Standards – Based Instructional Unit
Subject: Mathematics
August 4, 2009
COURSE: Math Skills
Topic: Numbers and Operations
GRADE/LEVEL: 10
Lesson Objective(s):
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Identify a real number
Solve problems that involve ordering and comparing subsets
Solve problems that involve proportional relationships, percents, ratios and rates
Use mental arithmetic to calculate perfect squares, percentages, and fractions
Use estimation to determine accurate results
21st Century Graduation Expectation(s):
1.1 Acquiring and applying knowledge and skills within and across the curriculum
1.2 Analyzing and evaluating information
1.3 Applying Technology as a learning tool across all disciplines
2.1 Working cooperatively and/or independently
2.2 Applying problem solving strategies
2.3 Utilizing resources and time effectively
2.4 Accessing, compiling, interpreting and presenting data and information
3.3 Understanding and accepting the benefits and consequences of his/her behavior
4.1 Reading widely and critically
4.2 Writing clearly, concisely and persuasively
4.4 Mastering technology as a means of communication
Standards:
Students should:
 develop a deeper understanding of very large
and very small numbers and of various
reputations of them;
 compare and contrast the properties of
numbers and number systems, including the
rational and real numbers
GSES:
M(N&O)1 Rational Numbers
M(N&O)2 Real Numbers
M(N&O)4 Solving Problems
M(N&O)6 Mental Computation
M(N&O)7 Estimation
M(N&O)8 Properties of Numbers
R 10-3 Breadth of Vocabulary Knowledge
R 10-7 Analyzing Informational Text
W-10-1 Writing Conventions
W-10-2 Response to Text
W-10-8 Informational Writing
W-10-9 Writing Conventions
Reading
 Students will use vocabulary strategies to identify context data.
 Students will read the text for understanding.
 Students will organize information to show understanding.
Writing
 Students will summarize responses.
 Students will formulate responses based on research (Such as “The Eyes Have It” common assessment).
Problem Solving
 Students will compare and contrast, such as Punnett Squares.
 Students will utilize a chart/Venn diagram.
 Students will write a number sentence/formula.
 Students will use a model.
 Students will work backwards.
Essential Question(s):
 Using a mathematical model, how can one analyze and synthesize information from multiple sources,
such as in “The Eyes Have It?”

How can one design a mathematical model to inform and solve a practical or abstract situation?
Content Topics:
 Percents
 Ratios
 Proportions
 Logical Reasoning
 Prime
 Fractional Operations
 Divisibility
 Even/Odd
 Classifications (counting, whole, integers, etc.)
 Elements
 Union
 Intersection
 Patterns
 Counting Techniques
Student-Centered Instructional Strategies:
 Technology
 Differentiated instruction
 Pre-Assessment
Student-Centered Learning Tasks and Opportunities:
 Cooperative learning
 Manipulatives
 Peer editing
Instructional Resources and Equipment:
 Computers
 Rulers
 Calculators
 Assessment Booklets
 Web based performance assessments
Assessment Task(s):
 Common Tasks
 Pre-Assessments
 Tests
 Class Discussion
 Web Based Assessments
Rubric(s) for Assessment:
 See attached rubrics
Reflection/Comments:
Students should be able to summarize the graduation expectations and the GSEs utilized throughout Numbers
and Operations.
Standards – Based Instructional Unit
Subject: Mathematics
August 4, 2009
COURSE: Math Skills
Topic: Geometry and Measurement
GRADE/LEVEL: 10
Lesson Objective(s):
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Utilize geometric properties or theorems involving angles, lines, and polygons
Utilize distance formula
Solve problems on and off the coordinate plane
Determine the effect of changing a scale factor on similar figures
Calculate perimeter, circumference, area, volume, and/or surface area
Utilize units of measure appropriately and consistently when solving problems
21st Century Graduation Expectation(s):
1.1 Acquiring and applying knowledge and skills within and across the curriculum
1.2 Analyzing and evaluating information
1.3 Applying Technology as a learning tool across all disciplines
2.1 Working cooperatively and/or independently
2.2 Applying problem solving strategies
2.3 Utilizing resources and time effectively
2.4 Accessing, compiling, interpreting and presenting data and information
3.3 Understanding and accepting the benefits and consequences of his/her behavior
4.1 Reading widely and critically
4.2 Writing clearly, concisely and persuasively
4.4 Mastering technology as a means of communication
Standards:
Students should:
 analyze properties and determine attributes of
two and three dimensional objects;
 use Cartesian coordinates to analyze
geometric situations;
 make decisions about units and scales that are
appropriate for problem situations involving
measurement;
 analyze precision, accuracy, and approximate
error in measurement situations;
 understand and use formulas for the area,
surface area, and volume of geometric figures,
including cones, spheres, and cylinders
GSES:
M(G&M)2 Uses Geometric Properties
M(G&M)4 Concepts of Congruency
M(G&M)5 Concepts of Similarity
M(G&M)6 Two-dimensional Figures
M(G&M)7 Uses Units of Measure
M(G&M)9 On and off coordinate plane
M(N&O)2 Real Numbers
M(N&O)4 Solving Problems
M(N&O)6 Mental Computation
M(N&O)7 Estimation
M(N&O)8 Properties of Numbers
R 10-3 Breadth of Vocabulary Knowledge
R 10-7 Analyzing Informational Text
W-10-1 Writing Conventions
W-10-2 Response to Text
W-10-8 Informational Writing
W-10-9 Writing Conventions
Reading
 Students will use vocabulary strategies to identify context data.
 Students will read the text for understanding.
 Students will organize information to show understanding.
Writing
 Students will summarize responses.
 Students will reflect and support their responses, such as in “Columbus Sailed the Ocean Blue.”
Problem Solving
 Students will compare and contrast appropriate units of measure.
 Students will apply the distance formula.
 Students will use a model.
 Students will work backwards.
 Students will observe patterns .
Essential Question(s):
 Using a mathematical model, how can one analyze and synthesize information from multiple sources,
such as in “Columbus Sailed the Ocean Blue?”

How can one design a mathematical model to inform and solve a practical or abstract situation?
Content Topics:
 Perimeter
 Area
 Circumference
 Lateral Area
 Surface Area
 Volume
 Isosceles
 Equilateral
 Right
 Pythagorean Theorem
 Similarity
 Transformations
 Parallel Lines
 Perpendicular lines
Student-Centered Instructional Strategies:
 Technology
 Differentiated instruction
 Pre-Assessment
Student-Centered Learning Tasks and Opportunities:
 Cooperative learning
 Manipulatives
 Peer editing
Instructional Resources and Equipment:
 Compasses
 Computers
 Rulers
 Calculators
 Assessment Booklets
 Web based performance assessments
Assessment Task(s):
 Common Tasks
 Pre-Assessments
 Tests
 Class Discussion
 Web Based Assessments
Rubric(s) for Assessment:
 See attached rubrics
Reflection/Comments:
Students should be able to summarize the graduation expectations and the GSEs utilized throughout Geometry
and Measurement.
Standards – Based Instructional Unit
Subject: Mathematics
August 4, 2009
COURSE: Math Skills
Topic: Functions and Algebra
GRADE/LEVEL: 10
Lesson Objective(s):
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Solve problems utilizing pattern
Simplify expressions
Evaluate expressions
Translate problem situations into algebraic expressions
Solve problems involving algebraic reasoning
Translate problem situations into equations
21st Century Graduation Expectation(s):
1.1 Acquiring and applying knowledge and skills within and across the curriculum
1.2 Analyzing and evaluating information
1.3 Applying Technology as a learning tool across all disciplines
2.1 Working cooperatively and/or independently
2.2 Applying problem solving strategies
2.3 Utilizing resources and time effectively
2.4 Accessing, compiling, interpreting and presenting data and information
3.3 Understanding and accepting the benefits and consequences of his/her behavior
4.1 Reading widely and critically
4.2 Writing clearly, concisely and persuasively
4.4 Mastering technology as a means of communication
Standards:
Students should:
 generalize patterns;
 use symbolic algebra to represent and explain
mathematical relationships;
 draw reasonable conclusions about a situation
being modeled
GSES:
M(F&A)1 Patterns
M(F&A)3 Algebraic Equations
M(F&A)4 Equality
M(N&O)2 Real Numbers
M(N&O)4 Solving Problems
M(N&O)6 Mental Computation
M(N&O)7 Estimation
M(N&O)8 Properties of Numbers
R 10-3 Breadth of Vocabulary Knowledge
R 10-7 Analyzing Informational Text
W-10-1 Writing Conventions
W-10-2 Response to Text
W-10-8 Informational Writing
W-10-9 Writing Conventions
Reading
 Students will use vocabulary strategies to identify context data.
 Students will read the text for understanding.
 Students will organize information to show understanding.
Writing
 Students will summarize responses.
 Students will reflect and support their responses, such as in “The Endangered Fraction.”
Problem Solving
 Students will use the “guess and check” method for solving variables.
 Students will use a model.
 Students will work backwards.
 Students will observe patterns.
 Students will formulate a number sentence from a given situation.
Essential Question(s):
 Using a mathematical model, how can one analyze and synthesize information from multiple sources,
such as in “The Endangered Fraction?”

How can one design a mathematical model to inform and solve a practical or abstract situation?
Content Topics:
 Simplification of Algebraic Expressions
 Substitution of Algebraic Expressions
 Positive/Negative Exponents
 Properties of Exponents
 Solving Multi-Step Equations
Student-Centered Instructional Strategies:
 Technology
 Differentiated instruction
 Pre-Assessment
Student-Centered Learning Tasks and Opportunities:
 Cooperative learning
 Manipulatives
 Peer editing
Instructional Resources and Equipment:
 Computers
 Rulers
 Calculators
 Assessment Booklets
 Web based performance assessments
Assessment Task(s):
 Common Tasks
 Pre-Assessments
 Tests
 Class Discussion
 Web Based Assessments
Rubric(s) for Assessment:
 See attached rubrics
Reflection/Comments:
Students should be able to summarize the graduation expectations and the GSEs utilized throughout
Functions and Algebra.
Standards – Based Instructional Unit
Subject: Mathematics
August 4, 2009
COURSE: Math Skills
Topic: Data, Statistics, and Probability
GRADE/LEVEL: 10
Lesson Objective(s):
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Interpret data from a variety of sources, such as, graphs, tables, charts, bar graphs, pie graphs, etc
Analyze data using measures of central tendency
Represent data using a variety of methods
Utilize counting techniques to determine combinations or permutations
Predict the probability of an event
Decide on most effective method to answer questions regarding data
21st Century Graduation Expectation(s):
1.1 Acquiring and applying knowledge and skills within and across the curriculum
1.2 Analyzing and evaluating information
1.3 Applying Technology as a learning tool across all disciplines
2.1 Working cooperatively and/or independently
2.2 Applying problem solving strategies
2.3 Utilizing resources and time effectively
2.4 Accessing, compiling, interpreting and presenting data and information
3.3 Understanding and accepting the benefits and consequences of his/her behavior
4.1 Reading widely and critically
4.2 Writing clearly, concisely and persuasively
4.4 Mastering technology as a means of communication
Standards:
Students should:
 understand the meaning of measurement
data;
 identify trends in data;
 understand the concepts of conditional
probability and independent events;
 understand how to compute the probability of
a compound event
GSES:
M(DSP)1 Interpretation of Data
M(DSP)2 Linear and Nonlinear Functions
M(DSP)3 Representation of Data
M(DSP)4 Using Counting Techniques
M(DSP)5 Solving Problems
M(DSP)6 Response to Question
M(N&O)2 Real Numbers
M(N&O)4 Solving Problems
M(N&O)6 Mental Computation
M(N&O)7 Estimation
M(N&O)8 Properties of Numbers
R 10-3 Breadth of Vocabulary Knowledge
R 10-7 Analyzing Informational Text
W-10-1 Writing Conventions
W-10-2 Response to Text
W-10-8 Informational Writing
W-10-9 Writing Conventions
Reading
 Students will use vocabulary strategies to identify context data.
 Students will read the text for understanding.
 Students will organize information to show understanding.
Writing
 Students will summarize responses.
 Students will reflect and support their responses, such as in “Lets Get Physical.”
Problem Solving
 Students will compare and contrast data.
 Students will apply the permutation and combination formulas.
 Students will use a model.
 Students will observe patterns .
Essential Question(s):
 Using a mathematical model, how can one analyze and synthesize information from multiple sources,
such as in “Lets Get Physical?”

How can one design a mathematical model to inform and solve a practical or abstract situation?
Content Topics:
 Mean
 Median
 Mode
 Range
 Probability
 Independent/Dependent Events
 Permutations/Combinations
 Circle graphs, Bar Graphs, Venn Diagrams, etc.
Student-Centered Instructional Strategies:
 Technology
 Differentiated instruction
 Pre-Assessment
Student-Centered Learning Tasks and Opportunities:
 Cooperative learning
 Manipulatives
 Peer editing
Instructional Resources and Equipment:
 Computers
 Rulers
 Calculators
 Assessment Booklets
 Web based performance assessments
Assessment Task(s):
 Common Tasks
 Pre-Assessments
 Tests
 Class Discussion
 Web Based Assessments
Rubric(s) for Assessment:
 See attached rubrics
Reflection/Comments:
Students should be able to summarize the graduation expectations and the GSEs utilized throughout Data,
Statistics, and Probability.