Washington - Kansas City, Kansas Public Schools
Washington - Kansas City, Kansas Public Schools Washington - Kansas City, Kansas Public Schools
III. Data Disaggregation by Demographics -- continued -- Based on the site data, identify your building Mathematics Goal A minimum of 64.6% of the whole population and each of the subgroups, to include Free/Reduced Lunch students, students with IEPs, African-American students, caucasian students, males, and females, will perform at least at the proficiency level or show gains to make safe harbor or the confidence levels on the Kansas State Mathematics Assessment. Identify the relevant State Standards and Indicators the site will focus on based on the building Mathematics Goal NUMBER Number Systems Properties Knowledge: The student names, uses, and describes these properties with the real number system and demonstrates theirmeaning including the use of concrete objects: a. commutative, associative, distributive, and substitution properties b. identity properties for addition and multiplication and inverse properties of addition and multiplication c. symmetric property of equality d. addition and multiplication properties of equality e. zero product property Estimation Real World Estimation: The student adjusts original rational number estimate of a real-world problem based on additional information (a frame of reference) Computation Formula Applications: The student generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures (addition, subtraction, multiplication, division, roots, and powers excluding logarithms), and mathematical concepts with: a. applications from business, chemistry, and physics that involve addition, subtraction, multiplication, division, squares, and square roots when the formulas are given as part of the problem and variables are defined, b. volume and surface area given the measurement formulas of rectangular solids and cylinders, c. application of percents ALGEBRA Variables Systems of Equations Knowledge: The student solves systems of linear equations with two unknowns using integer coefficients and constants. Linear Equations and Inequalities Applications: The student represents and/or solves real-world problems with linear equations and inequalities both analytically and graphically. Functions Knowledge of Graphs of Linear Functions: The student recognizes how changes in the constant and/or slope within a linear function changes the appearance of a graph. Analysis of Real-world Linear Function Applications: The student interprets the meaning of the x- and y- intercepts, slope, and/or points on and off the line on a graph in the context of a real-world situation Page 24 of 50 -- Kansas City, Washington High School --
GEOMETRY Figures Applications of the Pythagorean Theorem: The student solves real-world problems by applying the Pythagorean Theorem Tranformational Analysis of Changes Made to Perimeter, Area and Volume: The student analyzes the impact of transformations on the perimeter and area of circles, rectangles, and triangles and volume of rectangular prisms and cylinders, Algebraic Perspective Equations of Parallel and Perpendicular Lines: The student finds and explains the relationship between the slopes of parallel and perpendicular lines Changing Linear Equations to Slope-Intercept Form: The student recognizes the equation of a line and transforms the equation into slopeintercept form in order to identify the slope and y-intercept and uses this information to graph the line. DATA Probability Probability and Odds: The student explains the relationship between probability and odds and computes one given the other. Statistics Effects of Outliers: The student explains the effects of outliers on the measures of central tendency (mean, median, mode) and range and interquartile range of a real number data set. Line of Best Fit: The student approximates a line of best fit given a scatter plot and makes predictions using the graph or the equation of that line. Data Analysis: The student uses data analysis (mean, median, mode, range, quartile, interquartile range) in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to develop convincing arguments from these data displays: a. frequency tables; b. bar, line, and circle graphs; c. Venn diagrams or other pictorial displays; d. charts and tables; e. stem-and-leaf plots (single and double); f. scatter plots; g. box-and-whiskers plots; h. histograms. -- Kansas City, Washington High School -- Page 25 of 50
- Page 1 and 2: HIGH SCHOOL Please submit to: Conni
- Page 3 and 4: Part IA. COLLABORATION AND PLANNING
- Page 5 and 6: IB. DATA ANALYSIS READING Compare h
- Page 7 and 8: 10th Grade 1.4.11 (Author's Purpose
- Page 9 and 10: Since only 19 freshmen were test in
- Page 11 and 12: -- Kansas City, Washington High Sch
- Page 13 and 14: -- Kansas City, Washington High Sch
- Page 15 and 16: Washington High School Percent of S
- Page 17 and 18: II. Data Disaggregation by Demograp
- Page 19 and 20: Reading Targets based on the Kansas
- Page 21 and 22: F. Motivation G. Other SCIENTIFICAL
- Page 23: Kansas City, Kansas School Improvem
- Page 27 and 28: G. Other SCIENTIFICALLY BASED RESEA
- Page 29 and 30: Describe what your school will impl
- Page 31 and 32: V. PROFESSIONAL DEVELOPMENT FOR SCI
- Page 33 and 34: By having Wednesday in-service time
- Page 35 and 36: Describe the school’s teacher-men
- Page 37 and 38: VI. HIGHLY QUALIFIED STAFF How wil
- Page 39 and 40: District Policy - Parent/Community
- Page 41 and 42: VIII. TEACHER INVOLVEMENT Describe
- Page 43 and 44: X. ASSISTANCE TO STUDENTS IN NEED
- Page 45 and 46: XII. COLLABORATION AND INTEGRATION
- Page 47 and 48: Parents were encouraged to become a
- Page 49 and 50: opportunities to connect their lear
GEOMETRY<br />
Figures<br />
Applications of the Pythagorean Theorem: The student solves real-world problems by applying the Pythagorean Theorem<br />
Tranformational<br />
Analysis of Changes Made to Perimeter, Area and Volume: The student analyzes the impact of transformations on the perimeter and area<br />
of circles, rectangles, and triangles and volume of rectangular prisms and cylinders,<br />
Algebraic<br />
Perspective Equations of Parallel and Perpendicular Lines: The student finds and explains the relationship between the slopes of parallel<br />
and perpendicular lines<br />
Changing Linear Equations to Slope-Intercept Form: The student recognizes the equation of a line and transforms the equation into slopeintercept<br />
form in order to identify the slope and y-intercept and uses this information to graph the line.<br />
DATA<br />
Probability<br />
Probability and Odds: The student explains the relationship between probability and odds and computes one given the other.<br />
Statistics<br />
Effects of Outliers: The student explains the effects of outliers on the measures of central tendency (mean, median, mode) and range and<br />
interquartile range of a real number data set.<br />
Line of Best Fit: The student approximates a line of best fit given a scatter plot and makes predictions using the graph or the equation of<br />
that line.<br />
Data Analysis: The student uses data analysis (mean, median, mode, range, quartile, interquartile range) in real-world problems with<br />
rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to<br />
develop convincing arguments from these data displays:<br />
a. frequency tables;<br />
b. bar, line, and circle graphs;<br />
c. Venn diagrams or other pictorial displays;<br />
d. charts and tables;<br />
e. stem-and-leaf plots (single and double);<br />
f. scatter plots;<br />
g. box-and-whiskers plots;<br />
h. histograms.<br />
-- <strong>Kansas</strong> <strong>City</strong>, <strong>Washington</strong> High School --<br />
Page 25 of 50
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