### Help for Self- Directed Teaching (SDT)

The alternative high schools must also adopt and modify instructional methods to meet the common core state standards for mathematics. Because students arrive at the alternative school with different levels of deficiencies each math teacher provides support for self-directed learning. This means that there are multiple sections of mathematics requiring support at the same time. In the alternative learning environment the student takes responsibility and proceeds at his or her own pace with individualized self-directed teaching. Teacher recorded videos has proven to be an effective method of providing on-demand learning such as evidenced by the Khan Academy model. The Mathematics Vision Project has been adopted by multiple schools throughout the country including southern California. But the curriculum was developed with the concept of a single teacher with a single curriculum. The alternative setting with multiple subjects precludes this adoption of the traditional MVP teacher.

The following videos provides an introduction (Launch) and assistance to students beginning to learn mathematics using the common core mathematical standards. This page will continued to be updated. For complete information about the Mathematics Vision Project go to www.mathematicsvisionproject.org.

CCHS MATH II – MVP Curriculum. MVP Secondary Two materials.

CCHS MATH II COURSE OVERVIEW. This video provides an introduction to the common core math using the MVP curriculum at Mountain View High School, San Jacinto, California.

CCHS MATH II – SMP OVERVIEW . An introduction to the standards for mathematical practice, the learning cycle, and self-teaching cycle for an alternative high school.

CCHS MATH II- Task 1.1. The purpose of this task is to surface ideas and representations for quadratic functions. The task is designed to elicit tables, graphs, and equations, both recursive and explicit to describe a growing pattern. The classroom discussion will focus on the growth shown in the various representations, developing the idea that quadratic functions show linear rates of change (MVP, 2015).

CCHS MATH II- Task 1.2. The purpose of this task is to solidify student understanding of quadratic functions by giving another opportunity to create a quadratic model for a context. This task introduces the idea that quadratic functions are models for the sum of a linear function, which obviously creates a linear rate of change. Again, students have the opportunity to use algebraic, numeric, and graphical representations to model a story context with a visual model (MVP, 2015).

CCHS MATH II – Task 1.3. The purpose of this task is to solidify student understanding of quadratic functions by giving another opportunity to create a quadratic model for a context. This task introduces the idea that quadratic functions are models for the sum of a linear function, which obviously creates a linear rate of change. Again, students have the opportunity to use algebraic, numeric, and graphical representations to model a story context with a visual model (MVP, 2015).

CCHS MATH II – Task 1.4. The purpose of this task is to solidify and extend student thinking about quadratic functions to include those with a maximum point. Students will use the graph of the function to discuss the domain and range of a continuous quadratic function in addition to identifying the maximum value and finding the intervals on which the function is increasing and decreasing (MVP, 2015).

CCHS MATH II – Task 1.5. The purpose of this task is to solidify and extend students understanding to a physical context. In the task, students develop a formula for the distance that an object falls in a given time t (MVP, 2015).

CCHS MATH II – Task 1.6. The purpose of this task is to compare quadratic and exponential functions by examining tables and graphs for each. They will consider rates of change for each function type in various intervals and ultimately, see that an increasing exponential function will exceed a quadratic function (MVP, 2015).

CCHS MATH II – Task 1.7. The purpose of this task is to refine student understanding of quadratic functions by distinguishing between relationships that are quadratic, linear, exponential or neither. Examples include relationships given with tables, graphs, equations, visuals, and story context. Students are asked to draw upon their understanding of representations to determine the type of change shown and to create a second representation for the relationships given (MVP, 2015).

Reference

MVP (2015). Secondary Mathematics Two. Retrieved from https://www.mathematicsvisionproject.org/secondary-mathematics-ii.html.