Directions for Common Core Math Standards Activity

Task Card

Directions for Common Core Math Standards Activity

You will find a standard on the green card that represents an 8th grade standard. All the other standards are listed on white cards. Six of the white cards represent standards that lead to the standard on the green card. These six represent standards 2nd through 7th grade. Two of the white cards represent standards that follow the 8th grade standard to more advanced high school levels.

TASK 1: As a group, determine the six standards that come before the 8th grade standard and organize them in order from 2nd grade to the 7th grade.

TASK 2: As a group, determine the order of the two remaining standards that should follow the 8th grade standard to more advanced high school standards.

TASK 3: After creating the sequence of standards,answer the following questions.

1.In looking at your sequence, what types of planning would a teacher need to do for a class of students that are approximately on grade level when creating a lesson around the 8th grade standard?

2.In looking at your sequence, what types of planning would a teacher need to do for a class of 9th grade students that are four years behind grade level when creating a lesson around the standard that follows the 8th grade standard?

3.As a coach, how might you help a teacher that believes he/she needs to just follow the textbook lesson by lesson? In other words, the teacher typically, opens the textbook to the lesson following the lesson he/she taught the day before and begins to lecture.

ANSWERS

Building Functions F-BF

Build a function that models a relationship between two quantities

1. Write a function that describes a relationship between two quantities.

Creating Equations_ A-CED

2. Create equations in two or more variables to represent relationships

between quantities; graph equations on coordinate axes with labels

and scales.

Expressions and Equations 8.EE

6. Use similar triangles to explain why the slope m is the same between

any two distinct points on a non-vertical line in the coordinate plane;

derive the equation y = mx for a line through the origin and the

equationy = mx + b for a line intercepting the vertical axis at b.

Expressions and Equations 7.EE

4. Use variables to represent quantities in a real-world or mathematical

problem, and construct simple equations and inequalities to solve

problems by reasoning about the quantities.

___ Solve word problems leading to equations of the form px+ q = r

andp(x + q) = r, where p, q, and r are specific rational numbers.

Solve equations of these forms fluently. Compare an algebraic

solution to an arithmetic solution, identifying the sequence of the

operations used in each approach. For example, the perimeter of a

rectangle is 54 cm. Its length is 6 cm. What is its width?

Expressions and Equations 6.EE

9. Use variables to represent two quantities in a real-world problem that

change in relationship to one another; write an equation to express

one quantity, thought of as the dependent variable, in terms of the

other quantity, thought of as the independent variable. Analyze the

relationship between the dependent and independent variables using

graphs and tables, and relate these to the equation. For example, in a

problem involving motion at constant speed, list and graph ordered pairs

of distances and times, and write the equation d = 65t to represent the

relationship between distance and time.

Operations and Algebraic Thinking 5.OA

3. Generate two numerical patterns using two given rules. Identify

apparent relationships between corresponding terms. Form ordered

pairs consisting of corresponding terms from the two patterns, and

graph the ordered pairs on a coordinate plane. For example, given the

rule “Add 3” and the starting number 0, and given the rule “Add 6” and the

starting number 0, generate terms in the resulting sequences, and observe

that the terms in one sequence are twice the corresponding terms in the

other sequence. Explain informally why this is so.

Operations and Algebraic Thinking 4.OA

5. Generate a number or shape pattern that follows a given rule. Identify

apparent features of the pattern that were not explicit in the rule itself.

For example, given the rule “Add 3” and the starting number 1, generate

terms in the resulting sequence and observe that the terms appear to

alternate between odd and even numbers. Explain informally why the

numbers will continue to alternate in this way.

Operations and Algebraic Thinking 3.OA

9. Identify arithmetic patterns (including patterns in the addition table or

multiplication table), and explain them using properties of operations.

For example, observe that 4 times a number is always even, and explain

why 4 times a number can be decomposed into two equal addends.

Operations and Algebraic Thinking 2.OA

Work with equal groups of objects to gain foundations for

multiplication.4. Use addition to find the total number of objects arranged in

rectangular arrays with up to 5 rows and up to 5 columns; write an

equation to express the total as a sum of equal addends.