If you check the CCLS mathematical practices (p.57), p. 61-62, p. 65, you will see references to "word problems."
page 6 of CCLS describes modeling as
4. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
In the 2005 curriculum, the Connection Strand (p.126-127) includes
A2.CN.5 Understand how quantitative models connect to various physical models and representations A2.CN.6 Recognize and apply mathematics to situations in the outside world A2.CN.7 Recognize and apply mathematical ideas to problem situations that develop outside of mathematics These process performance indicators are to be applied to the content performance indiators.
>>> Liz Donahue <email@example.com> 12/2/2011 5:52 AM >>>
Are quadratic word problems in the alg 2 trig curriculum ? We can't find it but I think it should be taught
Take care ....Liz Donahue (East Islip HS)
Have a great day!!!! Sent by my iPhone
On Nov 29, 2011, at 10:00 AM, Gene Jordan <firstname.lastname@example.org> wrote:
Tzippy, I always enjoy your contributions to the forum. I think you are handling it well. There is a lot to be desired in her circumstances. Interestingly, some teachers/schools with the resources do not purchase textbooks, and instead spend the money on math materials. It appears to me that those teachers usually do a great job aligning because they ?own? their materials created. Which it sounds like you both are doing. If you weren?t there I would say most Boces have a math specialist like myself who would be happy (I think) to help fill in the gaps about the common core the best we can. Just a thought,
Gene Jordan Professional Development Specialist BT BOCES Region Math Pre K-12 435 Glenwood Road Binghamton, NY 13905-1699
From: email@example.com [mailto:firstname.lastname@example.org] On Behalf Of email@example.com Sent: Tuesday, November 29, 2011 9:35 AM To: firstname.lastname@example.org Subject: Common Core
I am going to ask all of you to provide me with information about how you would deal with this situation. (I work in a private school so this does not apply to me personally.)
A teacher who works in an intermediate school approached me to assist her in preparing her sixth and seventh grade math lessons this year. She has a common branches license, and for several years has been teaching science. Prior to that time, she had taught a mainstream, self-contained, sixth grade.
When she first came to me at the beginning of the school year she presented me with the following. 1) A list of the 2005 standards 2) A textbook with a 2001 copyright 3) A workbook that has a 2001 copyright
The math "coach" in the school informed the teachers that they would be using the 2005 standards with the 2001 text. They were told to teach in order of the standards instead of following the flow of the text. Many of the lessons therefore present themselves before important previous information has been presented.
I asked this teacher what she had been told about common core, and she had 'heard' the term but the school had said nothing.
I have been assisting her, and following the principle of inch wide mile deep so that her lessons reflect increased conceptional understanding.
I asked her about the texts that will be used in the coming school year. She stated that her principal has said there is absolutely no money for books and they will be using the same text they are currently using.
I feel that it is unrealistic to expect teachers to adhere to the common core when they lack the proper teaching tools (but there we go again - it is NY).
I have spent hours going over her texts and find that they are woefully inadequate in presenting information in the new way students will need to learn it. In addition, it is quite obvious that certain topics are not present while other topics are no longer required.
Her school has already failed two inspections. The children are doing very poorly on state assessments.
Is anyone out there experiencing a similar problem with having the correct materials for presenting the common core in a way that students will benefit?