Heather Voyer

MIAA 360: Designing Mathematics Instruction

Curriculum Analysis

1. Alignment to the CCCSSM and MPS
Data and Decision Making (page xxvi-xxvii in The Overland Trail)
Concept and Skills Alignment to the CCCSSM and/or MPS
Compiling and organizing data MSP 6,
Creating examples that fit a set of
constraints
HS CED 2
Interpreting ambiguous problems MSP 1,
Finding numbers that fit several conditions
Making estimates and plans for various
situations
7.SP 2
Using tables of information and lines of
best fit to make predictions and estimates
7.SP 2

Graphs and Modeling
Concept and Skills Alignment to the CCCSSM and/or MPS
Interpreting graphs intuitively and using
graphs intuitively to represent situations
8.SP.1,
Making graphs from tabular information 8.EE 5, F-IF.7,
Quantifying graphs with appropriate scales
Using graphs to represent equations and
writing equations that describe graphs
8.EE 5,
Making graphs on a graphing calculator MPS 5, A-REI.11,
Using zoom and trace facilities to get
information from a graphing calculator
MPS 5, ID.8,
Finding lines of best fit intuitively
Using the point of intersection of graphs to
satisfy two conditions
8.EE.5
Working with rate problems of various
types
8.F 4
Using multiple representations graphs,
In-Out tables, and algebraic relationships
to describe situations.
MPS 4,


Algorithms, Variables, and Notation
Concept and Skills Alignment to the CCCSSM and/or MPS
Developing numerical algorithms for
problem situations
6.EE.2
Expressing algorithms in words and
symbols
6.EE.2,
Interpreting algebraic expressions in words
using summary phrases
6.EE2a, 6.EE9,
Developing meaningful algebraic 6.EE2a, 6.EE.7,
expressions
Using subscript notation 5.NBT.2, 6 EE A1, 8 NSA.2
Solving equations for one variable in terms
of others
7, EE.3, 7EE.4, 8EE 7, MPS5, A-REI.3.1,
Expressing linear approximations to data
algebraically
7.EE.4a,
Solving problems involving two linear
conditions
8E b, MPS 1,

2. Learning Trajectory for Algebraic Expressions
Grade Level CCSSS for
Algebraic
Expressions
Grade Level CCSSS for
Algebraic
Expressions
Kindergarten K.CC.4 Fifth Grade 5.0A.2-3
5.MD A.2
5.MD B.2
5.MD
First Grade 1.0A 1, 2
1.MD4
1.NBT4
Sixth Grade 6.SP A.1
6.SP A.2
6.EE.A.1
6.EE.A.2C
6.EE.5-7
6.EE.9
6.RP.2
6.RP.3B
Second Grade 2.OA.1
2.OA.3
2.OA.4
2.NBT.7
2.MD.10
Seventh Grade 7.RP.2
7.RP.3
7.NS/A
7.EE.1
7.EE.3
7.SP.1
Third Grade 3.0A1-2
3.0A8-9
3.MD.3
Eighth Grade 8.SP.1-4
8.EE.5
8.EE.7a
8.EE.8
8.F.1-2
8.F.4-5
Fourth Grade 4.0A.1 - 3
4.0A.5
4.NBT.2-6
Algebra A.CED.1-4
A.REI.1,3,10,11,12
F.IF.1-7,9
F.B.F.1-3
F.LE.1-3,5
S.ID.1-3,5-9

3. Discourse for Increase Learning

Examples of varied
levels of cognitive
demand (identified
in 5 task)
1. Ox Expressions (page 62)
2. Homework 12: The Issues Involved (page 90)
3. Previous Travelers (page 115-117)
4. Homework 16 Sublettes Cutoff (page 125-126)
5. Who Will Make It? (page 130-131)
Five pre-planned
questions that
encourage students
critical thinking
1. What questions can you express using these variables? (to
go with Ox Expressions -page 63) - quadrant C type level
question
2. How is looking at a graph like looking at an In-Out Table?
(to go with Homework 12 - page 94) - quadrant C type level
question
3. Previous Travelers questions: (page 113-114)
How would you make a graph for beans? (quadrant B)
Based on the line of best fit, how many pounds of beans
will each of your Overland Trail families need?
(quadrant D)
Can you write an algebraic rule for your line of best
fit? (quadrant D)
4. Homework 16 questions: (teacher-created)
Is there a time when the Sanford and Jones have the
same amount of water? All 3 families?
Which family is using water the quickest? Whos
conserving water the best?
5. Who Will Make It? questions: (page 131)
#2 If the almanac is correct about when the flood will
take place, who will make it to the Green River before
the flood and who will not? Explain your reasoning.
Five opportunities
for varying student
group configurations
and opportunities
for students to
collaborate
1. Discussion of Homework 10: If I could See This Thing
(page 76)
2. POW 10: On Your Own (page 105) - It says in the text,
You may want to suggest that students work in pairs on this
POW, perhaps pretending they are going to be roommates
sharing an apartment. They may prefer to choose partners
who are not in their usual groups. (flexible groupings)
3. Completion and Discussion of Part I of Precious Travelers -
4. Discussion of Homework 19: What We Needed (page 153)
5. Completion of Graphing Calculator In-Outs (page 154)



4. Assessments

Assessment
Type
Examples Justification
Formative 1. Homework 2
Hats for the
Families
(page 23)














2. Homework 7
Laced
Travelers
(page 51)




3. Homework 11
Graph Sketches
(page 83-84)






4. Day 17 Who
Will Make It?
(page 127-131)


5. Homework 22
Fair Share for
Hired Hands
(page 169)


1. I am assuming, even early on in the unit, that
students would have known the minimum and
maximum number of people for each family unit.
If they didnt, that would be time consuming for
students to have to figure out. However, this
homework assignment would serve as a valid
formative assessment because it would
communicate to the teacher if students
understood to add the total of minimum and
maximum number of people in each family unit.
This homework assignment relates back to Math
Practice Standard #1.
For the third question on Homework 2, it was an
estimation question and correctness depended on
the reasonableness of students answers.
Students would have need to justify their
thinking.


2. This homework allows the teacher to see if
students can write and rewrite algebraic
expressions. It also incorporates Math Standard
Practice #6 by encouraging students to be precise
in their understanding of what a variable
represents.


3. Homework 11 has students understanding the
idea of quantifying graphs using scales. Students
get to interact with one another as they discuss
their graphs created and have other groups try to
create graphs matching their scenarios. In my
opinion, this would lead to meaningful
discussion regarding graphs where students
could justify thinking.

4. This in class assignment has students
graphing data for three different wagon trains on
the same set of axes. The concept here is
focusing on rate and distance problems while
having students analyzing the graph created.
5. Homework 22 should allow students to arrive
at specific equations and conclusions regarding
relationships between fitting the equations and
being on the graphs. The teacher will lead the
class discussion, but ultimately leading students

6. In-Class
Assessment for
The Overland
Trail
(Appendix B)

to specific conclusions.

Summative 1. Homework 13
Situations,
Graphs, Tables,
and Rules (page
99)




2. POW 8: The
Haybaler
Problem (page
21)


3. Day 31 Final
Assessment (page
222-223)




4. Take-Home
Assessment for
The Overland
Trail (page 224-
225)
1. This is an important homework assignment
because it centers about the relationship between
situations, graphs, tables, and rules. This allows
the teacher to determine if students are ready to
formulate their ideas in a more theoretical way or
not. Also this homework assignment will be
placed in their portfolio to showcase their work
at the end of the unit.

2. POW 8 is one that is encouraged for students
to keep for their portfolio at the end of the unit.
This POW has students discovering all the
possible solutions as well as searching for
simpler ways to solve and approach the problem.

3. This assessment has students estimating based
on rate problems, creating In-Out tables, plotting
points off the table on graphs, and creating
algebraic expressions from their tables. This
assessment covers a multitude of concepts that
had been covered throughout the unit.

4. This assessment is a take-home assignment,
but students are allowed to collaborate with
peers, however, the write-up must be done
independently. Students are creating a two
graphs on the same set of axes - which is
something done in Day 17. This assessment also
has students creating a formula or equation to
represent a given situation.



5. I ntervention and Differentiation for all learners


Five examples
of EL
1. Identifying the idea of a summary phrase (page 63) by
explaining what its meaning and giving specific examples to break
strategies apart what a summary phrase is.
2. Wagon Train Sketches and Situations (page 77-82) -
Collaboration and creating visuals of graph sketches.
3. Class Time on POW 8: The Haybaler Problem (page 32) - during
the time students are given to work on the POW 8, teachers are
encouraged to have manipulatives - such as cubes, out and available
for students to use in order to represent the bales of hay. Also this
class time gives specific questions to ask of students in case they are
struggling understanding this POW.
4. Wagon Train Sketches and Situations Part II: From Situation to
Sketch (page 79-81) - teacher introduces from key vocabulary terms,
linear, constant rate.
5. Discussion of Homework 13: Situations, Graphs, Tables, and
Rules (page 102) - gives ideas if teacher realizes students are not
grasping these ideas and how to assign one of the four concepts to
groups during the class discussion to allow students more time for
deeper understanding.
Five examples
of Special Ed
and/or GATE
strategies
1. Summary Phrase (page 63) - giving students only 3 symbols to
work with to create phrases.
2. Painting the General Cube (page 235) - Extension from Patterns
and can be assigned any time throughout the unit.
3. Integers Only (page 241-242) - Can be assigned after Homework
10 and introduces students to greatest integer function.
4. POW 10 On Your Own (page 106-107) - this POW includes a
different write up then students are accustomed to which allows
students who can go above and beyond the opportunity to do so.
5. The California Experience (page 207) - this is a parallel tasks
because of the open-ended questions so students of varied levels can
answer according to their academic ability.