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CCGPS Mathematics8th Grade Update Webinar
Unit 4: FunctionsNovember 8, 2013
James Pratt – [email protected] Brooke Kline – [email protected] Mathematics Specialists
Microphone and speakers can be configured by going to:Tools – Audio – Audio setup wizard
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
What are update webinars?
• Update on the work of the 2013 Resource Revision Team Overall revisions Unit 4 revisions
• Addressing areas which teachers have found to be more challenging• Resources
2013 8th Grade Resource Revision Team
Samantha Clay APS
Shelly BydlinskiGlynn Co. Schools
Kim Conley Lee Co.
Joe Hardy Bibb Co.
Mandi Campbell Floyd Co.
8th Grade CCGPS Unit Revisions
WebinarOverview of
Comprehensive Course Guide&
Unit 4: FUNCTIONS
8th Grade Math Resource Revision Team Members
Shelly Bydlinski - Glynn County School System
Mandy Campbell- Floyd County School System
Samantha Clay – Atlanta Public Schools
Kim Conley - Lee County School System
Joe Hardy – Bibb County School System
Create a Comprehensive Course Guide which would:
Provide an overview of the 8th Grade Mathematics Curriculum
Provide clarification of CCGPS Mathematics Standards Link together many sources of information pertinent
to CCGPS 8th Grade MathUpdate the Units by:
Increasing Task Options Developing Differentiation Opportunities within each
task.
Resource Revision Team Goals
Accessing Resources through SLDS
Click on the “RESOURCES” tab at the top
Choose “Search by Subject”• Using the drop down
boxes, choose your Subject, Grade Level, and Course Name
Click “Get Resources” Choose the “Teacher Tools”
tab
1st2nd
3rd
4th
This is your Comprehensive Course Guide
Standards are hyperlinked to the Flipbooks providing teaching strategies, misconceptions, and prior knowledge
Formative Assessment Lesson (FAL) information and video links
Internet Resources
Sections of Interest
Formative Assessment Lessons (FALs)
For the FALs click on this tab
For the Short Cycle Tasks click on this tab
Make sure to choose the Correct grade level
Unit 4
Functions
Slight change of format
Included Standards for Mathematical Practice (SMPs) for each Task and differentiation options
Suggestions sent by educators from all over the United States via email and the wiki
Observations made from personal experiences
Overall Changes in the Unit
Selected Terms and Symbols
Note: While student editions of the units can still be found at
www.georgiastandards.org, only the Teacher’s Edition (found in the Learning Village and SLDS) include the Task Table.
A new section has been included in each task to list the appropriate
Standards for Mathematical Practice (SMPs).
STANDARDS FOR MATHEMATICAL PRACTICE: This task uses all of the practices with emphasis on: 2. Reason abstractly and quantitatively. 4. Model with mathematics.
Formative Assessment Lesson: Modeling Situations with
Linear Equations
Formative Assessment Lesson: Modeling Situations
with Linear Equations http://map.mathshell.org/materials/lessons.php
The standards are hyperlinked to the CCGPS document which can also be found at www.georgiastandards.org
Common Misconceptions have been identified for each task to assist teachers in guiding the
students to success.
Culminating Task: Sorting Functionshttp://www.insidemathematics.org/pdfs/algebra/sorting-functions/packet.pdf
Culminating Task: Sorting Functions
Culminating Task: Sorting FunctionsStudent Responses
Suggestions for differentiation have been added to each task.
Use the Wiki to share information with other teachers and to ask questions.
This is a living document. Please share anything you may have to enhance this or any unit. The Wiki is the teacher community page to share anything you have.
The DOE CCGPS tab located at georgiastandards.org is static, viewable for anyone. Teacher editions and any updates or additional resources, including hot links, are only available through Learning Village.
If you are attending the Georgia Mathematics Conference at Rock Eagle in October, come visit us. Our session is Friday morning.
Things to Remember
Your comments are greatly appreciated:
http://ccgpsmathematics6-8.wikispaces.com/home
Feedback
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
Let’s define a function which assigns to an input t the total amount of garbage, G, produced in that year. To find these values, you can look them up in the table.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
How much garbage was produced in 2004?
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
How much garbage was produced in 2004?249 million tons
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
In which year did the US produce 251 million tons of garbage?
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
In which year did the US produce 251 million tons of garbage?
2006
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
The following table shows the amount of garbage that was produced in the US each year between 2002 and 2010 (as reported by the EPA).
Draw a graph that shows this data.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
t(years) 2002 2003 2004 2005 2006 2007 2008 2009 2010
G(million tons) 239 242 249 254 251 255 251 244 250
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F US Garbage
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011230
235
240
245
250
255
260
t(years)
G(m
illio
n to
ns)
Below are two graphs that look the same. Note from the axis labels that the first graph shows the distance from home as a function of time and the second graph shows velocity as a function of time.
Unit 3 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
Below are two graphs that look the same. Note from the axis labels that the first graph shows the distance from home as a function of time and the second graph shows velocity as a function of time.
Describe the graphs within context.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person leaves the house and travels at a constant rate of speed.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person does not get further from the house, possibly is stopped.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person continues to travel away from the house, but slower than previous.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person travels back to the house, faster than leaving.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person stays at the house.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person leaves the house and travels at a constant rate.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person stays the same distance from home.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person returns home at the same speed as they left.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person starts at rest and speeds up at a constant rate.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person maintains a constant speed.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person begins to speed up again.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person quickly slows down.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person comes to a complete stop.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person accelerates at a constant rate.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person stays at a constant speed.
Unit 4 Challenges
Adapted from Illustrative Mathematics 8.F Velocity vs. Distance
The person slows down to come to a complete stop.
• GaDOE Resources Fall 2011 CCGPS Standards for Mathematical Practices Webinars - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx 2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series - https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx Georgia Mathematics Teacher Forums - http://ccgpsmathematics6-8.wikispaces.com/ CCGPS Mathematics Frameworks and Comprehensive Course Overviews - https://www.georgiastandards.org/Common-Core/Pages/Math-6-8.aspx Mathematics Formative Assessment Lesson Videos - https://www.georgiastandards.org/Common-Core/Pages/Mathematics-Formative-Assessment-Lessons-Videos.aspx
Resources
Resource List
The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.
• CCGPS Resources SEDL videos - http://bit.ly/RwWTdc or http://bit.ly/yyhvtc Illustrative Mathematics - http://www.illustrativemathematics.org/ Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/ Common Core Standards - http://www.corestandards.org/ Tools for the Common Core Standards - http://commoncoretools.me/ Phil Daro talks about the Common Core Mathematics Standards - http://bit.ly/URwOFT LearnZillion - http://learnzillion.com/
• Assessment Resources Online Assessment System - http://bit.ly/OoyaK5 MAP - http://www.map.mathshell.org.uk/materials/index.php Illustrative Mathematics - http://illustrativemathematics.org/ CCSS Toolbox: PARCC Prototyping Project - http://www.ccsstoolbox.org/ Smarter Balanced - http://www.smarterbalanced.org/smarter-balanced-assessments/ PARCC - http://www.parcconline.org/
Resources
Resources
Resources• Professional Learning Resources
Inside Mathematics- http://www.insidemathematics.org/ Annenberg Learner - http://www.learner.org/index.html Edutopia – http://www.edutopia.org Teaching Channel - http://www.teachingchannel.org Ontario Ministry of Education - http://bit.ly/cGZlce Achieve - http://www.achieve.org/ Expeditionary Learning: Center for Student Work - http://elschools.org/student-work
• Blogs Dan Meyer – http://blog.mrmeyer.com/ Robert Kaplinsky - http://robertkaplinsky.com/
• Books Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8
Resources• SMP 3 – Construct viable
arguments and critique the reasoning of others Student Sample Work Feedback/Critique and Revision
Expeditionary Learning http://elschools.org/student-work/butterfly-drafts
Feedbackhttp://www.surveymonkey.com/s/WZKG5G2
James Pratt – [email protected] Brooke Kline – [email protected]
Thank You! Please visit http://ccgpsmathematics6-8.wikispaces.com/ to share your feedback, ask
questions, and share your ideas and resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
to join the 6-8 Mathematics email listserve.Follow on Twitter!
Follow @GaDOEMath
Brooke KlineProgram Specialist (6‐12)
James PrattProgram Specialist (6-12)
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.