CCGPS Mathematics Unit-by-Unit Grade Level Webinar Accelerated Analytic Geometry B/Advanced Algebra Unit 2: Quadratic Function July 31, 2013 Session will be begin at 8:00 am While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

CCGPS Mathematics Unit-by-Unit Grade Level Webinar Accelerated Analytic Geometry B/Advanced Algebra Unit 2: Quadratic Functions July 31, 2013 James Pratt – Brooke Kline – Secondary Mathematics Specialists These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Expectations and clearing up confusion Intent and focus of Unit 2 webinar. Framework tasks. GPB sessions on Georgiastandards.org. Standards for Mathematical Practice. Resources. CCGPS is taught and assessed from and beyond.

What is a Wiki?

The big idea of Unit 2 Update on the work of the 2013 Resource Revision Team Incorporating SMPs into quadratic functions Resources Welcome!

2013 AG Resource Revision Team

Tamaiko Chappell- Lanier HS, Gwinnett County Joseph League- Harrison HS, Cobb County Marilyn Munford- Sandy Creek HS, Fayette County Sheila Sumner- Early County HS, Early County

Content domains/standards are hyperlinked to High School Flipbooks. A description of the types of tasks included in each unit is provided. Detailed information is provided on Formative Assessment Lessons, which are now incorporated in each unit. Internet resources, as well as instructional support and assessment resources are also provided.

Units restructured to include FAL’s and CTE Tasks A variety of tasks are included Specific standards of mathematical practice are designated to each task

Feedback James Pratt – Brooke Kline – Secondary Mathematics Specialists

Parent Communication Explanation to parents of the need for change in mathematics What children will be learning in high school mathematics Parents partnering with teachers Grade level examples Parents helping children learn outside of school Additional resources

Parent Communication An overview of what children will be learning in high school mathematics Topics of discussion for parent- teacher communication regarding student academic progress Tips for parents that will help their children plan for college and career core/parent-resources/

Parent Communication An overview of what children will be learning in high school mathematics Topics of discussion for parent- teacher communication regarding student academic progress Tips for parents that will help their children plan for college and career core/parent-resources/

Number of Standards in Unit 2 My HS math teachers are collaboratively planning this week and are having some serious panic attacks with this unit (Accelerated AGB/AAUnit 2, AG Unit 5). Their general consensus is that this unit is an entire course in and of itself considering that these students have little or no experience at all with quadratics. Wiki/ Questions

Complex numbers and quadratics Complex numbers are in Unit 1 and Quadratics are in Unit 2 of Accelerated Analytic Geometry B/Advanced Algebra (Units 4 and 5 of Analytic Geometry). Does this seem backwards? Wiki/ Questions

Which of the following could be the function of a real variable x whose graph is shown below? Explain. Adapted from Illustrative Mathematics F-IF Which Function?

What’s the big idea? Interpret the structure of expressions. Write expressions in equivalent forms to solve problems Create equations that describe numbers or relationships Solve equations and inequalities in one variable Solve systems of equations Interpret functions that arise in applications in terms of the context Analyze functions using different representations Build a function that models a relationship between two quantities Build new functions from existing functions Construct and compare linear, quadratic, and exponential models and solve problems

What’s the big idea? Standards for Mathematical Practice

What’s the big idea? SMP 1 – Make sense of problems and persevere in solving them SMP 3 – Construct viable arguments and critique the reasoning of others SMP 6 – Attend to precision

Coherence and Focus K-9 th  Algebraic expressions  Properties of operations  Radicals and integer exponents with numerical expressions 11th-12th  Polynomial identities and equations  Polynomial, square root, and cube root functions

Examples & Explanations Adapted from Illustrative Mathematics A-SSE Profit of a Company

Examples & Explanations Adapted from Illustrative Mathematics A-SSE Profit of a Company

Examples & Explanations Adapted from Illustrative Mathematics A-REI Two Squares are Equal

Examples & Explanations Adapted from Illustrative Mathematics F-IF, A-REI Springboard Dive

Examples & Explanations Adapted from Illustrative Mathematics F-IF, A-REI Springboard Dive

Examples & Explanations Adapted from Illustrative Mathematics F-IF, A-REI Springboard Dive

Examples & Explanations Adapted from Illustrative Mathematics F-IF, A-REI Springboard Dive

Examples & Explanations Adapted from Illustrative Mathematics F-IF, A-REI Springboard Dive

Examples & Explanations Adapted from Illustrative Mathematics F-IF, Throwing Baseballs How long is each baseball airborne?

Examples & Explanations Adapted from Illustrative Mathematics F-IF, Throwing Baseballs

Examples & Explanations Adapted from Illustrative Mathematics F-IF, Throwing Baseballs

Adapted from Illustrative Mathematics F-IF Which Function?

Assessment July 22, 2013 – State School Superintendent Dr. John Barge and Gov. Nathan Deal announced today that Georgia is withdrawing from the Partnership for Assessment of Readiness for College and Careers (PARCC) test development consortium. Instead, the Georgia Department of Education (GaDOE) will work with educators across the state to create standardized tests aligned to Georgia’s current academic standards in mathematics and English language arts for elementary, middle and high school students. Additionally, Georgia will seek opportunities to collaborate with other states. The press release in its entirety can be found at: Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123http:// Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123

Assessment As GaDOE begins to build new assessments, please note that our Georgia assessments: will be aligned to the math and English language arts state standards; will be high-quality and rigorous; will be developed for students in grades 3 through 8 and high school; will be reviewed by Georgia teachers; will require less time to administer than the PARCC assessments; will be offered in both computer- and paper-based formats; and will include a variety of item types, such as performance-based and multiple- choice items. The press release in its entirety can be found at: Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123http:// Policy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123

Assessment We will continue to work with Georgia educators, as we have in the past, to reconfigure and/or redevelop our state assessments to reflect the instructional focus and expectations inherent in our rigorous state standards in language arts and math. This is not a suspension of the implementation of the CCGPS in language arts and math. ~ Dr. John Barge (excerpt from a letter to state Superintendents from Dr. Barge)

Resource List The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.

CCGPS Resources  SEDL videos - or  Illustrative Mathematics -  Dana Center's CCSS Toolbox -  Common Core Standards -  Tools for the Common Core Standards -  Phil Daro talks about the Common Core Mathematics Standards -  LearnZillion - Assessment Resources  MAP -  Illustrative Mathematics -  CCSS Toolbox: PARCC Prototyping Project -  Smarter Balanced -  PARCC -  Online Assessment System - Resources

Professional Learning Resources  Inside Mathematics-  Annenberg Learner -  Edutopia –  Teaching Channel -  Ontario Ministry of Education - Blogs  Dan Meyer –  Timon Piccini –  Dan Anderson –

Resources

Resources A computer game uses functions to simulate the paths of an archer’s arrow. The x- axis represents the level ground on which the archer stands, and the coordinate pair (2,5) represents the top of a castle wall over which he is trying to fire an arrow. In response to user input, the first arrow followed a path defined by the function f(x) = 6 - x², failing to clear the castle wall. The next arrow must be launched with the same force and trajectory, so the user must reposition the archer in order for his next arrow to have any chance of clearing the wall. a. How much closer to the wall must the archer stand in order for the arrow to clear the wall by the greatest possible distance? b.What function must the user enter in order to accomplish this? c.If the user can only enter functions of the form f(x + k), what are all the values of k that would result in the arrow clearing the castle wall?

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the 9-12 Mathematics listserve. Follow us on Brooke Kline Program Specialist (6 ‐ 12) James Pratt Program Specialist (6-12) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.