process standards in the high school mathematics classroom focus: connections and representations
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Process Standards in the High School Mathematics Classroom Focus: Connections and Representations. Michael Bolling TCTM – High School Breakout – 10.1.13 [email protected]. Mathematical Connections - PowerPoint PPT PresentationTRANSCRIPT
Process Standards in the High School Mathematics Classroom
Focus: Connections and Representations
Michael BollingTCTM – High School Breakout – 10.1.13
Mathematical Connections
Students will relate concepts and procedures from different topics in mathematics to one another and see mathematics as an integrated field of study. Through the application of content and process skills, students will make connections between different areas of mathematics and between mathematics and other disciplines, especially science. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that reinforce each other.
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Mathematical Representations
Students will represent and describe mathematical ideas, generalizations, and relationships with a variety of methods. Students will understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics. Students should move easily among different representations graphical, numerical, ⎯algebraic, verbal, and physical and recognize that ⎯representation is both a process and a product.
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Multiplication and Area
2 groups of 3
2 x 3 = 6
2 x 3
Concept of multiplication Connection to area
Area is 6 square units
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3
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Multiplication and AreaMultiplying whole numbers – progression of complexity
8 x 10
10
8 12
23
8 groups of 10
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Multiplication and AreaMultiplying whole numbers
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2320 3
10
2
23
12
2 20 40 10 3 30
10 20 200 276“Partial Products”
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Multiplication and Area
Connection to Algebra I
x 3
2
( 3)( 2)x x x · x = x2
2 5 6x x
x
This will work for more than multiplying binomials! (unlike FOIL). This model is directly linked to use
of algebra tiles.
2 · 3 = 6
2 · x = 2x
3 · x = 3x
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Multiplication and Area
original warehouse
x
x
3
2
The sides of a square warehouse are increased by 2 meters and 3 meters as shown.
The area of the extended warehouse is 156 m2.
What was the side length of the original warehouse?
New Zealand Level 1 Algebra 1Asia-Pacific Economic Cooperation – Mathematics Assessment Database
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Multiplication and Area
original warehouse
30
50
x
x
The original warehouse measured 30 meters by 50 meters.
The owner would like to know the smallest length by which she would need to extend each side in order to have a total area of 2500 m2.
New Zealand Level 1 Algebra 1 (modified)Asia-Pacific Economic Cooperation – Mathematics Assessment Database
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Multiple Representations• 7.12 – represent relationships with tables, graphs,
rules, and words• 8.14 – make connections between any two
representations (tables, graphs, rules, and words)• A.7f – make connections between and among
multiple representations of functions (concrete, verbal, numeric, graphic, and algebraic)
• AFDA.4 - transfer between and analyze multiple representations of functions (algebraic formulas, graphs, tables, and words)
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Algebra I.7Relation or function?
Domain/range
Zeros
x- and y-intercepts
Function values for elements of the domain
Connections among representations
AFDA.1Continuity
Domain/range
Zeros
x- and y-intercepts
Function values for elements of the domain
Connections among representations (AFDA.4)
Local/absolute max/min
Intervals of inc/dec
End behaviors
Asymptotes
Algebra II.7Domain/range (includes discontinuous domains/ranges)
Zeros
x- and y-intercepts
Function values for elements of the domain
Connections among representations
Local/absolute max/min
Intervals of incr/decr
End behaviors
Asymptotes
Inverse functions
Composition of functions
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Geometric Constructions
Connections -
SOL 7.7 students learn properties of parallelograms, including that the diagonals of a rhombus bisect each other and are perpendicular.
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Geometric Constructions
Connections -
SOL 6.12 students learn to identify congruent polygons by their attributes.
SOL 7.6 students demonstrate knowledge of congruent polygons when learning about similar polygons
SOL G.6 students prove triangles congruent
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Coordinate Geometry
Connections -
SOL A.6 students determine the slope of a line
SOL 8.10 students learn about the Pythagorean Theorem, a direct connection to the distance formula
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Discussion• With which content could we do a better job
of facilitating connections or using multiple representations?
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