Review of Standards of Text

Amanda E.L. Kent

Chico State University, Chico

November 18, 2014

Professor Matthews

Author Note

Review of Sequences in CPM Common Core Integrated 1 and MacDougal Littel Algebra 2

The introduction and understanding of sequences, arithmetic and geometric in 8th grade was reviewed for content and standards in CPM CC Integrated 1 and MacDougall Littel Algebra 2. Sequences are defined as an ordered list of numbers that are in a specific pattern. Arithmetic Sequences are an ordered list of numbers where the difference between successive numbers is a constant value. Geometric sequences are an ordered list of numbers where the successive numbers differ by a common ratio.

Sequences in California
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Construct viable arguments and critique the reasoning of others. In both section 12.2 and 12.3 there is one opportunity to explain their reasoning, in the guided practice problem. In the practice problem there is one set asking the same question as the guided problem. Even in the guided problem the answer seems focused on the answer not the why, giving the student little opportunity to work out their justification or reasoning. Given lack of opportunity or suggestion for critiquing the reasoning of others and limited need or questions that would have a student construct a viable argument, this is a minimal practice is the sections reviewed.

4. Model with Mathematics. In chapter 12.2 and 12.3 there is only one mention of modeling the mathematics for each section. Example 3 in both section 12.2 and 12.3 has the student make a graph and table. However it is not the focus of the example nor is much emphasis placed on this in the teacher edition resources. In the word problems there are one or two problems that have the students graph the equations but again as a secondary project to the finding the answer. Given there are examples in the text and a practice problem, this practice is slightly above minimal but not moderately
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Make sense of problems and persevere in solving them. In each section 5.2.1-5.2.3 the students are required to make sense as a group and persevere in solving the problems. Example of the practice is seen in 5.2.1 5-42, 5.2.2 5-59, and 5.2.3 5-74. Each problem in this text is recommended that the students work in groups and there are no formulas, or rules given until the students have reasoned out the problem and solved as a group. By having the student reason and understand, then persevere, the student gains an understanding of the concept in sequences rather that the rule. Given that many of the lesson plans are built around the students making sense of conceptual problems this practice seems to be the focus of the sections. Used beyond moderately, it is the stepping stone to the

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