Kara Villalobos

Dr. Sylvia Turner

MIAA 360
Spring 2014
Overland Trail Curriculum Analysis

1. Alignment of the unit to the CCCSSM
Focus Standard
i. Expressions and Equations 8.EE
1. Analyze and solve linear equations and pairs of simultaneous linear
equations. 7. Solve linear equations in one variable. a. Give examples of linear
equations in one variable with one solution, infinitely many solutions, or no solutions.
Show which of these possibilities is the case by successively transforming the given
equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a =
b results (where a and b are different numbers). b. Solve linear equations with rational
number coefficients, including equations whose solutions require expanding
expressions using the distributive property and collecting like terms.
Supporting Standard
i. Functions 8.F
1. Define, evaluate, and compare functions. 1. Understand that a function is a rule
that assigns to each input exactly one output. The graph of a function is the set of
ordered pairs consisting of an input and the corresponding output.1 2. Compare
properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a linear
function represented by a table of values and a linear function represented by an
algebraic expression, determine which function has the greater rate of change. 3.
Interpret the equation y = mx + b as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the function A = s2
giving the area of a square as a function of its side length is not linear because its graph
contains the points (1,1), (2,4) and (3,9), which are not on a straight line. Use functions
to model relationships between quantities. 4. Construct a function to model a
linear relationship between two quantities. Determine the rate of change and initial
value of the function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph. Interpret the rate of change and
initial value of a linear function in terms of the situation it models, and in terms of its
graph or a table of values. 5. Describe qualitatively the functional relationship between
two quantities by analyzing a graph (e.g., where the function is increasing or decreasing,
linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function
that has been described verbally. Geometry 8.G

2. Alignment of the unit to the MPS
MPS 1 Make sense of problems and persevere in solving them: Day 2 homework 2- Hats for the families.
What is the minimum and maximum number of hats needed for each family typewagon trail? Explain you
reasoning.
MPS 2 Reason abstractly and quantitatively: Day 8 homework 8- To Kearny by Equation. Explain why
formula makes sense. How much profit would be made.
MPS 3 Construct viable arguments and critique the reasoning of others: Day 11 homework 11- Graph
Sketches. Describe a situation to fit the graph. Start with a situation and sketch a graph.
MPS 4 Model with mathematics: Day 20 homework 20- More Graph Sketches. Sketch graphs and scale the
graph reasonably.
MPS 5 Use appropriate tools strategically: Day 21 homework Out of Action and Sublettes Cutoff
Revisited- Graph using paper and pencil the graph using a graphing calculator then compare the two.
MPS 6 Attend to precision: Day 6 homework 6- Shoelaces. Plan for needed shoelaces for the trip based on
who is traveling.
MPS 7 Look for and make use of structure: Day 17 homework 17- the basic Student Budget. Find a rule
make a table sketch a graph for the situation then make predictions.
MPS 8 Look for and express regularity in repeated reasoning: Day 12 homework 12- The Issues
Involved. Graphing and scaling axis. How to decide what numbers to write based on the information.


3. Development of learning trajectory
K 1 2 3 4 5 6 7 8 AL- 1 H.S.
K.CC.4
K.MD.1
K.OA.1
1.OA
1.MD.4
1.NBT4
2.OA.1
2.OA.3
2.OA.4
3.OA.1
3.OA.2
3.OA.8
3.0A.9
3.MD.3
4.OA.1
4.OA.2
4.OA.3
4.OA.4
4.OA.5
4.NBT.2
4.NBT.3
4.NBT.4
4.NBT.5
4.NBT.6

5.MD2
5.OA.2
5.OA.3
6.SP.1
6.SP.2
6.EE.1
6.EE.2
6.EE.2C
6.EE.5
6.EE.6
6.EE.7
6.EE.9
6RP.2
6RP.3B
7.RP.2
7.RP.3B
7.NS.1A
7EE.1
7EE.3
7.SP1
8SP.1
8SP.2
8SP.3
8SP.4
8EE.5
8EE.7
8EE.8A
8F.1
8F.2
8F.4
8F.5
A-CED.1
A-CED.2
A-CED.3
A-CED.4
A-CED.1
A-CED.2
A-CED.3
A-CED.4
A-REI.1
A-REI.3
A-REI.3.1
A-REI.10
A-REI.11
A-REI.12
A-REI.2
A-REI.3.1
A-REI.11

F-IF.1
F-IF.2
F-IF.3
F-IF.4
F-IF.5
F-IF.6
F-IF.7
F-IF.8
F-IF.9
F-IF.4
F-IF.5
F-IF.6
F-IF.7
F-IF.8
F-IF.9



F-BF.1
F-BF.2
F-BF.3
F-BF.1
F-BF.3

F-LE.1
F-LE.2
F-LE.3
F-LE.5

S-ID.1
S-ID.2
S-ID.3
S-ID.5
S-ID.6
S-ID.7
S-ID.8
S-ID.9
S-ID.4
S-IC.1
S-IC.2
S-IC.3
S-IC.4
S-IC.5
S-IC.6

4. Discourse for increasing learning
Varied level of cognitive demand
i. Memorization:
1. Day 2. Developing the families only requires you to know limitations for amount of
family members.
2. Day 6. Remembering the amount of shoelaces needed for different members.
ii. Procedures without connections:
1. Day 4. Find reasonable ages for the 3 generations of family members give that their
totals ages is 90
iii. Procedures with connections:
1. Day 15. Sketch graphs with the information of pervious travelers then draw a line of
best fit. Based on the information of the pervious travelers make a plan for supply
amounts.
2. POW 9. Traveling from New York to San Francisco how many ships would you see
over your 6 months of travel? Extend and evaluate your work.
iv. Doing Mathematics:
1. Day 21. Figure out if you have enough supplies to help out a family of escaped
slaves and allow them to join you wagon train.
Preplanned questions 5 questions
i. Day 4 page 31: Which trail did you choose? Why?
ii. Day 6 page 43: How did you get from the prices of the individual items to the total cost?
iii. Day 14 page 102: What assumptions di you make? How could you generalize your results?
iv. Day 18 page 136: How did you find rules for the amount of money each person would have?
v. Day 26 page 195: What does 15 mile per day represent in question 1? What does 80 miles
per day represent in question 2? What are you trying to find in each question?
vi. All of the pages with premade questions 12, 20, 25, 26, 35, 36, 43, 48, 50, 54, 55, 63, 70, 76,
80, 86, 87, 92, 93, 94, 98, 102, 112, 113, 114, 122, 123, 136, 158, 164, 165, 168, 172, 176,
179, 180, 195, 198, 201, 206, 213, 228
Group configurations
i. Form new groups for the unit. Pg. 3
ii. Ox expressions. Students can work in pairs share and explain the expression the found and
the meanings. The can discuss the similarities and differences between their expressions.
iii. In small groups exchange sketched graphs from homework 11 part II and have them write a
description. Do this until they have written a description for the graphs of all group members.
iv. In small groups discuss what supplies they would need and why. Day 5 page 40.
v. Have students discuss progress in their POW up to a certain point and do a quick write on
something new they have learned, something they mat want to change and something they
are proud of.

5. Assessments
Day 18 Out of action can be used as a formative assessment. A take home quiz. It is a good
assessment to see if the students can take what they have learned and apply it to another situation.
Day 31 Final Assessment. Part of the assessment is done in class and the rest is to finish at home.
They cant use graphing calculators on the take home portion. They can collaborate with other
students but it has to be reported in the write-up

6. Intervention and differentiation for all learners
EL Learners
i. A word wall for the EL learners can be used.
ii. Use pictures and maps to illustrate what and where throughout the unit.
iii. There are different tasks that can be given to students depending on their learning style. For
the most part the teacher has to differentiate,
iv. EL students may be able to connect to the concepts of traveling from one place to live in
another (if they are not native to the country) this can add another perspective to class
discussions.
v. If you have any students who have came from another country they could share their story.
GATE Learners
i. Use supplemental problems for a challenge.
1. Pick Any Answer page 232. Developing and solving number tricks.
2. Classroom expression page 238. Using a list of variables develop expressions and
what the expression represents
Resource Learners
i. Give extra time if needed.
ii. Shorten assigned problems (without hindering the overall meaning of the unit)
iii. Give equations so they can make the connections to the problems.