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onestop:ms [2015/09/18 10:07] heidi [Step 14 (Day 4) - Implement Unit 2 - Lesson 3: Rate of Change in the World of Data] |
onestop:ms [2016/06/20 12:22] (current) snolen |
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- | **The following page is under construction. ** | + | |

===== Math - Mobilize ONESTOP ===== | ===== Math - Mobilize ONESTOP ===== | ||

- | This wiki provides a single page with a step-by-step process (and all necessary links) required to participate in the Mobilize unit. All materials you'll need to implement the Mobilize Math curriculum can be found at [[https://dropbox.mobilizingcs.org/public.php?service=files&t=c216f15e36922da303c3576aa561aa9a|Mobilize Curriculum Directory]]. The link will take you to the general directory for all Mobilize curricula. Just click on the folder marked "MZ Curriculum_Math" to find current versions of the Mobilize Math Unit, PowerPoints, Student Handouts, and Additional Teacher Resources. | + | This wiki provides a single page with a step-by-step process (and all necessary links) required to participate in the Mobilize unit. All materials you'll need to implement the Mobilize Math curriculum can be found at [[https://ucla.box.com/v/mobilize|Mobilize Curriculum Directory]]. The link will take you to the general directory for all Mobilize curricula. Just click on the folder marked "MZ Curriculum_Math" to find current versions of the Mobilize Math Unit, PowerPoints, Student Handouts, and Additional Teacher Resources. |

All URLs related to the Mobilize tools and applications are listed on [[https://wiki.mobilizingcs.org/urls]]. | All URLs related to the Mobilize tools and applications are listed on [[https://wiki.mobilizingcs.org/urls]]. | ||

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* Upon returning the consent forms, please provide the CRESST team with a copy of your roster so that they can track which students did/did not sign consents. | * Upon returning the consent forms, please provide the CRESST team with a copy of your roster so that they can track which students did/did not sign consents. | ||

* We need to have copies of __both__ the student and parent consent form for a particular student to include him/her in our study. | * We need to have copies of __both__ the student and parent consent form for a particular student to include him/her in our study. | ||

- | * Please feel free to contact us at support@mobilizingcs.org with any questions or concerns. | + | * Please feel free to contact us at help@mobilizingcs.org with any questions or concerns. |

* THANK YOU! | * THANK YOU! | ||

// ** __Consent Forms:__** // | // ** __Consent Forms:__** // | ||

- | Consent forms for the 2015-16 academic year can be found in the Mobilize Curriculum Directory at [[https://dropbox.mobilizingcs.org/public.php?service=files&t=c216f15e36922da303c3576aa561aa9a|Mobilize Curriculum Directory]]. Just click on the folder marked "Consent Forms" to find current versions of Teacher, Student, and Parent consent forms. Parent consent forms are available in English and Spanish. | + | Consent forms for the 2015-16 academic year can be found in the Mobilize Curriculum Directory at [[https://ucla.box.com/v/mobilize|Mobilize Curriculum Directory]]. Just click on the folder marked "Consent Forms" to find current versions of Teacher, Student, and Parent consent forms. Parent consent forms are available in English and Spanish. |

==== Step 2 (Week+ before starting unit) - Check software; Create classes and accounts ==== | ==== Step 2 (Week+ before starting unit) - Check software; Create classes and accounts ==== | ||

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* The Pre-Q includes a series of algebra and data-related tasks and should take approximately 45 minutes (1 class period including directions, passing out Pre-Q's, etc.) to complete. | * The Pre-Q includes a series of algebra and data-related tasks and should take approximately 45 minutes (1 class period including directions, passing out Pre-Q's, etc.) to complete. | ||

* Teachers will also be asked to complete a short pre-survey before starting the unit. You will receive a link via email. | * Teachers will also be asked to complete a short pre-survey before starting the unit. You will receive a link via email. | ||

- | * Contact Debbie La Torre Matrundola at 310.206.1385 or support@mobilizingcs.org if you have any questions or concerns. | + | * Contact Debbie La Torre Matrundola at 310.206.1385 or help@mobilizingcs.org if you have any questions or concerns. |

// ** __Target Story__** // | // ** __Target Story__** // | ||

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==== Step 10 (Post Lessons) - Upload students' projects ==== | ==== Step 10 (Post Lessons) - Upload students' projects ==== | ||

* {{:wiki:mobilize_finallogo_cmyk.png?nolink&60|}} Login to the Mobilize web frontend at [[https://lausd.mobilizingcs.org/web]], then click on the "Document" tab to upload students projects: | * {{:wiki:mobilize_finallogo_cmyk.png?nolink&60|}} Login to the Mobilize web frontend at [[https://lausd.mobilizingcs.org/web]], then click on the "Document" tab to upload students projects: | ||

+ | *Before uploading student projects, (re)name each file using the following naming convention: M_U#_TeacherLastName_P#_G#_Part# | ||

+ | *This expands to: "Math_Unit#_Teacher's Last Name_Period#_Group# [if applicable]_Project Part 1, 2, 3, etc. [if applicable] | ||

+ | *For physical projects, please try to photograph, upload & rename as an electronic file (or let us know you'd like us to pick up the projects and we'll do it for you!) | ||

* Click "Upload Documents" | * Click "Upload Documents" | ||

* Click "Choose File" and select the file from your local system | * Click "Choose File" and select the file from your local system | ||

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Common Core Standards & Mathematical Practices: | Common Core Standards & Mathematical Practices: | ||

- | NQ | + | F-IF7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. |

- | MP | + | MP2 - Reason abstractly and quantitatively. |

+ | MP3 - Construct viable arguments and critique the reasoning of others. | ||

// ** __Lesson 1 Resources & Materials DAY 1__** // | // ** __Lesson 1 Resources & Materials DAY 1__** // | ||

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Common Core Standards & Mathematical Practices: | Common Core Standards & Mathematical Practices: | ||

- | A- | + | F-IF4 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.////Italic Text// |

+ | MP3 - Construct viable arguments and critique the reasoning of others. | ||

+ | MP6 - Attend to precision. | ||

| | ||

// ** __Lesson 2 Resources & Materials__** // | // ** __Lesson 2 Resources & Materials__** // | ||

- | * Download | + | * Friends & Family Graph (from lesson 1) |

+ | * Student Handouts 1-3: Analyzing Scatter Plots | ||

+ | * Student Math Journal | ||

+ | * Student Handout 4: CDC Growth Reference Data for boys, ages 2-20 | ||

+ | * Student Handout 5: CDC Growth Reference Data for girls, ages 2-20 | ||

+ | | ||

+ | | ||

==== Step 14 (Day 4) - Implement Unit 2 - Lesson 3: Rate of Change in the World of Data==== | ==== Step 14 (Day 4) - Implement Unit 2 - Lesson 3: Rate of Change in the World of Data==== | ||

Objective: Using CDC, this lesson presents students with an opportunity to explore and gain a deeper understanding of rate of change, and the role it plays in interpreting graphs and understanding data. “What does the rate of change tell us about the relationship between two variables?” | Objective: Using CDC, this lesson presents students with an opportunity to explore and gain a deeper understanding of rate of change, and the role it plays in interpreting graphs and understanding data. “What does the rate of change tell us about the relationship between two variables?” | ||

Common Core Standards & Mathematical Practices: | Common Core Standards & Mathematical Practices: | ||

- | NQ | + | F-IF1 Distinguish between situations that can be modeled with linear functions and with exponential functions. |

+ | a. Prove that linear functions grow by equal differences over equal intervals. | ||

+ | b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. | ||

+ | MP1 - Make sense of problems and persevere in solving them. | ||

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// ** __Lesson 3 Resources & Materials__** // | // ** __Lesson 3 Resources & Materials__** // | ||

- | * Student Handout 1: CDC Growth Reference Data for boys, ages 2-20 | + | * CDC Growth Reference Data for boys, ages 2-20 (Student Handout 4 from Lesson 2) |

- | * Student Handout 2: CDC Growth Reference Data for girls, ages 2-20 | + | * CDC Growth Reference Data for girls, ages 2-20 (Student Handout 5 from Lesson 2) |

+ | * Student Handout 1: Compare Contrast Charts | ||

+ | * Student Handout 2: Language Organizer (Optional) | ||

* Student Handout 3: Growth Rate Data Chart | * Student Handout 3: Growth Rate Data Chart | ||

- | * Student Handout 4: Compare Contrast Charts | + | * Analyzing Scatter Plots Handout (Student Handout 1 from Lesson 2) |

- | * Student Handout 5: Language Organizer (Optional) | + | |

- | * Analyzing Scatter Plots Handout (Student Handout 1 from lesson 2) | + | |

==== Step 15 (Day 5) - Implement Unit 2 - Lesson 4: Trend Lines and Their Implications ==== | ==== Step 15 (Day 5) - Implement Unit 2 - Lesson 4: Trend Lines and Their Implications ==== | ||

Objective: Students upload and use the Mobilize Height Campaign to collect data about their height and arm span to analyze the association of these two data sets. Students will investigate the idea of Leonardo's drawings of the Vitruvian Man. | Objective: Students upload and use the Mobilize Height Campaign to collect data about their height and arm span to analyze the association of these two data sets. Students will investigate the idea of Leonardo's drawings of the Vitruvian Man. | ||

Common Core Standards & Mathematical Practices: | Common Core Standards & Mathematical Practices: | ||

- | NQ | + | F-IF7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. |

+ | MP5 - Use appropriate tools strategically. | ||

// ** __Lesson 4 Resources & Materials__** // | // ** __Lesson 4 Resources & Materials__** // | ||

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Common Core Standards & Mathematical Practices: | Common Core Standards & Mathematical Practices: | ||

- | NQ | + | F-BF1 Write a function that describes a relationship between two quantities. |

+ | a. Determine an explicit expression, a recursive process, or steps for calculation from a context. | ||

+ | b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant functions to a decaying exponential, and relate these functions to the model. | ||

+ | MP7 - Look for and make use of structure. | ||

// ** __Lesson 5 Resources & Materials__** // | // ** __Lesson 5 Resources & Materials__** // | ||

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Common Core Standards & Mathematical Practices: | Common Core Standards & Mathematical Practices: | ||

- | NQ | + | F-BF1 Write a function that describes a relationship between two quantities. |

+ | F-IF4 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. | ||

+ | MP3 - Construct viable arguments and critique the reasoning of others. | ||

// ** __Lesson 6 Resources & Materials__** // | // ** __Lesson 6 Resources & Materials__** // |