Sara Brisby

Curriculum Analysis, MIAA 360

The Overland Trail

1. Alignment to standards:

Mathematical Practice Standards
1. Make sense of problems and persevere in
solving them.
-Planning for the Long Journey, pg. 38
-Day 7 Homework, Laced Travelers pg. 51
2. Reason abstractly and quantitatively.
-The General Shoelace, pg. 47-50
-More Fair Shares on Chores, Pgs. 174-175
- Homework 17, The Basic Student Budget,
pgs. 132-133

3. Construct viable arguments and critique the
reasoning of others.
-Homework 3, pg. 28
-POWs give multiple opportunities to
create, present, and defend arguments and
allow students to critique the reasonings of
others.
4. Model with mathematics.
-Ox Expressions, pgs. 64-65
-The Family, pgs. 16-20
-Multiple examples throughout the text


5. Use appropriate tools strategically.
-Sublettes Cutoff, pg. 159
-Calculator In-Out, pgs. 143-145
- Calculator Curve Fitting, pgs. 157- 158
6. Attend to precision
-Homework 13, pg. 99
- Homework 21, pg. 161-162
- Out Numbered, pgs. 95-98
7. Look for and make use of structure

- Fair Share on Chores, pgs. 166-168
- POW 11, High-Low Difference, pgs.
181-182
- Catching Up, pgs. 193-194

8. Look for and express regularity in repeated
reasoning.
-POW 8, pg. 53-56
-Homework 10, pgs. 72-74
-Fair Share for Hired Hands, pg. 169


Grade 8 Standards: Focus Standard, Supporting Standard

Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of
association between two quantities. Describe patterns such as clustering, outliers, positive or negative
association, linear association, and nonlinear association.
8.SP.2. Know that straight lines are widely used to model relationships between two quantitative variables.
For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the
model fit by judging the closeness of the data points to the line.
8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept.
8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table
summarizing data on two categorical variables collected from the same subjects. Use relative frequencies
calculated for rows or columns to describe possible association between the two variables.


Expressions and Equations
8.EE.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two
different proportional relationships represented in different ways.
8.EE.8a Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system
of two linear equations in two variables correspond to points of intersection of their graphs, because points
of intersection satisfy both equations simultaneously.
Functions
8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a
function is the set of ordered pairs consisting of an input and the corresponding output.
8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
8.F.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give
examples of functions that are not linear.
8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of
change and initial value of the function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear
function in terms of the situation it models, and in terms of its graph or a table of values.
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.,
where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.



Algebra 1 Standards:

A.CED.1-4 Create equations that describe numbers or relationships.
1. Create equations and inequalities in one variable including ones with absolute value and use them to
solve problems.
2. Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and
interpret solutions as viable or non-viable options in a modeling context.
4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

A.REI.1, 3, 10, 11, 12 Understand solving equations as a process of reasoning and explain the
reasoning.
1. Explain each step in solving a simple equation as following from the equality of numbers asserted at
the previous step, starting from the assumption that the original equation has a solution. Construct a
viable argument to justify a solution method.
3. Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x)
intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using
technology to graph the functions, make tables of values, or find successive approximations. Include
cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic
functions.
12. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in
the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables
as the intersection of the corresponding half-planes.
A.FIF.1-7, 9 Understand the concept of a function and use function notation.
1. Understand that a function from one set (called the domain) to another set (called the range) assigns to
each element of the domain exactly one element of the range. If f is a function and x is an element of its
domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the
equation y = f(x).
2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of a context.
3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of
the integers.
4. For a function that models a relationship between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the
relationship.
5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes.
6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table)
over a specified interval. Estimate the rate of change from a graph.
7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases.
9. Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).

A.F-BF.1-3 Build a function that models a relationship between two quantities.
1.Write a function that describes a relationship between two quantities.
2.Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to
model situations, and translate between the two forms.
3. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values
of k (both positive and negative); find the value of k given the graphs. Experiment with cases and
illustrate an explanation of the effects on the graph using technology.
A.F.LE.1-3, 5 Construct and compare linear, quadratic, and exponential models and solve
problems.
1.Distinguish between situations that can be modeled with linear functions and with exponential
functions.
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).
3.Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly, quadratically, or (more generally) as a polynomial function.
5. Interpret the parameters in a linear or exponential function in terms of a context.
S-ID.1-3, 5-9 Summarize, represent, and interpret data on a single count or measurement
variable.
1. Represent data with plots on the real number line (dot plots, histograms, and box plots).
2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of two or more different data sets.
3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible
effects of extreme data points (outliers).
5. Summarize categorical data for two categories in two-way frequency tables. Interpret relative
frequencies in the context of the data (including joint, marginal, and conditional relative frequencies).
Recognize possible associations and trends in the data.
6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of
the data.
8. Compute (using technology) and interpret the correlation coefficient of a linear fit.
9. Distinguish between correlation and causation.



2. Learning Trajectory:
Kindergarten 1
st
2
nd
3rd
K.CC.4
K.MD.1
K.OA.1

1.OA
1.MD.4
1.NBT.4


2.OA.1
2.0A.3
2.OA.4
2.NBT.4
2.NBT.7
2.NBT.10
3.OA.1
3.OA.2
3.OA.8
3.OA.9
3.MD.3


4
th
5
th
6th 7th
4.OA.1
4.OA.2
4.OA.3
4.OA.5
4.NBT.(2-6)


5.MD.2
5.OA.2
5.OA.3


6.SP.1 6.SP.2
6.EE.1 6.EE.2
6.EE.2.C 6.EE.5
6.EE.6 6.EE.7
6.EE.9 6.RP.2
6.RP.3.B

7.RP.2
7.RP.3
7.NS.1A
7.EE.1
7.EE.3
7.SP.1



8
th
Algebra 1 Algebra 2
8.SP.1-4
8.EE.5
8.EE.8
8.EE.8A
8.F.1-5

A.CED.1-4
A.REI.1, 3, 10, 11, 12
F.IF.1-7, 9
F.BF.1-3
F.LE.1-3, 5
S-ID.1-3, 5-9
A.CED.1-4
A.REI.2, 3.1, 11
F.IF.4-9
F.BF1,2
S.ID.4












3. Discourse for Increasing Learning:

Task
DOK- level of Cognitive Demand
Homework 5, Lunchtime, pg. 41
Planning for the Long Journey, pg. 35

DOK Level 1 (Apply/compute well-known
algorithm)
Wagon Train Sketches and Situations, pg. 78-79



DOK Level 2 (Interpret information from a graph
& Retrieve information from a table, graph or
figure and use it solve a problem requiring
multiple steps)
Water Conservation, pg. 186-187
Homework 25, pgs. 188-189
DOK Level 3 (Describe, compare, and contrast
solution methods. Interpret information from
graphs. Perform procedure with multiple steps and
multiple decision points)
POW throughout the book DOK Level 4 (Conduct a project that specifies a
problem, identifies solution paths, solves the
problem and reports results)


Preplanned Questions for Critical Thinking Quadrant
-Calculate the average age in the family for different
solutions to question 1? What do you notice? Pg. 36,
Planning for the Long Journey
-How much shoelace did your Overland Trail family
need? Pg. 48, The General Shoelace



A
-If the individual bales have these weights, what are
the weights when they are weighed in pairs? pg. 20,
Overland Trail Names
-How did you get from the price of the individual
items to the total cost? pg. 43, Shoelaces


B
-How did the movement you wrote about compare
to the Overland Trail movement? pg. 12, Creating
Families


C



-Can you write an equation for someones solution
to question 1a? pg. 25, Sharing Families




D

Varying Group Configurations
Working collaboratively in groups



partners


student discussions

*Discussion of Homework 14 Rules, Tables, and
*Graphs, pgs. 103-104
*Classwork Getting the Gold, pgs. 209-210
*Classwork-Catching Up, pgs. 193-194
*POW 10, On Your Own- (work in partners) pgs.
106-107
*Classwork, Out Numbered, pgs. 95-97
*Discussion of Homework 12- In Need of
Numbers, pgs. 85-87


4. Assessments: Formative and Summative
Formative:
There are many opportunities for teachers to make
formative assessments. As groups are working,
teachers can walk around, listen to conversations,
ask and ask questions, like the ones for critical
thinking above. They can use homework
assignments or POW problems to also assess.
These will all help teachers know how the class is
doing and whether or not they need to go back and
explain, reteach, do more examples, or allow more
time for assignments. These are all good formative
assessment strategies.
HW 18, pg. 139-140, would be a good group quiz
where students could debate their answers.
I dont think the book allows for enough chance for
students to practice. EL students would greatly
benefit from this.
Summative:
Getting the Gold, pg. 209 would be a good quiz
before the summative.
Student portfolios can be used to assess students.
For the Final Assessment, pgs. 222-225, the in
class part of the assessment is short, so time factor
isnt an issue for why a student doesnt do well.
Students are allowed to use materials they have
been using all along (graphing calculators, notes
from previous work, etc.) on the in class part only.
Good assessments are unbiased and assessable to
all students. They need to be directly related to
what students have been working on all along. This
assessment does that. It gives the student a chance
to use the skills and strategies they have been using
during the unit, to solve their own problem.
The Take-Home part of the test is longer, and
students may collaborate or get help, but need to
make a note of that. This part is also a good test to
see what students have learned.
Being able to compare what students could do in
class, with what they could do at home is important
too. They may understand it better when someone
can work with them and help them, but not if they
are doing it in class, without help.



5. Intervention and Differentiation ** ADDED IDEAS

EL Strategies Pages and how it is used.

vocabulary and language development:
Contextualizing instruction of vocabulary


Throughout much of the unit, the vocabulary is
built into what students are doing.
Pg. 26, 49, 50 have students informally use math
vocabulary, then later formally introduce it

**Teacher could keep a poster of vocabulary words
used, or students could keep a vocabulary journal
throughout the unit.


guided interaction: Multiple opportunities for
peer to peer interactions

As mentioned above in group work, there are
multiple times students discuss in partners or in
groups.
Pgs. 31, 35, students discuss ideas with others.

metacognition and authentic assessment: pre-
reading and pre-writing skills, teach how to
describe their thinking process

Pg. 8, Journal writing.
Pg. 70 Students get more time to work, once they
have been able to discuss their thinking

**There needs to be more chances in the book for
students to practice the problems. There arent
enough, and EL or struggling students need
repeated practice.

explicit instruction: build background
knowledge, repeated language

Helpful questions to get students started, pg. 32
Suggested questions for group discussions, pg. 35
Pg. 52, clarification of multiple meaning words

meaning-based context and universal themes:
prompts, visuals, realia


POW 8, pgs. 31-32, includes manipulatives
Pg. 36, students get to work with materials before
getting started on the problem
Pgs. 56-57, acting things out

**Teachers could bring in more realia, videos,
pictures, books, so students could have a better
picture of the wagon train theme.
modeling, graphic organizers, and visuals:
model how to complete tasks, graphic
organizers.

Pg. 27, students create posters and charts for
tracking family information
Pg. 37, posters to demonstrate brainstormed ideas

**Teachers should repeatedly use graphic
organizers, so students are familiar with these.
Especially if used cross-curricular.

** ADDED IDEAS
Special Education Pages/tasks found: SEE APPENDIX FOR
PROBLEMS LISTED, pgs. 231-246
Size: give fewer problems for students to do

Multiple opportunities where students could answer
fewer questions. Pgs.78-79, Wagon Train Sketches
and Situations

Time: allow more time for students to complete
work
Pg. 70, students are given more time to work, after
they have discussed the problem.
**As with EL students, Special Ed students need
more time to practice to grasp the concept. This
should be added throughout the unit.


Input: more visual aides, more concrete
examples

Supplemental problems are given throughout.
Whose Dog is That?
A Fractional Life
Infinite Proof
From Numbers to Algebra and Back Again
Classroom Expressions and Variables of your own

**Throughout the unit, the teacher could use these
types of supplemental problems in place of other
problems, until students have a better
understanding.
Level of support: peer work, group work See group work above, multiple opportunities
Pg. 76, Group discussions of HW 10

Difficulty: allow the use of tools

Charts, posters, graphing calculators are all used
Pg. 27, 37,
Sublettes Cutoff, pg. 159
-Calculator In-Out, pgs. 143-145
- Calculator Curve Fitting, pgs. 157-158

**Some students may need the use of basic
calculators throughout the whole unit in order to
solve the problems.
Output: allow different types of responses Pgs. 56-57, Acting things out.

**Seeing the students work is important here, to
see if they understand the graphing, input and
output, but for some assignments, students could
verbally describe what they know.
GATE
SEE APPENDIX FOR PROBLEMS LISTED, pgs.
231-246
Higher level questions

Assess often, dont reteach, or make them
relearn

Utilize outside resources

Extended problems



GATE Students can be asked the higher level
thinking questions listed above.
**Teachers need to plan for more questions for
these students

**Students could do more research about this topic,
could use computers to make the graphs

Extension problems are included:
Painting the General Cube-assigned at any point in
the unit
More Bales of Hay-POW 8 follow up
Integers Only, goes with, Homework 10
Movin West, follow up to HW 15
Ther Perils of Pauline, after Catching Up, day 26