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GPN Mathematics

Click on each PLC Group:


PreAlgebra - Honors Geometry
Geometry CP
Algebra II
PreCalculus ± AP Calculus
Algebra II
All tests, quizzes, and exams within North
All homework assignments, and class schedule
COMMONALITY Final and parts of MT are common with South

Co-op exams for placement


Use tests and quizzes along with student
DATA responses to assess question validity and student
COLLECTION achievement

Assessed the differences in the state approved


benchmarks with our current curriculum
CURRICULUM Created map to outline the necessary changes for
the future
Will begin to pilot and assess various book series¶
for alignment with new curriculum
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cre-Algebra
Ö hat we have accomplished this year«.
Common Homework, Chapter and Semester
Assessments at North
Designed district ³cre-Algebra´ Curriculum aligned with
new MI 8th grade GLCEs and Algebra 1 HSCE.
ciloted Holt and McDougall Littell textbooks for use in
2007-08
Informal data comparisons throughout the year
Implemented 9th grade math tutoring/support program for
C- or below
Collaborated on a successful merger of BA/cA for ALL
learners
cre-Algebra
Ö For next year and beyond«
Offering a support class - cre-Algebra Support -
for at-risk students
Successfully implementing the new state
standards and new district curriculum
Incorporating more technology and useful
websites to reinforce basic math concepts
Sample from
cre-Algebra Curriculum
STATE GLCE GLCE INTE c ETATION & DIST ICT OBJECTIVES hen ESOU CES

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Month Content Skills Assessments MMC Standards

3.5 eeks* Congruent Triangles uIdentify the corresponding parts of congruent figures uQuiz 4.1 ± 4.3 L4.3.3
uCorresponding parts in a ucrove two triangles are congruent using SSS, SAS, ASA, u*Quiz 4.1 ± 4.6 G1.2.2
congruence AAS, HL uChapter 4 Test G1.2.5
uTheorems based on uDeduce information about segments and angles after G2.3.1
congruent triangles proving two triangles are congruent (CcCTC) G2.3.2
uExtension of proof in uApply the theorems and corollaries about isosceles
geometry triangles
ucrove two overlapping triangles are congruent
u*crove two triangles are congruent by first proving two
other triangles are congruent
uState and apply the definitions and theorems of median,
altitude, perpendicular bisector and angle bisector

2
 eeks Quadrilaterals uApply the definition of and theorems about parallelograms uQuiz 5.1 ± 5.3 G1.4.1
ucarallelograms ucrove that certain quadrilaterals are parallelograms uChapter 5 Test G1.4.2
uSpecial quadrilaterals uApply theorems about a midline of a triangle G1.4.3
uApply the definitions and identify the special properties of G1.4.4
a rectangle, rhombus and square, trapezoid and isosceles
trapezoid
uDetermine when a parallelogram is a rectangle, rhombus or
square

1.5
 eeks Inequalities in Geometry uApply properties of inequalities of lengths of segments and uChapter 6 Test L4.2.1
uInequalities and indirect proof measures of angles L4.2.2
uInequalities in triangles uState the contrapositive and inverse of an ³if«then´ L4.2.4

statement
u rite indirect proofs
L4.3.1
L4.3.2
uState and apply the inequality theorems and corollaries for G1.2.2
one triangle and two triangles


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Month Content Skills Assessments MMC Standards

3
 eeks Similar colygons uExpress ratios in simplest form uQuiz 8.1 ± 8.4 G1.2.2
uÕork with ratios uApply the product and ratio theorems uChapter 8 Test G2.3.3
uUse theorems in proofs uCalculate geometric means G2.3.4
uState and apply properties of similar polygons G2.3.5
uIdentify the characteristics of similar polygons
uUse AA, SAS, and SSS similarity theorems to prove
triangles similar
uUse similar triangles to deduce information about
segments or angles (CASTC, CSSTc)
uApply the Triangle croportionality Theorem
uState and apply the Triangle Angle Bisector Theorem

3 Õeeks The cythagorean Theorem uSimplify radical expressions and solve quadratic equations uQuiz 9.1-9.4 L1.1.6
u adicals uBegin solving problems involving circles uAdd Quiz L2.1.6
uSpecial ight Triangles uState and apply the relationships when the altitude is Trigonometry G1.2.2
uTrigonometry (Need to add) drawn to the hypotenuse of a right triangle uChapter 9 Test G1.2.3
uState and apply the cythagorean Theorem and its converse G1.2.4
and related theorems about obtuse and acute triangles G1.3.1
uUse the distance formula to compute lengths of segments
in the coordinate plane
u ecognize groups of whole numbers known as
cythagorean Triples
uApply the principle of the reduced triangle
uDetermine the lengths of the sides of a 45-45-90 triangle
and a 30-60-90 triangle
uApply the cythagorean theorem to solid figures
uDefine the tangent, sine and cosine ratios for an acute
angle in a right triangle
uSolve right triangle problems by correct selection and use
of tangent, sine and cosine
uApply the Law of Sines and Cosines in non-right triangles
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Èuarter Content Skills Assessments Standards
1st Chapter 1 uMetermine whether a given relation is a TEST P 1.1
Èuarter Linear function and perform operations with Function evaluations P 1.2
Relations and functions Compositions P 1.3
Functions uEvaluate and find zeros of Linear Domains P 1.4
Functions Equations of lines P 1.5
uGraph and write Functions and Linear Regression-Correlation P 1.6
Inequalities coefficient P 1.7
uWrite equations of Parallel and Graphs (Linear, linear inequalities, P 1.8
Perpendicular lines absolute value, step
uModel data using Scatter Plots and write functions)
predication Equations
Chapter 2 uSolve Systems of Equalities using TEST P. 7.8
Systems of substitution and the elimination method Graphical solutions
Linear uSolve Systems of Equations in three Substitution
Equations and variables Elimination
Inequalities uSolve Systems of Linear Inequalities Systems of linear inequalities
Linear programming.
Chapter 3 uGraph Functions, Relations, Inverses and TEST P 4.1
The Nature of Inequalities Symmetry test P 4.2
Graphs uAnalyze families of graphs Parent transformations P 4.3
uInvestigate symmetry, continuity and end Absolute value inequalities
behavior Inverses(graphical/algebraic)
uApply Transformations to graphs End Behavior(limits)
uFind asymptotes and extrema Continuity
Maximums/minimums
Asymptotes
X-intercepts
Missing points
Ac Calculus
Incorporated Õeb-Assign into the daily
homework, which provides both students and
DATA the teacher with instant feed back on problems.
COLLECTION Created two ³BIG TESTS´ and Ac EVIEÕ
TESTS which are modeled directly from past
College Board¶s Ac tests to assess student
achievement. Students were scored according
to Ac Guidelines.

Created a curriculum map to summarize the


implementation of the College Board¶s AB and
CU ICULUM BC Curriculum.
Completed the College Board¶s audit
requirements.
Ac Calculus AB: Approved March 29, 2007
Ac Calculus BC: Approved April 25, 2007
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ãimeframe` ` Skills Assessments
3 weeks Application of Derivatives Ch 4 Quiz
uExtreme Values of Functions uDetermine extreme values of a function (abs. and local) and analyze the function¶s derivative and 2nd Ch 4 ãest*
uMean Value ãheorem derivative to determine the critical point¶s nature (max, min) [1st Derivative ãest & 2nd Derivative *BC: includes
uIncreasing and Decreasing ãest] Support your conclusion either in writing or verbally. 9.2-9.3
Functions uUnderstand the Mean Value ãheorem and its consequences ãaylor
uConcavity uBy analyzing the derivative (algebraic, graphical, numerical), determine when a function is Derivatives
uConnecting the graphs of a increasing and/or decreasing. Big ãest
function and its 1st and 2nd uBy analyzing the 2nd derivative (algebraic, graphical, numerical), determine when a function is (Multiple
derivative concave up and/or concave down Choice / Free
uModeling and Optimization uDetermine a point of inflection of a graph Response
uLinearization uDetermine antiderivatives (including +C and solving for C as needed) format)
uNewton¶s Method uSolve optimization problems using derivatives
uRelated Rates uApproximate change using linearization and differentials. Based on the 2nd derivative, describe why
uBC: Derivatives of Series the estimation is over or below the actual solution (written or verbally communicated). Support the
estimated answer using exact solutions (w/ a graphing calculator as needed).
uApply Newton¶s Method to solve equations. Support the estimated answer using exact solutions (w/
a graphing calculator as needed).
uSolve related rate problems.
uBC: Define ãaylor Series Approximations of functions
1.5 weeks ãhe Definite Integral Ch 5 ãest*
uEstimating with Finite Sums uApply the three RAM methods to approximate area and associated volume problems *BC::
uDefinite Integral & uApply the trapezoid method to approximate area includes 7.4
Antiderivatives uApply Simpson¶s method to approximate area Lengths of
uFundamental ãheorem of uDescribe (written or verbal) if the estimation using the above methods is under, exact, or above curves
Calculus compared to the actual integral. Use graphing calculator programs to support the estimations and Midterm
uBC: Lengths of Curves conclusions. Exam
uSolve antiderivative applications ± such as distance traveled (Multiple
uUnderstand the terminology and notation of integration including the concept of Riemann Sums Choice / Free
uCalculate the value of a definite integral and understand its relationship to area under a curve. Response
uCalculate the value of a definite integral using a graphing calculator format)
uUnderstand that discontinuous functions may be integrated and why.
uCalculate the average value of a function and understand the Mean Value ãheorem for definite
integrals.
uUnderstand the Fundamental ãheorem of Calculus and its implications
uDetermine the derivatives of integrals
uSolve problems related to the integral of a given function (algebraic, graphical, numerical)
uBC: Find lengths of curves using integration techniques (including parametric curves)
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North Counselors
North Special Education
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State Expectations:
The State of Michigan is changing the curriculum in science
and preparing exit exams. The new biology curriculum is very demanding,
conceptually speaking; and much is expected from the middle school
science experience. Knowing what standards to base our work on posed
a dilemma, given that the BOE and Central Office has not approved of the
new State Standards in Biology.

Impending District Science Curriculum Initiatives for High School Science


Scope and Sequence may change from the current one; new State benchmarks

District Honors Middle School Science Courses approved and the impact
these changes will have on the high school biology remain to be seen.

The science building² numerous issues [electrical, plumbing, and


the HVAC ventilation] posing interruptions to instruction.

Data was requested early on this school year to help inform the
BIO cLC direction; and data was not received. The district prides itself
on being a data-driven, decision making entity, yet our cLC¶s
basic request for data was not honored.
Biology and Student Achievement
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creparing for ACT or MEAc? standards to stress with students

MS Honors Science courses and their impact on high school science


course selection, and science instruction

Ac audit requirements and time to complete this project

High school science sequence may change: physics before chemistry;


chemistry before biology

Increasing Ac Science student enrollment

Grading cractices
ick Õormeli Fair Isn¶t Always Equal´: Assessing and grading in the
differentiated classroom 2006 Copyright ISBN 1-57110-424-0

The science building² numerous issues [building fire, electrical,


plumbing, and the HVAC ventilation] posing interruptions to instruction.
To continue working as a departmental team
so that students,

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Issues we faced as a department and as individuals this year:


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Self-Evaluation ubric

Lacking (0 ± 1) Average (2) Better (3) Best (4)

Subject Matter Inappropriate subject or lacking Some attempt at expressing ãhe subject has been dynamically ãhe subject shows wit, character
concept. subject. expressed. and personal interpretation.

Completeness ãhe project was never started or never ãhe basic work was done with ãhe work has covered all of the ãhe work shows good use of the
finished. minor flaws. project requirements. design elements and principles in
addition to all the project
requirements.

Creativity ãhe image is trite, copied or without ãhere was some planning and ãhe work includes personal ãhe work shows a fresh and
personal interpretation. original thought reflected in the reactions that are descriptive and personal interpretation with
work. insightful. historical or artistic basis that
speaks to other artists.

Mesign Little or no thought went into the ãhe work has little in the way of Shapes or forms have been Nothing can be added or subtracted
placement of shapes or forms in the composition or balance. arranged to support the design. without hurting the design.
project.

Technique Inconsistent use of techniques. Clear understanding of techniques Use of techniques is evident and Skills and techniques are used to
but the work lacks refinement. consistent in the work. create a purposeful, emotional or
intellectual impact in work.

Effort Often off task, disruptive or talking. Occasionally off task, unfocused, Class time used effectively and ãotally absorbed with work and a
Little class time used on the project. work sometimes forgotten. In a always on task. Some extra effort great deal of time was spent
Materials often forgotten. rush to complete assignments. was given to the work. thinking and working outside of
Work done last instant. class.

Productivity Not all assigned work was completed. ãhe work was completed but with Everything was completed and ãhere is excitement about the art
low quality. some work was redone or extra assignments so all work is finished
effort was given to the work. to the best ability over and above
the assigned expectations.

Knowledge ãhere is confusion about the concepts ãhere is some awareness of the Able to critique own work and that Articulation of the historical and
and vocabulary associated with this art terms and concepts but can not of others based on design elements contemporary art influences as well
form. discuss in own work or that of and principals. as design elements and principals
others. that have informed the work.
Universal ubric for 3 Dimensional Composition/Design
DOES YOU DESIGN/COMcOSITION

1. Have variety in form, size, direction, contrast in value, color,etc.? P F G VG E


2. Have a strong and recognizable focal point, center of interest or direction? P F G VG E
Where?________________________________ P F G VG E
3. Show balance? (Symmetrical, Asymmetrical) P F G VG E
4. Form is divided well, usually not cut in half? P F G VG E
5.Design utilizes both positive and negative space? P F G VG E
6. Encourage the viewer to use imagination? P F G VG E
7. Shows unity repetition of some visual elements (line, texture, color,etc) ? P F G VG E
8. Encourage the viewer's eye to move around the object? (eye P F G VG E
flow) P F G VG E
9. Have a sense of organization? P F G VG E
10. Show originality and creativity? You have a personalized interpretation of the assignment. P F G VG E
11. Have enough small detail to be visually interesting?
12. Surface treatment compliments form?
Universal ubric for 2 Dimensional Composition/Design
DOES YOU DESIGN/COMcOSITION

1. Have variety in shape, size, direction, contrast in value, color,etc.? P F G VG E


2. Connect with the edge or run to and off the edges of the paper or P F G VG E
frame? P F G VG E
P F G VG E
3. Have a strong and recognizable focal point? P F G VG E
Where?________________________________ P F G VG E
4. Show balance? P F G VG E
5. Not have itself cut in half:: horizontally, vertically, or diagonally? P F G VG E
6. Consciously use both positive and negative space? P F G VG E
7. Create a sense of depth? P F G VG E
8. Encourage the viewer to use imagination? P F G VG E
9. Show unity? P F G VG E
10. Encourage the viewer's eye to move around design? (eye P F G VG E
flow) P F G VG E
11. Not have eye directed out of the frame? P F G VG E
12. Have a sense of organization?
13. Show originality and creativity?
14. Have enough small detail to be visually interesting?
à   
   
36 different curriculum maps in art«
Metals 1 ± 4: Forrest/ Szmrecsanyi
Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed

Ceramics 1- 6: Forrest/ Szmrecsanyi


Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed

Concepts: Signorello/ Szmrecsanyi/ Aro/ Carbone


Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Individual Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts and school art show
Assessments developed: Mid term/Final 2-D and 3-D
Photography 1 ± 3: Forrest/ Gruenwald/ Signorello
Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed
Discussed need for text books

Mrawing/ Painting 1 ± 4 and Figure Mrawing 1 - 4: Gruenwald/ Thies


Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art show
Assessments developed

Computer Graphics 1 -4: Thies/ Carbone


Reviewed essentials
Essentials aligned with state standards
Creation of assessment rubrics
Creation of curriculum maps
State presenting standards via scholastic art, Coca-cola, great frame up, Auto Show, Detroit festival of the arts, school art shows
Assessments developed
Curriculum mapping is
now the main
part of our focus. We are
currently actively
engaged in
completing that task.
Õhat plans do we have for next year (what do we see as the next logical step)?
uReview, revise and share all PLC work
uIdentify student learning
uDiscuss exam results
uShare teacher strengths
uResults storage
uLook at work over time
uCreate improvement goals
  


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Merger of current curricular practices with new curricular goals


Creation of common assessments that match teaching standards
while simultaneously prepping students for standardized testing
success
Teaching individualized content as a unified systematic approach
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Professional Learning
Communities at Work«

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Civics PLC-Degnore, Dipert,
Gilleran, Rennell, Hicks and
Quinn
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and how it would affect incoming freshmen.
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€ Re-designed current Civics course to match Stateƞs
expectations for Gov/Econ (will affect incoming
freshmen only); course approved by EPLC.
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Economics classes.
€ Participate in revising Social Studies curriculum.
    
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Fitness focused
Engage in activities that allow
for maximum student
involvement
OBJECTIVES 5 cTS. 4 cTS. 3 cTS. 2 cTS. 0-1 cTS.

CA DIOVASCULA
ENDU ANCE
Description:
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Students will
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number of laps on  6   6   6  6 2 6 2
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FLEXIBILITY
Description:
Students shoes must
be removed; hands
1

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other, reach forward 1

2 18 18 1

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minimum 3 seconds "    F"  

UccE BODY
ST ENGTH
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2 1.
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apping ± Strength Training Class

apping - 9th grade Introduction to


Physical Education

Common Assessment CPR ± 9th grade

Common Assessment Final -9th grade


Sample questions from CPR written assessment:

! You have been called to a nearby classroom to


treat a teacher (ulso) who was found slumped
over his desk He is now lying on the floor of his
office and is unresponsive If you do not suspect
trauma, how should you open his airway?

a Tilt the head and lift the chin


b Turn the head to one side, then open the
mouth
c Perform the Heimlich maneuver
d Wipe out the mouth and throat with gauze
Sample questions from 9th grade PE written assessment:

! In order to have any kind of ³cardiovascular


benefit´; an exercise should be a minimum of?
a ! minutes
b ! minutes
c 3 minutes

cardiovascular´´
2 A cool down is important after a ³³cardiovascular
workout to
a slowly lower your HR
b continue to work past fatigue
c give you time to talk
d circulate warm blood to your muscles
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Health Common Assessment


between North & South completed
± Data used from first semester exam to
revise test for final second semester

apping - Health class completed



   
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