Common Core Math III-Honors
LEA Name: Public Schools of Robeson County
Course Number: 2034
Course Description:
Local Option Common Core Math III provides students the opportunity for an in-depth study of
the high school conceptual categories of Number and Quantity, Algebra, Functions, Geometry,
Statistics and Probability, and Modeling aligned to the Common Core State Standards. The
modeling standards are most appropriately interpreted in relation to other standards as opposed
to being addressed in isolation. Students are expected to represent realistic situations with
mathematical models and use multiple representations of linear, exponential, quadratic, rational
and polynomial functions while utilizing the following mathematical practices:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.
Appropriate technology, from the use of calculators to application software, should be used
regularly for instruction and assessment.
I.
Curriculum Content Portfolio Evidence
1. Teacher Rationale for Curriculum Content
Honors courses are designed for students who consistently exceed the objectives
and expectations of the essential curriculum, both in terms of content knowledge
and application. Common Core State Standards are taught in greater depth and
includes an emphasis on abstract materials, thus requiring extensive independent
work, self-discipline, and commitment to meet rigorous expectations and
timelines. The honors course teacher should possess the skills, knowledge, and
dispositions to challenge and inspire thought processes of honors level students
through a differentiated curriculum and a variety of instructional strategies. The
honors curriculum student should possess the motivation, interest, and ability to
meet the challenges of an honors level course. Successful completion of Honors
coursework will prepare students for post-high school education.
2. Standards and Objectives (Appendix A: CC Math 3 Standards.pdf)
F-BF.3 moves from Common Core Math I doing linear and exponential.
Common Core Math II does quadratic functions and Common Core Math III
introduces trigonometric functions. With all of these courses, the students are
expected to translate and dilate these functions. Honors students will be expected
to make connections and predictions as to what will happen to the function.
F-IF.7e develops from exponential functions (Math I) to simple trigonometric
functions in standard position (Math II) to translating and dilating trigonometric
functions (Math III). The honors students will be challenged to discover and
connect their previous knowledge of translations and dilations to trigonometric
functions. These students are expected to discover more on their own with less
teacher input.
3. Curriculum Plan
Rational: An honors curriculum typically covers many of the same subjects and
materials as non-honors courses. But honors courses work through topics at a
faster pace than standard courses do, and honors classes dig into subjects in more
detail. Honors curricula also focus more on critical thinking, an analytical process
that trains students to weigh evidence for and against an argument and come to
their own conclusions. Referenced from The Differences Between Regular and
Honors Curriculum eHow.txt
Pacing Guide (Appendix C)
Course Syllabus (Appendix D)
II.
Instructional Material and Methods Portfolio Evidence
1. Teacher Rationale for Instructional Materials and Methods
Honors students are self-directed learners that are actively engaged in their own
learning process. According to research, instructional materials and strategies
should be diverse in nature and a variety of instructional techniques should be
employed. The balanced use of small-group cooperative, independent, and whole
group instruction should result in positive growth gains for honors students. The
instructional strategies used are generative in nature with the teacher acting as
classroom facilitator. Instruction is less structured and this gives the honors
students more independence through discovery for student-led discussion,
generation, and exchange of existing and new ideas. The instructional resource
content integrates material from other content areas and makes relevant
connections to the real-world. This lends itself to more opportunities for inquiry,
deepens critical thinking skills and analytical reasoning while peaking the
creativity of the honors student.
These activities are designed to help students discover the rules rather than being
told the rules. This should be easier for honors students than regular students.
See above on page 1 for course description
2. Instructional Materials and Methods
Instructional materials and methods are used to foster growth for advanced
learners. This is done by developing a differentiated curriculum that is above the
standard curriculum. These strategies should engage and motivate the learners.
Students will take responsibility of their learning and increase their quality of
work rather than the quantity. Resources promote interdisciplinary learning
experiences that enable them to make connections across the curriculum. The
embedded instructional activities provide student connections form the classroom
to real life experiences with a hands-on approach.
Materials:
 Glencoe Core-Plus Mathematics Course 2
 Mathematical Assessment Project
http://map.mathshell.org/materials/index.php
 NCDPI Wikispaces http://maccss.ncdpi.wikispaces.net/High+School
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PSRC Mathematics Department
http://www.robeson.k12.nc.us//Domain/27
Meredith – lesson resources:
https://sites.google.com/a/meredith.edu/ccssm_pd/home
Lesson Plans
PowerPoint Presentations (Notes)
Student Extension Activities
Pre/Post Assessments
Independent Practice Worksheets
Formative Assessments
Strategies:
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Learning Styles
Learning Contracts
Grading Rubrics
Group/Individual Projects
Experimental Learning
Group Work
Technology:
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SmartBoard
Laptop
iPad
Graphing Calculator
Internet Based Programing
Geometer Sketch Pad
Instructional Videos
Document Camera
Projector
Manipulatives:
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Dominos
Card Sorts
Virtual Manipulatives
3. Sample Units, Lesson(s), and Assignments
Spaghetti Activity (Appendix E spaghetti.pdf)
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpb
nxtYXRoaWlpcmVzb3VyY2VzfGd4OjViZWIzMjJmODQ5NDQ5OGE
The beginning of the assignment would be for all classes. But the extension is for
the honors students. This will take it to the next level.
In the launch, for regular classes, the degrees may be written in already, but for
honors, the students can be required to measure the angles themselves. In
explore, it is optional to make every group do both sine and cosine functions and
compare instead of half the groups doing sine and half doing cosine.
Ferris Wheel (Appendix F ferris wheel.pdf)
http://map.mathshell.org/materials/lessons.php?taskid=427&subpage=concept
The questions listed in the lesson are more for honors students on their own. For
regular classes, the teacher will be probing the students more to help them to
know the answers. The assignment overall could be just for honors students,
depending on the level of the students. A non-honors class might do this
assignment as a class. Whereas, honors students should be given this as mainly
groupwork. We know that students have grasped the concept when they can
interpret the constants a, b, and c in the formula h=a+b cos(ct) in terms of the
physical situation, where h is the height of the person above the ground and t is
the elapsed time. The ferris wheel is the real-world connection that students can
relate to their lives. The questions are listed in the appropriate area in the lesson
(T-2, T-4-T-7). All the questions are asked to guide the students to get to the
goal. The misconceptions that may occur during the lesson are on T-3 of the
attachment.
4. Student Work Samples (Appendix G)
Teachers will input student work samples
III.
Assessment Portfolio Evidence
1. Teacher Rationale for Assessment Practices
Assessment practices must create opportunities for students to connect and make
sense of what they are learning. They are designed to give students an opportunity
to use their skills and knowledge to demonstrate their understanding of issues and
ideas. Multiple assessment strategies are needed to validate the multiple ways
students learn. Results from assessments allow the teacher a chance to develop
and implement a differentiated curriculum that is above standard. This will ensure
students are engaged and motivated to meet the needs of the honors level course
and prepare them for post-secondary education. Formative assessments are used
on a daily basis throughout the semester. Summative assessments will come at the
end of each unit, benchmarks and the Final Exam. Additional projects will be
given that are more challenging than the standard projects in order to foster
growth.
2. Assessment Practices (See Grading Criteria in course syllabus Appendix D)
o Formative/ Summative Assessment- Formative assessments are used to
improve instructional methods and gain student feedback. The results from
these assessments are used to modify and validate instruction. Summative
assessments are used to evaluate the effectiveness of the course instruction at
different times of the academic year, for example: Benchmarks, Unit Tests,
and EOCs. The goal of the summative assessment is to determine if
competency has been met according to pre-determined standards.
o Homework Assignments- Homework assignments are given mainly as
independent practice for the students. It allows teachers to see how much of
the daily lesson they are actually learning.
o Special Projects- Special Projects are given for extra enrichment and
extension outside the classroom setting.
o Any Additional evaluative measure used in your honors course- Additional
evaluative measures can include but are not limited to: Knowledge Surveys,
Oral Presentations, Poster Presentations, Portfolios, Peer Reviews, and written
Reports.
3. Assessment Samples (Appendix H)
4. Student Work Assessment Samples (Appendix I)