Transcript Presentation July 15

Moving
Advanced Functions and Modeling
into the
st
21
Century
Jodie Kinkaid
Broughton High School – Wake County Public Schools
WHY IS AFM CHANGING?
A committee was created several years ago to redesign the 4th math
courses in anticipation of avoiding an overlap between the Common
Core Standards and the old standards. A decision was put on hold
while NCDPI reviews the curriculum and makes a decision about the
adoption of the Common Core Standards and the future of
mathematics in North Carolina.
A group of WCPSS teachers met in the spring to address the need to
adapt the AFM curriculum to the Common Core Standards.
WHAT IS STAYING THE SAME?
 Triangle Trigonometry – we want to reinforce this topic for those students who struggled
with it in Math II and III
 Circular Trigonometry – students worked in mostly degrees in Math II and III; we will use
mostly radians
 Probability – reinforce basics before teaching the Binomial Theorem
 Exponential and Logarithmic Functions – reinforce for students who will take Pre-Calculus in
high school and any math course in college
 Normal Distribution – we will expand on analysis and link to Binomial Distribution
WHAT ARE THE MAJOR OVERLAPS?
A large number of topics in AFM have already been taught in Math II and
Math III. This allows us the time to teach topics that were cut from the
curriculum during the transition to the Common Core Standards, never in the
AFM curriculum, and extend on topics taught in previous courses.
Sequences and Series
Polynomials
Data Collection and Regression
WHAT DO WE NEED TO ADD?
With the overlap of so many topics, we now have room to teach content
that is needed for courses beyond AFM, expand on topics that will be seen
in AP Statistics, and address financial topics to encourage financial literacy
amongst our students.
Matrices
Binomial Probability and Normal Distribution
Financial Math
21ST CENTURY SKILLS
FINANCIAL
MATH
DIDN’T WE USED TO TEACH THIS?
 Consumer Math
 Tech Math I
 Tech Math II
With the adoption of Future Ready and Common Core,
these courses were phased out.
WHY DON’T WE TEACH MONEY IN MATH CLASS?
 We have a Personal Finance course.
 We are not the “experts” on financial matters.
 Talks about money should be done at home, not at school.
 Students do not have the life experience to understand mortgages.
While many teachers voice a concern about teaching “money matters,”
we can teach them the math behind the decision making.
WHAT FINANCIAL MATH CAN WE TEACH?
 Simple and Compound Interest
 Interest-Bearing Savings Accounts
 Credit Card Purchase and Payments
 Pay-day Loans/Cash Advances
 Car Loans and Payments
 Mortgage Loans and Payments
 APR
In addition, we can teach students to use spreadsheet programs like Excel to teach students these
calculations. Many community college math courses are using Excel instead of a calculator.
WHAT RESOURCES WILL I HAVE?
 For WCPSS, each teacher will be given a copy of the textbook Transition to College
Mathematics and Statistics by McGraw-Hill.
 TCMS-Tools is a free java-based application to supplement your lessons.
 The State Employees’ Credit Union will come speak in your classroom.
 Each WCPSS school is assigned a financial advisor after October 1, and could come speak to
your classes.
 If you contact a mortgage broker, he/she should be willing to come speak.
 We hope to establish a Google Docs group to share resources for the Financial Math
components of AFM.
SAMPLE INVESTIGATION
Credit cards are something that most students are familiar with, but do not
necessarily understand the math behind it. As they go off to college, and sign
up for a high-interest credit card to get a free t-shirt, we can teach them to
understand the math behind their purchase before the statement comes and
the reality of finance charges sets in.
ARTICLES
The Smart Way to Teach Children About Money
Is it a Mistake to Try to Teach Financial Literacy in High School?
QUESTIONS?