e.
assessment for
learning vs.
assessment of
learning) initiatives
promoted by the
MMP.
Number
Operations and
Relationships:
“Three Brothers”
“Rectangle Ratio 1”
“Rectangle Ratio 2”
“Planetary Weights”
Algebraic
Relationships:
“Slope”
Geometry:
“Similar Triangles”
Measurement:
“Two Triangles” |
Ratio
•Rate
•Rate of
change
•Slope
•Proportion
•Similar
•Congruent
•Scale
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Decem
ber
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Chapter 5:
Percent
Essential:
Combine
•5.1 &5.2 w/ Mini Lab
•5.3 w/ Mini Lab
Combine
•5.4 & 5.5
•5.6
•5.7
•5.8 |
Number Operations and
Relationships:
Learning Target #1
Explain comparisons and operations
on real numbers and use proportional
reasoning (including ratios and
percents) to solve problems with and
without contexts. (5.1& 5.2, 5.3, 5.4
& 5.5, 5.6, 5.7, 5.8)
|
Mathematical Processes:
Mathematical Processes are embedded throughout all lessons when,
for example, students are asked to provide written justifications and
explanations, pose problems, and represent concepts
Number Operations and Relationships:
B.a.2 Analyze and solve problems using percent. (5.1& 5.2, 5.3, 5.4
& 5.5, 5.6, 5.7)
B.b.4 Compare, perform, and explain operations on real numbers
with and without context (e.g., transitivity, rate of change,
exponential functions, scientific notation, roots, powers, reciprocals,
absolute value, ratios, proportions, percents). (5.2, 5.3)
B.b.5 Select and use appropriate properties, computational
procedures, and modes of representation with and without context
(e.g., simple and compound interest, commission, percents,
proportions). (5.3, 5.4, 5.5, 5.7, 5.8)
B.b.6 Determine reasonableness of answer. (5.1, 5.2, 5.3, 5.4, 5.5)
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We hope these
district CABS will
be used to continue
and expand the
formative
assessment (i.e.
assessment for
learning vs.
assessment of
learning) initiatives
promoted by the
MMP.
Number
Operations and
Relationships:
“Paxolai’s
Purchase”
“Toni’s Taxes”
“Silvia’s Hike”
“Comparison
Shopping” |
•Percent
•Discount |
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