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.

  1. 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.

  1. 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 dilatethese 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.

  1. 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 fromThe Differences Between Regular and Honors Curriculum eHow.txt

Pacing Guide (Appendix C)

Course Syllabus (Appendix D)

  1. 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

  1. 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
  • NCDPI Wikispaces
  • PSRC Mathematics Department
  • Meredith – lesson resources:
  • Lesson Plans
  • PowerPoint Presentations (Notes)
  • Student Extension Activities
  • Pre/Post Assessments
  • Independent Practice Worksheets
  • Formative Assessments

Strategies:

  • Learning Styles
  • Learning Contracts
  • Grading Rubrics
  • Group/Individual Projects
  • Experimental Learning
  • Group Work

Technology:

  • SmartBoard
  • Laptop
  • iPad
  • Graphing Calculator
  • Internet Based Programing
  • Geometer Sketch Pad
  • Instructional Videos
  • Document Camera
  • Projector

Manipulatives:

  • Dominos
  • Card Sorts
  • Virtual Manipulatives
  1. Sample Units, Lesson(s), and Assignments

Spaghetti Activity (Appendix Espaghetti.pdf)

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 Fferris wheel.pdf)

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.

  1. Student Work Samples (Appendix G)

Teachers will input student work samples

  1. 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.

  1. Assessment Practices (See Grading Criteria in course syllabus Appendix D)
  2. 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.
  3. 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.
  4. Special Projects- Special Projects are given for extra enrichment and extension outside the classroom setting.
  5. 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.
  1. Assessment Samples (Appendix H)
  1. Student Work Assessment Samples (Appendix I)