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Welcome math teachers. Contact information:. Gary Horner – Academic Coordinator for Secondary Mathematics. E-mail: hornega@tulsaschools.org. Phone: office – 51129 or 918-925-1129. Agenda. Introductions District Curriculum Maps Formative Unit Assessments Lesson Design (Connecting learning)
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Contact information: Gary Horner – Academic Coordinator for Secondary Mathematics E-mail: hornega@tulsaschools.org Phone: office – 51129 or 918-925-1129
Agenda • Introductions • District Curriculum Maps • Formative Unit Assessments • Lesson Design (Connecting learning) • Resources
Who are the new faces? Name Where you will be teaching Where you are coming from What are you going to be teaching
TPS District Curriculum Maps and Formative Unit Assessments
3 levels of curriculum • Intended • Implemented • Attained
Why do I need a good defined vision of the curriculum? A good defined vision and understanding of the curriculum makes it easy to make decisions. If a lesson helps my students attain the intended curriculum it becomes part of my implemented curriculum. If it does not, it is not part of my implemented curriculum.
A non-natural number unit contains only PASS / C3 / OAS standards These units will be going away over the next two years. And has a recommended number of days
Where do I find these maps and assessments? http://tulsa.curriculum.schooldesk.net/
1. Understand how the standard fits into the unit. • Unit 2: Understand congruence and similarity using physical models, transparencies, or geometry software. • The Standard says: 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. • Footnote: 8.G.6 and 8.G.7 are also taught in Unit 3. The balance of standards 8.G.6 and 8.G.7 are covered in Unit 7, along with standard 8.G.8. • Samples & Examples: 8.G.6Students should verify, using a model, that the sum of the squares of the legs is equal to the square of the hypotenuse in a right triangle. Students should also understand that if the sum of the squares of the 2 smaller legs of a triangle is equal to the square of the third leg, then the triangle is a right triangle. Pythagorean is proved in this Unit guided by teacher (proof using similar triangles). Students are not responsible for explaining a proof until Unit 7.
2. I need an introduction that will hook my audience. • Quick history of Greek mathematics • How they didn’t have algebra so relationships were explained geometrically • Who was Pythagoras • The Pythagoreans
3. Introduce the problem: The Pythagoreans found that the sum of the squares of the legs of a right triangle is equal to the square of the hypotenuse. We know this as a2 + b2 = c2. Your task: Using only the tools the ancient Greeks had, prove the Pythagorean Theorem.
4. Directions Cut the paper on the dotted line and cut out the triangles. (DO NOT CUT OUT THE SQUARES!!!!) Decide which of the legs of the right triangle will be a and which will be b. Arrange 4 triangles in the first square and 4 in the second so that you have at least a square of sides a and a square of sides b in one large square, and a square of sides c in the other. (hint: The insides of the triangles form additional area.) Label all measurements.
5. Design questions around the expected learning / performance in the unit.
