10th Grade Mathematics Student Learning Goal Template
Specific Context / 10th Grade mathematics classroom with co-teacher.Content / High School Math 10 (Math II)
Baseline Data: / Previously each student completed a developing understanding taskby sketching a possible graph showing the height of the water level in a pool over time. Several scenarios of the change in water level provides students with different graphing opportunities. The task was assessed with a 5 point rubric. Two students had a score of 4, eight students scored 3, nine students scored 2, and six students scored a 1.
Goal: / Tenth grade students will be able tointerpret functions that arise in applications in terms of a context.
M.2HS.QFM.1 for a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (CCSS.Math.Content.HSF-IF.B.4)
M.2HS.QFM.2
relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (CCSS.Math.Content.HSF-IF.B.5)
Tenth grade students will:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Strategies for Attaining Goal: / In small groups, students complete a solidify understanding task using data to interpret the key features of the relationship of in time/depth table.
Students create graphs by collecting data on a GPS unit that told the distance traveled over a period of time.
In small groups students will sketch and interpret the features of graphs and tables representing these quantitative relationships;
Students present their findings using the graphs created by describing the key features of this relationship.
Collaboration: / Mathematics teachers will collaborate with Social Studies teachers to create and/or adapt rich tasks using the GPS that would benefit both classrooms.
Measures: / All students will independently use descriptions of key features of a function to sketch a possible graph of a function in terms of a context with 70% or greater accuracy.
Evidence of Student Engagement in the Standards for Mathematical Practices
Proficient students clarify the meaning of real world problems and identify entry points to their solution. They choose appropriate tools and make sense of quantities and relationships in problem situations. Students use assumptions and previously-established results to construct arguments and explore them. They justify conclusions, communicate using clear definitions, and respond to arguments, deciding if the arguments make sense. They ask clarifying questions. Students reflect on solutions to decide if outcomes make sense. They discern a pattern or structure and notice if calculations are repeated, while looking for both general methods and shortcuts. As they monitor and evaluate their progress, they will change course if necessary.