Krista Anderson

9/17/2014
Assignment #3
Professional Standards from National and State Organizations
Purpose: to become familiar with the organizational origins of the mathematics you will
be teaching in the classroom.
The 6 topics for High School Mathematics:
-Number and Quantity
-Algebra
-Functions
-Modeling
-Geometry
-Statistics and Probability
I chose to read about geometry because I struggle with it the most. The introduction was
good but it talked about using proofs in the classroom and I feel like they might scare
some of the kids. I spoke with a Mr. Allred who taught with proofs in his class when he
first started, and he said that most the kids didnt understand them. I think when they use
the word proof they mean the student can use the information and techniques they already
have to form new concepts. I like the overview they have at the end to make it clear what
each section should cover and what the students should know by the end of the semester.
The 8 Standards for Mathematics:
1. CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in
solving them.
2. CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

3. CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the

reasoning of others.
4. CCSS.MATH.PRACTICE.MP4 Model with mathematics.
5. CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.
6. CCSS.MATH.PRACTICE.MP6 Attend to precision.
7. CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
8. CCSS.MATH.PRACTICE.MP8 Look for and express regularity in repeated
reasoning.
The most important standard I feel would be making sense of problems and persevere in
solving them because with this standard the others fall into place. It also is a good skill
to have and will help them in their futures. If you are willing to persevere there is nothing
that can stop you.
The least important one is hard because I feel that all of the standards are there for
a reason and serve a good purpose. Use appropriate tools strategically may be kind of a
given. Teachers use these tools while demonstrating and most students pick it up from
observing (the teacher isnt directly telling them how to use the tool). Secondly, Is there
an appropriate way to use a tool? Why stop students from finding out for themselves,
maybe they will find a new way to use a tool.
In Utahs Secondary math core there are four courses listed:
-Secondary Mathematics I
-Secondary Mathematics II
-Secondary Mathematics III
-Pre-Calculus

I would prefer to teach Secondary Mathematics I or II, maybe III. Ive always loved
math, but I have also struggled with it. I hate to generalize, but most students who are
older in lower math levels struggle and hate math. My goal is to make math more
enjoyable for them. Ive been in math classes where the teacher makes that difference,
and I want to be that teacher. In practicum one of the English teachers(that teaches
reading for pleasure) suggested a math for pleasure class and I think that would be fun to
create. I also would love to teach an enhancement class or a recovery class.
The biggest difference between Secondary Mathematics II and Secondary Mathematics
III that I have noticed in practicum is that math II teaches how to do math, and math III
builds onto and off of math II to get deeper understanding and expand into more abstract
thinking.
If I was to teach Secondary Math I, I would teach 6 units:
1. Relationships Between Quantities
2. Linear and Exponential Relationships
3. Reasoning with Equations
4. Descriptive Statistics
5. Congruence, Proof, and Construction
6. Connecting Algebra and Geometry Through Coordinate
Resources for a Math I textbook:
-All of the modules in PDF format at
http://eq.uen.org/emedia/items/b6b3256b-fbde-4d80-af6d-2d4004f3a877/1/
-I also had a teacher show me a few websites
Pioneer library, emedia, secondary math and search math shorts.

EDREADY.org
And a book by McGraw Hil: aligned to the common core state standards integrated
pathway. Utah Math 1 teacher edition.
Mathematics Vision Progect