Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Coronado High School

  Mathematics is a tool for communication.
  It is essential to be able to communicate the reasoning used to solve problems.
  Mathematics is a tool for communication.
  It is essential to be able to communicate the reasoning used to solve problems.
  Algebra is a way of thinking.                                                        
  Functions model the real world.
  Discerning patterns is a way of understanding the world.
  Algebra is a way of thinking.                                                         
  Functions model the real world.
  Algebra is a way of thinking. 
  Functions model the real world.
  Algebra is a way of thinking.
  Functions model the real world.
  It is essential to be able to communicate the reasoning used to solve problems.
  Life is a game of chance.     
  Geometry builds our world.
  Discerning patterns is a way of understanding the world and helps us to make and test conjectures.
  Units matter.
  Precision matters.
  Proportional reasoning solves real world problems.
  Mathematics incorporates multiple problem solving strategies.
   

• Doherty High School

  Numbers have multiple representations.
  Numbers give value.
  Discerning patterns is a way of understanding numbers.
  Numbers give value.
  Numbers have multiple representations
  Mathematics is a tool for communication.
  It is essential to be able to communicate the reasoning used to solve problems.
  Mathematics is a tool for communication.
  It is essential to be able to communicate the reasoning used to solve problems.
  Algebra is a way of thinking.                                                        
  Functions model the real world.
  Discerning patterns is a way of understanding the world.
  Algebra is a way of thinking.                                                        
  Functions model the real world.
  Algebra is a way of thinking.
  Functions model the real world.
  It is essential to be able to communicate the reasoning used to solve problems.
  Informed decision-making is dependent upon the ability to understand data.
  Precision matters.
  Proportional reasoning solves real world problems.
  Using direct variation to describe real-world situations in which the dependent variable varies directly with the independent variable.
  Mathematics incorporates multiple problem solving strategies.
   

• Mitchell High School

  Numbers are ordered.
  Algebra is a way of thinking.                                                        
  Functions model the real world.
  Discerning patterns is a way of understanding the world.
  Algebra is a way of thinking.                                                        
  Functions model the real world.
  Algebra is a way of thinking. 
  Algebra is a way of thinking.
  Functions model the real world.
  Life is a game of chance.     
  Discerning patterns is a way of understanding the world and helps us to make and test conjectures.
  Units matter.
  Precision matters.
  Proportional reasoning solves real world problems.
  Mathematics incorporates multiple problem solving strategies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• Coronado High School

  Why is your answer reasonable?
  What does that number mean? 
  What gives a number value? 
  How do you know what an answer looks like before you solve the problem?
  How is math a universal language?   
  How would you learn math without a math teacher?
  How do you read mathematical stuff? 
  What's your problem?
  What's in your toolbox?
  How close is close enough?
  How would you communicate the solution to a problem to an alien?   
  How can you convince a total stranger (who dislikes you) that you are right?
  How are functions used to model data?
  In what ways can we use mathematical thinking to model real world situations?
  How do you know that your model is a good one?
  How are linear and non-linear functions similar and different?         
  In what ways can you represent a function?                                                                                            
  Why would you represent a function in multiple ways?
  What stories can this graph tell?                  
  How is looking at graphs, tables and other graphics a way of reading?
  What is in your toolbox?           
  What is the appropriate tool?
  When does nothing mean something?
  How is algebra generalized arithmetic?
  What is so special about lines?                                                   
  How does changing the numbers change the story?
  How could you make a picture of the solution?
  How does algebra help make more sense of geometry?
  How is math a universal language?   
  How would you learn math without a math teacher?
  How do you see the future?
  How can data be used to mislead/ manipulate people?
  How lucky do you feel?                            
  How do you count?
  Should we play the lottery?                       
  What's luck got to do with it?
  How can something change and stay the same?                                                                  
  How do you morph?
  How do you measure something? 
  How is geometry related to everything?    
  How is the triangle the essential building block for everything?   
  What purposes do measurements serve?
  Why did the tortoise beat the hare?
  Can an ant really lift a house?                         
  How real is Barbie?
   

• Doherty High School

  In what ways can you represent a number?
  What purposes do numbers serve?                               
  How big or small are numbers?
  What is the power of powers?
  How is math a universal language?   
  How would you learn math without a math teacher?
  How do you read mathematical stuff? 
  What's your problem?
  What's in your toolbox?
  How close is close enough?
  How would you communicate the solution to a problem to an alien?   
  How can you convince a total stranger (who dislikes you) that you are right?
  How are functions used to model data?
  In what ways can we use mathematical thinking to model real world situations?
  How do you know that your model is a good one?
  How are linear and non-linear functions similar and different?         
  In what ways can you represent a function?                                                                                            
  Why would you represent a function in multiple ways?
  What stories can this graph tell?                   
  How is looking at graphs, tables and other graphics a way of reading?
  What is in your toolbox?           
  What is the appropriate tool?
  What does the solution look like?                                     
  Describe how you would stand on two streets at once?                                                  
  How can we find an input so that our two functions give the same output?
  What is so special about lines?                                                   
  How does changing the numbers change the story?
  How could you make a picture of the solution?
  How is math a universal language?   
  How would you learn math without a math teacher?
  How can questions be used to mislead/ manipulate people?
  How do you see the future?
  What is the best way to display data to support your cause or make a point? 
  How can data be used to mislead/ manipulate people?
  How do you predict the unknown? 
  What is the trend?
  Does the data show a relationship?
  What is the relationship?
  What does it mean to be average?
  What do you expect? 
  Why did the tortoise beat the hare?
  Can an ant really lift a house?                         
  How real is Barbie?
  What change(s) in x results in  change(s) in y?
  What is in your toolbox?
  What is the appropriate tool?
   

• Mitchell High School

  Place #'s on a number line.  Use inequality symbols appropriately.
  How are functions used to model data?
  In what ways can we use mathematical thinking to model real world situations?
  How do you know that your model is a good one?
  How are linear and non-linear functions similar and different?         
  In what ways can you represent a function?                                                                                            
  Why would you represent a function in multiple ways?
  What is in your toolbox?           
  What is the appropriate tool?
  What does the solution look like?                                     
  Describe how you would stand on two streets at once?                                                  
  How can we find an input so that our two functions give the same output?
  When does nothing mean something? 
  What is so special about lines?                                                   
  How does changing the numbers change the story?
  How could you make a picture of the solution?
  How do you see the future?
  How do you predict the unknown? 
  What is the trend?
  How lucky do you feel?                            
  How do you count?
  Should we play the lottery?                       
  What's luck got to do with it?
  How do you measure something? 
  What purposes do measurements serve?
  Why did the tortoise beat the hare?
  Can an ant really lift a house?                         
  How real is Barbie?
  What is in your toolbox?
  What is the appropriate tool?

Highest Frequency Standards

High Frequency Standards
Other Standards & E-skills

Standard X: Standard
Highest Frequency Standard
High Frequency Standard
Other standards or E-Skills

Standard X: Standard
Highest Frequency Standard
High Frequency Standard
Other standards or E-Skills

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

• Example Unit 1 for Algebra 3 
• Example Unit 2 for Algebra 3 
• Example Unit 3 for Algebra 3