1. January 16, 2012

2.  Foundations 30 topics: ◦ Demonstrate understanding of financial decision ◦ Demonstrate understanding of inductive and deductive reasoning including ◦ Demonstrate understanding of set theory and its applications. ◦ Extend understanding of odds and probability. ◦ Extend understanding of the probability of two events ◦ Demonstrate understanding of combinatorics ◦ Demonstrate understanding of the representation and analysis of ◦ Research and give a presentation of a current event or an area of interest that requires data collection and analysis.

3.  Pre-Calculus 30 ◦ Extend understanding of angles to angles in standard position, expressed in degrees and radians. ◦ Demonstrate understanding of the unit circle and its relationship to the six trigonometric ratios for any angle in standard position ◦ Demonstrate understanding of the graphs of the primary trigonometric functions. ◦ Demonstrate understanding of first and second- degree trigonometric equations.

4. ◦ Demonstrate understanding of trigonometric identities ◦ Demonstrate an understanding of operations on, and compositions of, functions. ◦ Extend understanding of transformations to include functions (given in equation or graph form) in general, including horizontal and vertical translations, horizontal and vertical stretches. ◦ Demonstrate understanding of functions, relations, inverses and their related equations resulting from reflections

5. ◦ Demonstrate an understanding of logarithms ◦ Demonstrate understanding of polynomials and polynomial functions of degree greater than 2 ◦ Demonstrate understanding of radical and rational functions with restrictions on the domain. ◦ Demonstrate understanding of permutations, including the fundamental counting principle. ◦ Demonstrate understanding of combinations of elements, including the application to the binomial theorem.

6.  Workplace & Apprenticeship 30 ◦ Analyze puzzles and games that involve logical reasoning using problem-solving strategies. ◦ Demonstrate concretely, pictorially and symbolically an understanding of limitations of measuring instruments ◦ Solve problems that involve the sine law and cosine law, excluding the ambiguous case. ◦ Extend and apply understanding of the properties of triangles, quadrilaterals and regular polygons to solve problems

7. ◦ Extend and apply understanding of transformations on 2-D shapes and 3-D objects ◦ Demonstrate understanding of options for acquiring a vehicle ◦ Explore and critique the viability of small business options ◦ Extend and apply understanding of linear relations ◦ Extend and apply understanding of measures of central tendency to solve problems ◦ Demonstrate understanding of percentiles ◦ Extend and apply understanding of probability

9.  Art  Architecture  Nature

10.  Exterior angles of a convex polygon  Can you find any in the artwork by Hanna Hoch?

16.  Ongoing but deliberate process  Promote growth ◦ Inform instruction as you reach for a goal.  Improve instruction ◦ Information comes at a time so it can be used to guide instruction  Recognize accomplishment ◦ Evaluation can take place in many ways, blur the line between instruction and evaluation  Modify program ◦ How well did the unit work in terms of achieving my goals of student learning  Van de Walle & Folk (2004)

17.  purposeful use of assessment to promote learning  Increasing amount of assessment does not necessarily translate to increased learning  Assessment influences learning when teachers use it to comprehend the understanding and beliefs their students bring to the classroom and the chosen task  assessment must be clear and explicit and designed to fit the purpose

18.  Assessment of learning ◦ Justify the grades assigned, rank students, certify, report  Assessment for learning ◦ Makes students thinking visible, how they make sense from their perspective  Assessment as learning ◦ Student build capacity to evaluate and adapt their own learning

19.  https://www.teachingchannel.org/videos/my -favorite-no https://www.teachingchannel.org/videos/my -favorite-no

20.  Uncover student understandings and misunderstandings  Diagnostic assessment strategies

21.  Conceptual versus procedural  When they understand they are able to use their knowledge with more flexibly  Understand and reach proficiency

22.  Question student understanding of a learning target  Uncovering student understanding  Examining student work  Seeking links to cognitive research  Teaching implications

24.  Have student write about the patterns they saw  Allows for assessment of student understanding

29.  Frog and toad

31. lisa.eberharter@gov.sk.ca