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Common Core Standards (Mathematics)

Course 1 | Course 2 | Course 3 | Course 4

 

 

Digital Storytelling (Course 1)

Standard

Activity Name

Description

CCSS.MATH.CONTENT.HSS.ID.C.9Distinguish between correlation and causation

  1. Session 7: Qualitative Research Methods

  1. When discussing surveys and data, Mentor Teachers are encouraged to explain the difference between correlation and causation to make statistics more credible when used in projects. 

CCSS.MATH.CONTENT.HSS.IC.A.1Understand statistics as a process for making inferences about population parameters based on a random sample from that population.

  1. Session 1: Intro to University Library Research 

  1. While learning about peer-reviewed articles and how to read data and statistics, participants are encouraged to make inferences about populations.

CCSS.MATH.CONTENT.HSS.IC.B.3Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

  1. Session 1: Introduction to Research Paper

  1. Mentor Teachers describe differences among sample surveys, experiments, and observational studies while discussing purposes for each.

CCSS.MATH.CONTENT.HSS.IC.B.6Evaluate reports based on data.

  1. Session 4: Group Research Planning

  1. Participants are encouraged to look at sources of data and point out any possible biases and evaluate credibility of peer-reviewed journal based on data.

 

 

Think Like a Programmer, Design Like a Change Agent (Course 2)

Standard

Activity Name

Description

CCSS.MATH.CONTENT.HSN.Q.A.2: Define appropriate quantities for the purpose of descriptive modeling

  1. Module 1: Scratch Demo

  1. Participants have to distinguish whether the sprite will move 10 steps, turn 15 degrees, or repeat steps a set number of times, etc.

CCSS.MATH.CONTENT.HSN.Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

  1. Module 9: Making it Interactive

  1. Participants can estimate where the sprite should end up or code for the sprite to "stop before touching the edge". They use their best judgment on what level of accuracy is needed.

CCSS.MATH.CONTENT.HSF.BF.A.1: Write a function that describes a relationship between two quantities.

  1. Module 15: Creating: A-maze-ing

  1. Participants can create games where relationships between functions and values are used (i.e. increase points, switch background based on specific criteria, etc)

CCSS.MATH.CONTENT.HSF.BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

  1. Module 17: Creating: Open-Ended Designing

  1. Participants can create scripts that order the sprites to carry out actions such as moving repeatedly using inputs (i.e. when x > y, x == true, y == 0) Arithmetic aspect in coding. Geometric aspect when sprite moves.

CCSS.MATH.CONTENT.HSF.LE.A.1: Distinguish between situations that can be modeled with linear functions and with exponential functions.

  1. Module 14: Exploring: Debug it!

  1. Participants are encouraged to view others' projects and infer how that task was completed (i.e. what might the script look like?) linear: it moved plus 10 steps 20 times. exponential: it moved twice as much as last time or choosing when to use a function vs a simple times three block

CCSS.MATH.CONTENT.HSG.CO.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

  1. Module 1: Scratch Demo

  1. Participants move the Scratch sprite, stretch, or resize.

CCSS.MATH.CONTENT.HSG.CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure.

  1. Module 1: Scratch Demo

  1.  Participants predict the effect rigid motions will have on a sprite.(e.g. if they use negative values it will go to the left side of the screen or to the bottom)

 

 

Virtual Worlds for Social Change (Course 3)

Standard

Activity Name

Description

CCSS.MATH.CONTENT.HSN.Q.A.2: Define appropriate quantities for the purpose of descriptive modeling

  1. Module 3: An introduction to building
  1. Participants learn to "rez" objects onto the land and size them specifically. (e.g. 1 meter by .5 meters)

CCSS.MATH.CONTENT.HSN.Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

  1. Module 3: An Introduction to Building
  1. Participants can estimate where their building blocks should be, or specify the size based on meters. The level of accuracy is as they see fit. They can space their objects away from each other by dragging or specifying the coordinates.

CCSS.MATH.CONTENT.HSG.CO.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

  1. Module 4: Time to Work
  1. Participants "rez" prims in-world and stretch, rotate, or move objects while building.

CCSS.MATH.CONTENT.HSG.CO.A.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

  1. Module 4: Storyboarding your Build
  1. Participants draw out their build plan and scaling in-world as needed.

CCSS.MATH.CONTENT.HSG.CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure

  1. Module 5: Time to Work
  1. Participants build using rigid motions in order to create their building.
CCSS.MATH.CONTENT.HSG.CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
  1. Module 7: Time to Work
  1. Participants make formal designs using a variety of tools and methods with all the shapes as needed.

 

 

Co-Robotics for COMPUGIRLS (Course 4)

Standard

Activity Name

Description

CCSS.MATH.CONTENT.HSN.Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.
  1. Week 2, Day 2 Walking Around

  1. Participants program the robot to move and navigate its environment by using measurements and directions. (e.g. Walk .5 meters to the left)

CCSS.MATH.CONTENT.HSN.Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 
  1. Week 2, Day 2 Walking Around

  1. Participants gauge how far they should program the robot to walk based on its surroundings. They can also specify measurements (i.e. meters) for the robot to walk.

CCSS.MATH.CONTENT.HSF.BF.A.1: Write a function that describes a relationship between two quantities. 
  1. Week 3, Day 5 Robotics Lesson
  1. Participants may program robots to carry out actions based on non-static inputs, when using python.
CCSS.MATH.CONTENT.HSF.BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
  1. Week 2, Day 4 Robotics Lesson
  1. Participants program robots to carry out actions. (i.e. geometric aspect walking forward, what causes it to move arithmetic aspect when it completes it 5 times, when it senses something close, etc)
CCSS.MATH.CONTENT.HSG.CO.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
  1. Week 2, Day 2 Walking Around
  1. Participants program robots to walk, rotate joints, etc.
CCSS.MATH.CONTENT.HSG.CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure.
  1. Week 1, Day 3 How Should the Robot Move?
  1. Participants rotate joints, bend joints, and estimate what that rotation will be. (i.e. move your arm 90 degrees)