DOCUMENT RESUME ED 081 590 SE 016 573 TITLE Mathematics for SheridanSchools, Grades K-12, Curriculum Guide. INSTITUTION Sheridan School District7, Wyo.. SPONS AGENCY Bureau of Elementary andSecondary Education (DREW /OE), Washington, D. PUB DATE 69 NOTE 326p. EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Curriculum; *Curriculum Guides; *Elementary School Mathematics; Instruction; Mathematics Education; *Objectives; *Secondary School Mathematics IDENTIFIERS Elementary Secondary Education Act Title III; ESEA Title III ABSTRACT This guide includes a list of general objectives and a scope chart of units to be covered in grades K-12..Objectives for specific topics are listed and are coded to the scope chart; text sources and materials are suggested; and lists of learning activities and audiovisual aids axe provided.. Separate sections of the guide cover topics in elementary school mathematics and junior high school mathematics; an individual lesson program for Algebra II is detailed; and topics to be covered in grade 12 are specified..A list of supplementary mathematics aids and sources is included..This work was prepared under an ESEA Title III contract. (DT) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT OF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE DF 'EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM SHERIDAN PUBLIC SCHOOLS THE PERSON OR ORGANIZATION ORIGIN ATINC.IT POINTS OF VIEW OP OPINIONS DISTRICT NO. 7 STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE Or SHERIDAN, WYOMING EDUCATION POSITION OP POLICY I-C T-4 CO C.) r wo. MODE 17170:17E-1 'GEOMETRY I NUMERATION SYSTE::-,.] SETS AND RELATIOUS. SYSTEMS OF INTEGERS. ELEMENTARY NUMBER THEORY I DECIMALS AND REAL NUMBERT1 SYSTEM OF WHOLE NUMBERS MATHEMATICAL SYSTEMS FRACTIONS AND RATIONAL NUIvIBERSI SECTION G - EXHIBIT III ITEM 2 A MODEL FOR MATHEMATICS CURRICULUM DEVELOPMENT A Title III, ESEA Project Developed by: The Sheridan School District #7, Sheridan, Wyoming. This publication is the initial results of a Title III, ESEA project in Sheridan, Wyoming. The project was proposed for the purpose of developing a coordinated curriculum in mathematics and social studies through the use of behavioral,objectives. The dissemination of this publication by the State Department of EdrcA,Uon is intended to provide the school districts of Wyoming with 6 model, from which each individual group can develop their own mathematics curriculum. This guide was developed around the available materials, projected program plans and local philosophy of the Sheridan School District. It.is immediately apparent that any curriculum group wishing to use this model must adapt it to. their local situation. PleL.se note that this curriculum publication is offered, not as a finished product, but instead as an on-going handbook which may be revised, re-worked and improved as the needs arise. Curriculum development is by necessity an on-going flexible process, and it is hoped that you, the users of this publication maintain this flexible spirit in your endeavors. Certain of the activities listed in the section following the behavioral objectives were reproduced from various commercial sources. In some cases these sources are not noted. It is hoped that when these activities are used in classroom quantities the commercial source will be referred to by the teacher before using. MATHEMATICS FOR SHERIDAN SCHOOLS Grades K-12 Curriculum Guide 1969 Edition Sheridan Public Schools Sheridan, Wyoming r--' Currieulum Committee Ralph Cloyd--Sheridan High Les Engolter--Linddn Helen Green-.Highland Park Richard Hall-.Taylor Darnell Just-.0Oentral Junior High Roberta Kinley--Central Junior High Elva 14ewcomer--4Coffeen Ethel Reed.-Coffeen Stella SchonbergHighland Park Verna VolkHighland Park Wyoma Wrayge--Linden Consultants Vincent Go Sindt, Mathematics Consultant, State Department of Education Lee Von Kuster, Mathematics Consultant, Montana Department of Education Project Director Charles Popovich, Acting Curriculum Director Cover Design by Thelma Maydew POLICY We recognize the right of the individual student to develop to the fullest extent of his capacities. It be the policy of the mathematics program of the-Sheridan Schools that each student experience success in his work and realize a need for under5tandinG and applying mathematics effectively in daily living. OBJECTIVES In accordance with this policy the mathematics program proposes the follow- ing over; ll joals; 1. To enable the student to compute accurately in the fundamental operations of addition subtraction, multiplication, and division of rational and irration- al numbers. The student should live a Workinf knowledge of the properties of numbers. To develop the student's ability to solve problems: (1)interpret f : -.cts in given problems, (2)discriminte between pertinent nnd nonpertinent facts, (3)Visualize the relationship of those facts and form a ilvAhematical sen.. tense using them, (4)determine a reasonable answer by estimation, (5)com- pute accurately and (6)apply a reliable check, To understand and use numeration systems with particular emphasis on the decima. system. 4, To develop a sequence of logical thinking necessary to understand the structure of mathematics. 5. To identify the rel.Aionship of mathematical sentences to applications and problem solving., 6. To analyze and apply mathematical interpretation to graphic representntions. 7. To recognize, represent, and interpret geometric shapes, 8. To develop awareness of the practical applications of wthematics and arithmetic computation iv. everyday living. 9. To ::quire bz.sic concepts, commensurate with his ability, which would enable the student to progress to the next level. 10. To develop student's mathematical reasoning ability.This involves both logicra and critic ;1 thinking, which should lend to wise decision making and open the door to intuitive discoveries in new fields. 11. To encourage flexibility in appliction of mathematical skills so they can be adapted to the ever-changing needs of our society. 12. To explore the uoe of statistics, probability studies, and graphical analysis in solving problems in our complex society. 13. To make the student become aware of the interdisciplinary aspect of mathematics, i.e., the correlation of mathematics with other disciplines and the Pavers°. INTRODUCTION This mathematics guide w,:s produced during a six week summer workshop as a curriculum project of School District #7 with major funding under Title III of the lementary-Secondary Education Act. It is offered, not as a finished product, but instead as an on-going handbook which may be re- vised and improved ns the need crises. The objective of the guide is to assist teachers by suggesting a variety of materials and approaches to mathematics, which it is hoped will enable every student to experience success in this area. So the.guide may function more successfully, the following points should be noted: (1) Only if every teacher uses the guide can a fair evaluation be made of its effect on the mathematics program. Such evcluation will be attempted by comparing the results of the Stanford Achieve- ment Tests:given in the fall of 1969 and the fall of 1970, ,Ind by informal attitude tests. (2) The guide is intended to be a useful teacher handbook.There- fore, additions or revisions are requested. Extra space has been left on each page for this purpose. (3) The guide is coded to the scope chart. The right kr. nd side of each page bears the code. Immediately belowt the grnde levels con- cerned rare indicated. The rectangular box contains the curricular objective and its sequences. The remainder of the pc.ge contains the behavioral objective and related activities. The typical breakdown which follows may be helpful in clarification. Coding for the grade levels is as follows: G - grade. Hence, G4 means grade 4. I - intuitive S - standard (mastery) R - reinforce E - extend O - optional, Curricular IV Measures cliaapia &bjective Linearand Metric Sequence Perimeter G4 S G5R Grade G6 R level 1Instructional (behavioral) Activities Objective 1C,' b. C. Readiness pertinent to the d.Evaluation objective (4) Behavioral objectives are so stated that the evaluation of the student's achievement is explicit in the objective. However, in many cases, a sample evaluation isoffered'as an ndditional help. Since behavioral objectives must, of necessity, state a definite standard of achievement, the objectives in this guide are so written. However, we recognize that each student is an individual ane varyinfT Ce(crees of :performance may be expected. Therefore, the level of efficiency for each student must be left to the discretion of the techer. (5) Each behavioral objective is accompanied by a list of activities and media.Some of these are listed or explained on the same sheet as the objective. In other instances, areference may be made to activity An'the activity section. In every case, the aetivi- u vaa.!. so mentioned'are to be found immediately following the section or strand and are printed on green per. (6) Not all of the materials sumected in the guide are at the present time available to teachers. However, each teacher is encouraged to order recommended materials through his own school as soon as possible. (7) Many of the activities listed entail the use of media which can be found or made easily.. Teachers may wish to assemble these into pack. ets which the individual student may use as prat of his learning experience. SCOPE I. Sets II. Numeration and Number Theory A. Recognition of numbers D. AbsoluteNilue B. Numeration systems E. Factors C.Place value F. Properties 1. Decimal system 2. Other number bases 3. Exponents 4. Scientific notation 5. Clock arithmetic (modular) III.Real Number Operations A. Addition - subtraction 1.Whole numbers 2. Rational numbers a. Common fractions 1. Decimals 3. .:ional numbers B.Mu _Lcation- division 1. ,onole numbers 2, Rational numbers a. Common fractions b. Decimals 0. Per cents 3. /rrational numbers C.Word-problem solving 1. Symbols 2, Estimation 3. Practical applioations (including interdisciplirgu7) IV. Measurement A. Linear D. Time 0, Metric B.