Content Objectives
As I have written it, this unit assumes that, students enter with some prior knowledge and abilities to evaluate expressions using the order of operations, practice with representing and writing expressions, and to represent linear patterns or contexts from word problems. This unit asks students to solve a variety of one-step and two-step addition and subtractions problems as described in Glossary 1 and one-step and two-step multiplication and division problems as described in Glossary 2 of the Common Core State Standards.10 The primary curriculum utilized for the Integrated Math 1 course consists of mathematical concepts that are intended to be developed, solidified and practiced as students’ analyze and progress through various scenario based word problems. Based on prior experiences with my students, this unit serves as a means to develop the problem solving skills and strategies for word problems and allow students to build confidence in skills that are essential for success.
The unit begins by setting up and solving a variety of one-step multiplication and division problems, with a particular emphasis on group size and comparison type problems. Through adaptation of the problems by varying different known and unknown quantities, students will be guided towards seeing how to use expressions involving variables to represent situations, and the value of doing so. As different constraints are introduced, the purpose for representing situations as expressions, equations and inequalities are further developed. Through discussion of solutions in context of the scenarios, students will develop the problem solving skills that are necessary for success throughout the CCIM courses. Included with the discussion of the general mathematical content skills students are expected to gain are examples of personalized problems based upon the participatory budget context at Overfelt and strategies that assist with the progression of ideas and concepts throughout the unit.
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