Common Core Transition | Identify gaps and areas of need Strategic planning for successful transition |

Math Integration | Table Cell |

Curriculum Audit | Table Cell |

Table Cell | Table Cell |

Table Cell | Table Cell |

Table Cell | Table Cell |

FIND 1-4 and put back and add to Our Approach

Our thematic units can be used as a stand-alone program or incorporated into existing curricula. Either way, Math

Math

ADD

Our thematic units can be used as a stand-alone program or incorporated into existing curricula. Either way, Math

*Action*encourages students to use math as a powerful lens to make connections, examine data, and analyze systems.*For example, when exploring population, MathAction students go far beyond developing large-number sense and plotting growth curves. Students examine factors that contribute to the growth and decline of populations, such as birth and death rates, migration and immigration patterns and environmental constraints. We investigate the distribution of populations, examine historical trends of population change, calculate rates of change, and use various mathematical models to predict the world’s future population. In this context, we discuss the consequences (positive and negative) of population change and debate public policies that regulate population growth.*Math

*Action*also provides custom support for school-wide math integration. The program can look different in each learning environment, from an “applied math” program to a weekly interdisciplinary learning block to advanced math classes to a whole school reform.ADD

**CHECK THIS OUT**

What number are you among 7 billion other humans?

http://news.nationalgeographic.com/news/2011/10/111031-population-7-billion-earth-world-un-seven/

http://populationaction.org/Articles/Whats_Your_Number/Summary.php

There are now 7 billion people on this planet. Obviously, you are one of those 7 billion…but which one specifically? Now, you can find out…sort of. The British Broadcasting Corporation (BBC online) has come up with a way of knowing your number just by knowing your birthday…

CLICK THIS LINK TO FIND OUT:

When I was born, I was the 3,xxxxxxxxxth person alive on Earth.

The 77,xxxxxxx th person to have lived since history began.

Do you want to find out where you rank? It’s easy… simply click on this BBC link and enter your birth date.

http://populationaction.org/Articles/Whats_Your_Number/Summary.php

There are now 7 billion people on this planet. Obviously, you are one of those 7 billion…but which one specifically? Now, you can find out…sort of. The British Broadcasting Corporation (BBC online) has come up with a way of knowing your number just by knowing your birthday…

CLICK THIS LINK TO FIND OUT:

When I was born, I was the 3,xxxxxxxxxth person alive on Earth.

The 77,xxxxxxx th person to have lived since history began.

Do you want to find out where you rank? It’s easy… simply click on this BBC link and enter your birth date.

## Sample Work

PUT THREE samples that do not look like worksheets

debate- from creating balance

gini coeficient

materials that led to a debate- One picture of the kids and

students

to prepare for this discussion

big numbers

GDP

common core

Here are samples of student work from a thematic unit on population. These were created by seventh grade students in an urban public school in California.

Why would the maps of the same place at the same time be different?

debate- from creating balance

gini coeficient

materials that led to a debate- One picture of the kids and

students

to prepare for this discussion

big numbers

GDP

common core

Here are samples of student work from a thematic unit on population. These were created by seventh grade students in an urban public school in California.

Why would the maps of the same place at the same time be different?

## Math*Action*

* Transforms isolated students conducting math functions and practices into a community of learners striving to deepen their understanding of topics they genuinely care about – while at the same time learning math

* Integrates the study of mathematics and the social world in a way that makes learning more compelling, and encourages students to explore issues that are meaningful to them

* Develops young people’ capacity to address complex real-life 21st century challenges that do not necessarily have definitive solutions, such as environmental issues, human rights, and globalization

Math*Action *Students** **

* Use mathematics to describe, analyze and evaluate social situations, evaluate primary and secondary sources, and make predictions and generalizations

* Explore mathematical uncertainty and ethics, and understand that there is not always one solution, but rather multiple options with tradeoffs

* View mathematics as a lens to understand the world: history, social studies, sociology, statistics, and science, and develop the appropriate mathematical language to communicate their ideas

Math*Action** *Teachers

* Participate with students in the process of mathematical inquiry, distinguishing between the precision of the mathematics and the inevitable ambiguities of complex social problems

* Get support from a personal coach and an online community of learners who recognize the need for a more holistic, critical thinking approach to teaching math, and who share ideas and resources

* See their students experience the power of mathematical thinking as they explore ways to solve real-world issues

If the world population lived in one country/city how large would that city need to be if it was dense like....?

if the world's population lived like....http://persquaremile.com/2012/08/08/if-the-worlds-population-lived-like/

if the world's population lived like....http://persquaremile.com/2012/08/08/if-the-worlds-population-lived-like/