Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of a quadratic function and an algebraic expression for another, say which has larger maximum. CCSSM Curriculum Analysis Tool 1—Interpreting Functions in Grades 9-12 Overall Impressions: Balance between Mathematical Understanding and Procedural Skills What are your overall impressions of the curriculum materials Do the curriculum materials support the development of students’ examined? mathematical understanding? What are the strengths and weaknesses of the materials you Do the curriculum materials support the development of students’ examined? proficiency with procedural skills? Do the curriculum materials assist students in building connections between mathematical understanding and procedural skills? Standards Alignment: Have you identified gaps within this domain? What are they? If so, To what extent do the curriculum materials provide a balanced focus can these gaps be realistically addressed through on mathematical understanding and procedural skills? supplementation? Do student activities on each other within and across grades in a Within grade levels, do the curriculum materials provide sufficient logical way that supports mathematical understanding and procedural experiences to support student learning within this standard? skills? Within this domain, is the treatment of the content across grade levels consistent with the progression within the Standards? CCSSM Curriculum Analysis Tool 1—Reasoning with Equations and Inequalities in Grades 9-12 Name of Reviewer ________________________________________ School/District _____________________________ Date _______________ Name of Curriculum Materials _____________________________________________ Publication Date ___________ Course(s) _____________
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of a quadratic function and an algebraic expression for another, say which has larger maximum. CCSSM Curriculum Analysis Tool 1—Interpreting Functions in Grades 9-12 Overall Impressions: What are your overall impressions of the curriculum materials examined? What are the strengths and weaknesses of the materials you examined? Standards Alignment: Have you identified gaps within this domain? What are they? If so, can these gaps be realistically addressed through supplementation? Within grade levels, do the curriculum materials provide sufficient experiences to support student learning within this standard? Within this domain, is the treatment of the content across grade levels consistent with the progression within the Standards? Balance between Mathematical Understanding and Procedural Skills Do the curriculum materials support the development of students’ mathematical understanding? Do the curriculum materials support the development of students’ proficiency with procedural skills? Do the curriculum materials assist students in building connections between mathematical understanding and procedural skills? To what extent do the curriculum materials provide a balanced focus on mathematical understanding and procedural skills? Do student activities on each other within and across grades in a logical way that supports mathematical understanding and procedural skills? CCSSM Curriculum Analysis Tool 1—Reasoning with Equations and Inequalities in Grades 9-12 Name of Reviewer ________________________________________ School/District _____________________________ Date _______________ Name of Curriculum Materials _____________________________________________ Publication Date ___________ Course(s) _____________