Model Mathematics Curriculum
Unit Implementation Plan
UNIT COVER SHEET
Name:
Emily Gunderman
Unit Title:
M1U3 L1-3, M1U2 L 1-3, M1U2 L 2-3, M2U7 L 2-2, M1U2 L3
Dates of Instruction:
Grade Level:
09
Fall Semester 2015
Timeframe (Add days as needed)
COURSE: Algebra 1
1 Day: After CPM 1.2.1
Lesson/task/assessment:
It’s A Draw: Describe a Graph
COURSE: Accelerated Geometry
1 Day: After CPM 1.2.6
Lesson/task/assessment:
Oh No My Face!
2 Days: After CPM 5.1.2
or replace 5.1.4
Lesson/task/assessment:
How Tall is That Thing?
COURSE: Advisory - Accelerated Geometry
1 Day:
Before CPM 7.2
Lesson/task/assessment:
Intro to Conditional Proofs
1 Day:
After CPM 7.2.5
Lesson/task/assessment:
Matching Activity- Proofs
Standards Alignment
Content Standards:
F.IF.1, F.IF.4, F.IF.5, F.IF.6, G.CO.6, G.CO.9, G.SRT.5, G.SRT.6, G.SRT.7,
G.SRT.8
Standards for Mathematical Practice:
MP 1, 2, 3, 4, 5, 6, 7, 8
Model Mathematics Curriculum
Unit Implementation Plan
UNIT: M1, U3, L1-3
DAY: 5
DAILY LESSON PLAN
Objectives
Students will improve their understanding and use of key features of functions
Content
Standards
F.IF.1, F.IF.4, F.IF.5, F.IF.6
Mathematical
Practices
MP 3, 6
Materials
It’s a Draw handouts
Preparation
Copies of It’s a Draw handout
Lesson
Activities
Assessments
1. Have students select a partner.
2.
3.
4.
5.
6.
Distribute the directions and graph paper.
Provide the students with time to read the directions.
Ask if there are any questions.
Provide the students time to work through the activity.
Encourage them to compare and contrast their pictures with
the descriptions that were provided. Collaboratively, have the
students determine what could have improved the
descriptions.
7. Have the students reverse roles.
Formatively assess as students complete the It’s a Draw handout
and listen to student discourse.
In what ways will you intentionally emphasize the development of student
mathematical practices through this lesson?
MP 3: Construct viable arguments and critique the reasoning of others. Students will critique the
explanations provided by other students.
MP 6: Attend to precision. Students will learn the importance of being precise in their descriptions using key
features
Model Mathematics Curriculum
Unit Implementation Plan
UNIT: M1, U2, L1
DAILY LESSON PLAN
DAY: 3
Objectives
Students will apply different rigid motions to put the pieces of the face back into
the correct location. Students will justify their reasoning.
Content
Standards
G.CO.6
Mathematical
Practices
MP 1, 3, 4, 6
Materials
Oh No My Face, pre-cute manipulatives
Preparation
Copy Oh No My Face handout
Cut out and laminate the face pieces (1 set for each student)
Lesson
Activities
1. To save class time, pre-cut and laminate all the pieces for
students to manipulate.
2. Distribute the pieces and the Oh No My Face handout.
3. Have students read the directions and complete the activity.
Walk around to ensure students see the differences in the ears
and the eyes.
Assessments
None
In what ways will you intentionally emphasize the development of student
mathematical practices through this lesson?
Giving students think time will be important as they make a plan and strategize what they want to do in order
to solve the problem. Allowing group discussion time as they critique each other’s reasoning about their
transformations they make. Students can check with one another to make sure they attend to precision.
Model Mathematics Curriculum
Unit Implementation Plan
UNIT: M2, U7, L2-2
DAILY LESSON PLAN
DAY: 2-4
Objectives
Students will understand how sides are related to angles in right triangles.
Students will utilize the relationships of sine and cosine.
Students will apply trig ratios to solve problems.
Students will measure angles of elevation using a clinometer and find the height
of different objects.
Content
Standards
G.SRT.6
G.SRT.7
G.SRT.8
Mathematical
Practices
MP 1, 2, 6
Materials
Homemade clinometer (transparency, string, washer)
Calculator or computer with sine/cosine/tangent capabilities.
“How Tall is that Thing” Worksheet.
Measuring Tape.
Preparation
Have copies of “How Tall is that Thing?” handout ready for students.
Have homemade clinometers copied on transparency paper, one for
each student to cut out.
Lesson
Activities
1. Students will work in groups on a short preparation assessment
pertaining to information they would need to solve problems involving right
triangle trigonometry.
2. Teacher and students will have a brief class discussion about their
answers.
3. Students will then cut our their homemade clinometers and construct
their clinometers with the given washers and strings.
3. Students will draw a detailed picture of the objects and situation they
will model when they go outside.
4. Students will relocate to their designated areas to make their
measurements.
Students will work with their group to calculate the measurements of their
given objects.
5. Students will make some sort of presentation (i.e. powerpoint, poster,
etc.) to present to the class, answering the questions on page 7 of the
“How Tall is this Thing?” document.
6. Students will present their findings to the class.
Assessments
This project will be assessed based on the attached rubric in the
“How Tall is this Thing?” document.
In what ways will you intentionally emphasize the development of student
mathematical practices through this lesson?
MP1 Make sense of problems and persevere in solving them. Students will solve problems in context that
involve right triangles
MP2 Reason abstractly and quantitatively. . Students will reason about the ratios used to represent
relationships between sides and angles.
MP6 Attend to precision. While solving problems involving right triangles, students will attend to the
precision of their answers. They will use appropriate language to describe their measurements and
calculations.
Model Mathematics Curriculum
Unit Implementation Plan
UNIT: M1, U2, L3
DAY: 1
DAILY LESSON PLAN
Objectives
Students will get another glimpse at proof and use this knowledge to
build formal proofs
Content
Standards
G.CO.10
Mathematical
Practices
MP 1,3,7, and 8
Materials
Scissors
Matching Activities Handouts
Preparation
Copies of handouts
Lesson
Activities
Steps PART l:
1. Pass out the “Intro to Conditional Proof”. Allow time for students to
cut the statement strips.
2. Students will put strips in a sequential order.
3. Upon completion, collect all materials.
4. Teacher will distribute “Matching Activity PART I”.
5. Check the “teacher directions” on the document.
Have slips already cut out on card stock and sorted into envelopes
of baggies. If engagement is low, make it into a competition.
Assessments
Formatively assess students by listening to group discourse.
In what ways will you intentionally emphasize the development of student
mathematical practices through this lesson?
MP 1: Make sense of problems and persevere in solving them. Students will group and
rearrange completed thought processes (statements and reasons) to put them in a meaningful
order.
MP 3: Construct viable arguments and critique the reasoning of others. Students will be
discriminating between what information is relevant and accurate.
MP 7: Look for and make use of structure. Students should begin to see a pattern with the
properties and postulates.
MP 8: Look for an express regularity in repeated reasoning. Students should be able to
identify which parts of each triangle are congruent to the parts of the other triangle and WHY.
Model Mathematics Curriculum
Unit Implementation Plan
UNIT: M1, U2, L3
DAY: 2
DAILY LESSON PLAN
Objectives
Students will extend their knowledge of lines, angles, and triangles
to proving relationships regarding parallelograms.
Content
Standards
G.CO.10
Mathematical
Practices
MP 1,3,7, and 8
Materials
Scissors
Matching Activities Handouts
Preparation
Copies of handouts
Lesson
Activities
1. Pass out “Intro to Parallelograms”.
2. Highlight the differences and similarities between two column
proofs, paragraph proofs, and flow proofs.
3. Highlight the differences and similarities between triangle
congruency and parallelogram congruency.
4. Go through the “Intro to Parallelograms” as a class.
5. Next, hand out “Matching Activity PART II”.
6. See “Teacher Directions” on the document.
Assessments
Formatively assess students by listening to group discourse.
In what ways will you intentionally emphasize the development of student
mathematical practices through this lesson?
MP 1: Make sense of problems and persevere in solving them. Students will group and
rearrange completed thought processes (statements and reasons) to put them in a meaningful
order.
MP 3: Construct viable arguments and critique the reasoning of others. Students will be
discriminating between what information is relevant and accurate.
MP 7: Look for and make use of structure. Students should begin to see a pattern with the
properties and postulates.
MP 8: Look for an express regularity in repeated reasoning. Students should be able to
identify which parts of each triangle are congruent to the parts of the other triangle and WHY.