Your submissions for each of the three standards should be formatted into

four different sections:

1. Type out the standard and identify the source of the standard.
2. Identify how you could integrate global education into each standard.
3. Cite specificTGC course materials that you used to modify the standards.
4. Suggest a formative or summative assessment for the standard revisions.
Post your work to this folder as an assignment
F.IF.4: For a function that models a relationship between two quantities, interpret key
features of graphs and tables in terms of the quantities, and sketch graphs showing
key features given a verbal description of the relationship. Key features include:
intercepts; intervals where the function is increasing, decreasing, positive, or
negative; relative maximums and minimums; symmetries; end behavior; and
periodicity.

This standard includes looking at models of exponential relationships. One

way of incorporating global education into this standard would be to
investigate the Ebola epidemic in Western Africa. Students could use a simple
exponential model to compare and contrast the effects of different
transmission rates on a population and develop an understanding about the
characteristics of exponential growth.
Students will need to use technology and internet in order to be able to show
the graphical models but also to look up to see how the students model
compares to that of the models that have already been presented. I would
ideally want to have students be involved in some type of discussion forum
where they answer questions and help each other make sense of the data.
The resources listed on the technology toolkit by Sara Krakauer is a great
resources for incorporating this technology and finding interesting ways of
engaging my students in dialogue
One formative assessment would be to test the students on what the
characteristics of an exponential graph looks like and what are the key points
of interest on the graph. In addition, students would be given a sample graph
and be asked to identify certain key points about the graph and talk about
what the data means at any particular point.

F.IF.5: Relate the domain of a function to its graph and, where applicable, to the
quantitative relationship it describes. For example, if the function h gives the
number of person-hours it takes to assemble n engines in a factory, then the
positive integers would be an appropriate domain for the function.

This standard relates more to quadratic functions and their graphical representations in
real-world situations. One way of integrating global education would be to have students
think of a need that a specific city/culture/town has and develop a business that surrounds
making profit out of supplying for a specific demand. Students could compare their cost
of production to their profit and calculate how much they will sell their product for in
order to maximize profit.
I looked at the global competency book (chapter 4 and 5) and took into account that I
would want to have my students recognize other perspectives in order to determine a
need in a specific city/town/pueblo and I want them to be able to communicate their ideas
to their group members and the whole class.
As a summative assessment, I would want to give my students a scenario where they
must calculate the maximum profit based on the production cost.

S-ID. 1-3: Represent data with plots on the real number line (dot plots,
histograms, and boxplots). Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and spread (interquartile range,
standard deviation) of two or more different data sets. Interpret differences in
shape, center, and spread in the context of the data sets, accounting for
possible effects of extreme data points (outliers).

These standards include being able to represent a set of data graphically,

and being able to interpret differences in shape, center and spread in the
context of the data sets. One way of incorporating a global issue would be
to have students collect data about weather, hurricanes or even
percentage of waste in a country and how it compares to others. Students
could also compare wages of workers for the last 10 years and compare
them to the wages of other countries.
I also looked at the Global Competency book for this standard and saw a
connection with chapter 3 where students investigate the world. Often
times, weather and wages have a huge effect on the lifestyles of people. It
often determines what is readily available during a specific season,
whether food can be harvested, how much drinkable water is available
and even where people are living. Students could look up this data and
make inferences about the effect is has on peoples lives in whichever
area they investigate.
As a formative assessment, I would give students a set of data where they
would then have to both graph and interpret the graphs. Students would
be required to calculate mean and compare two different sets of data.