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Impact on Student LearningHudson Middle SchoolMathematicsSeventh GradeTina R. SmithCI 4490 - Dr. Holly ThorntonFall Semester 2013School Information:Hudson Middle SchoolCaldwell County SchoolsWebsite: : Bill GriffinSupervising Teacher: Mrs. Laura BeckLearning Goals and ObjectivesStudents will be able to apply and extend previous understanding of operations with addition, subtraction, multiplying, and dividing with algebraic expressions and equations.Students will be able to understand situations using opposite quantities that combine to make zero.Students will be able to apply strategies of orders of operations with positive and negative integers with algebraic expressions and equations.Students will be able to apply previous understanding with multiplication with positive and negative integers in applying to the distributive property.Students will be able to use rational numbers (positive and negative integers) within real-world context.Students will be able to understand quotients with positive and negative integers and interpret within real-world context.Students will be able to apply previous knowledge of properties of operations with adding, subtracting, multiplying, and dividing positive and negative integers.Students will be able to solve multi-step mathematical problems using positive and negative integers as whole numbers, fractions, and decimals.Students will be able to convert between different numerical forms (change from fraction to decimal).Students will be able to recognize relationships between equations and proportional relationships. Students will be able to apply previous knowledge to convert integers into decimal form of rational numbers and recognize when a number doesn't terminate and becomes an irrational number. Students will be able to use properties of operations to generate, solve, and simplify equivalent expressions.Students will be able to use variables to represent quantities within equations and expressions.Students will be able to solve for variables in equations and simplify variables in expressions.Students will be able to interpret the representations of variables within real-world problems.Students will be able to write algebraic equations using variables that represent both positive and negative integers.North Carolina Common Core Standards: Mathematics7.NS " CITATION Com1 \l 1033 (Common Core State Standards Initiative)Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: rational numbers, integers, additive inverse CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.NS.2 "Students understand that multiplication and division of integers is an extension of multiplication and division of whole numbers. Students recognize that when division of rational numbers is represented with a fraction bar, each number can have a negative sign. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.NS.2a "Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.NS.2b "Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.NS.2c "Apply properties of operations as strategies to multiply and divide rational numbers CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.NS.2d "Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.RP.2 "Recognize and represent proportional relationships between quantities. Students’ understanding of the multiplicative reasoning used with proportions continues from 6th grade. Students determine if two quantities are in a proportional relationship from a table. Fractions and decimals could be used with this standard CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.RP.2.b "Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.EE "Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision with this cluster are: coefficients, like terms, distributive property, factor CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.EE.1 " Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. This is a continuation of work from 6th grade using properties of operations (table 3, pg. 90) and combining like terms. Students apply properties of operations and work with rational numbers (integers and positive / negative fractions and decimals) to write equivalent expressions CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.EE.2 "Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” Students understand the reason for rewriting an expression in terms of a contextual situation. For example, students understand that a 20% discount is the same as finding 80% of the cost, c (0.80c) CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.EE.3 "Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers CITATION Com1 \l 1033 (Common Core State Standards Initiative)."7.EE.4a "Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width CITATION Com1 \l 1033 (Common Core State Standards Initiative)?"North Carolina Mathematics Standards for Mathematical PracticeCCSS.Math.Practice.MP1?Make sense of problems and persevere in solving them."Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches CITATION Com \l 1033 (Common Core State Standards Initiative)."CCSS.Math.Practice.MP2?Reason abstractly and quantitatively."Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to?decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to?contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects CITATION Com \l 1033 (Common Core State Standards Initiative)."CCSS.Math.Practice.MP5?Use appropriate tools strategically."Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts CITATION Com \l 1033 (Common Core State Standards Initiative)."CCSS.Math.Practice.MP6?Attend to precision."Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions CITATION Com \l 1033 (Common Core State Standards Initiative)."CCSS.Math.Practice.MP7?Look for and make use of structure."Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression?x2?+ 9x?+ 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x?–?y)2?as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers?x?and?y CITATION Com \l 1033 (Common Core State Standards Initiative)."CCSS.Math.Practice.MP8?Look for and express regularity in repeated reasoning."Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y?– 2)/(x– 1) = 3. Noticing the regularity in the way terms cancel when expanding (x?– 1)(x?+ 1), (x?– 1)(x2?+?x+ 1), and (x?– 1)(x3?+?x2 +?x?+ 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results CITATION Com \l 1033 (Common Core State Standards Initiative)."The classroom set-up in my cooperating teacher's classroom has students setting in pods of four. Students are kept on a points discipline charting system to encourage positive behavior and collaboration. Points are given to each color coded group for all students having their homework from the day before, for correctly answering questions during instruction time, raising their hands and not blurting out answers, when good behavior is recognized and noted in praise and other group related positive behavior. Students can also lose points by not following directions, when all students within the group does not have their homework from the previous day, individual and group defiance, for talking during times when group activities are not occurring and other bad or disruptive behavior. Each day the students in Mrs. Laura Beck's classroom start their morning with solving and/or answering a "Bell Ringer" content/standard related math problem or question. Every bell ringer relates back to the concept taught the day before. They are given about five minutes to get into class and get settled and come up with a solution to the bell ringer as a group. While they are working on this, I walk around the classroom to check for progress (informative assessment) and seeing what ideas they come up with and the different ways it can be answered. When a group is having difficulty, I help guide them in the right direction. This daily bell ringer challenge links well to CCSS.Math.Practice.MP1: Make sense of problems and preserve in solving them.During this internship experience, students gained knowledge in working with algebraic expressions, equations, and distributive property. All of these concepts were given to the students in various forms and formats. While deciphering word problems, students have to be able to make sense of the information given and determine the relationships between quantities. The use of word problems and all algebraic concepts require quantitative reasoning skills with knowing all properties of operations. The use of world problems and algebraic concepts easily falls under CCSS.Math.Practice.MP2.With parts of the EOG being calculator active, calculators are used frequently in seventh grade. However, when I first stepped into this classroom, Mrs. Beck was having a difficult time getting these students to understand combining like terms with expressions. This is when I took over the classroom for the next four weeks. I noticed the students were having a lot of difficulty with adding and subtracting positive and negative integers. Mrs. Beck and I discussed at the start about whether to let the students work with calculators. She and I both agreed that it seemed best to not allow them to use calculators until they completely understand and can properly combine positive and negative integers with combining like terms. This was a challenge because students are so accustom to using calculators to do simple tasks like add, subtract, divide and multiply that it is hindering their ability to easily do simple math calculations mentally without the use of a calculator. I located and printed off a simple integers rule chart and gave it to all the students. I went over it with them thoroughly by using examples on the board. On each desk in the classroom, Mrs. Beck has taped a multiplication chart and a number line with positive and negative numbers on it stretching from -30 to +30. During my entire time teaching, these were the common tools used in the classroom. The use of tools aligns with CCSS.Math.Practice.MP5: Use appropriate tools strategically.I am a faithful advocate for peer/pair teaching and it was wonderful when I first walked into Mrs. Beck's classroom and seen her student's desk grouped in pods of fours. I honestly believe that collaborative reasoning is a helpful tool for any level of learner. Most classrooms are filled with diverse learners who's skills are brought to life when certain situations allow it to. With middle grade adolescent students, social connections and social climates allow them to be engaged as active participants in learning. It is difficult for many people to be put on the spot by being called out from a group to speak as an individual. Communication is one of the keys to being a proficient learner, teacher, student, friend, parent, child, coworker, leader, etc. During times of collaborative learning, discussion with others allows them the comfortable opportunity to express their own reasoning by sharing or learning math content. When students collaborate with other students, they are more tentative to being precise and clear with corresponding to questions and problems. These collaborative skills are examples of CCSS.Math.Practice.MP6: Attend to bining like term, evaluating expressions, solving one-step equations, solving two-step equations, solving multi-step equations, and using the distributive property are ways students sort and combine math terms while using variables in an algebraic setting. Students must proficiently look deeply at patterns or structure. Shifting perspectives with solving problems and seeing how one grouping of numbers can be grouped another way with the same outcome. Students need to be able to notice that 7x5+7x3 is the same as 35+21 just by visual recognition. When students are able to properly organize, structure and see patterns they are on their way to mastering CCSS.Math.Practice.MP7: Look for and make use of structure.On my last two days of teaching I allowed the student to use calculators since we had moved into writing equations by way of word problems. Writing equations requires students be proficient in recognizing if calculations are repeated and if any shortcuts can be made by simplifying or combining like terms. In word problems it is necessary first decipher which information is important and which information is irrelevant. By way of reasoning, students should be able to adequately locate the important information and determine the equation or the needed information to solve the problem . Students use their evaluation skills and reason to solve for the variable. This process is an example of CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.21st Century Content and Skills21st century content and skill includes a variety of faculties and tools. One commonly considered 21st century tool is computer related technology. Hudson Middle School has a vast amount of technological tools in place for both students and teachers. For student use there are two mobile iPad labs containing twenty-five iPads each, four Chrome book mobile labs with twenty-five each, one Study Island classroom lab with twenty-eight desk top computers and two other classroom computer labs with a mixture of laptops and desktops computers in each of them. Teachers can sign up to use any of these lab and are encouraged to use them frequently. In August 2013, Caldwell County Schools adopted the "Responsible Use of Personally Owned Devices." A section of the policy states, " As new technologies emerge, they provide many positive educational benefits for classroom instruction. To enhance technology in the schools, students and staff may “Bring Your Own Technology” (B.Y.O.T). To encourage B.Y.O.T., Caldwell County Schools will allow use of personally owned devices on our guest network and school grounds for students and staff. At all times such use shall adhere to Board policies 3225/4312/7320, Technology Responsible Use, and 3226/4205, Internet Safety." This policy allows students and staff to use their own personal devices to For the purposes of this policy, a “personally owned device” shall include all existing and emerging technological devices that can take photographs; record audio or video; input text; upload and download media; and transmit or receive messages or images. This policy applies during the school day or when students are engaged in instructional activities on school grounds" CITATION Cal1 \l 1033 (Caldwell County School Board). Each classroom is equipped with an overhead projected document camera that can display documents, both computerized and on paper, internet web pages on a pull down screen at the front of the classroom. The television that is used daily to play Channel One News can also be displayed through the overhead projected document camera. Mrs. Laura Beck, my cooperating teacher, keeps her classroom pleasantly structured and while maintaining a consistent daily routine. At the beginning of each day, Channel One News is played in every classroom during homeroom. At the end of homeroom, first block of science would begin followed by two back to back blocks of math and then another science. As each class change occurred, the daily agenda is displayed that first displays a content related "Bell-ringer Question of the day." These bell ringer questions were actually coincide with essential questions but rather than calling them essential questions, the grade level teams chose to call them bell ringer question to make them more appealing to the students. This use of technology is an excellent way to engage students and inform them about the daily agenda and goals. During that first five minutes of class while students are working on the bell ringer question, this gave me enough time to reorganize for class. Technology really is not a 21st century skill but rather a 21st century tool. 21st century skills on the other hand are actually the tools and skills students need to be successful during this 21st century era. Critical thinking, problem solving, creativity, innovations, communication, collaboration, visual literacy, scientific and numerical literacy, cross-disciplinary thinking, basic literacy, information literacy, media literacy, technology literacy, global awareness, financial, economic, business, entrepreneurial literacy, civic literacy, health literacy, environmental literacy, life and career skills, flexibility and adaptability, being initiative and self directed, having social and cross-cultural skills, productivity, accountability, leadership, and responsibility, etc.; this list could go on continually. Using 21st century skills is indisputability a teachers way of tapping and utilizing the skills within the students; at times, even teaching and finding those skills.The chart below communicates various 21st century skills into relatable categories giving description of each skill CITATION Env \l 1033 (Environmental Literacy Council Framework). While in the mathematics classroom, I was not able to utilize all the skills in the chart below, but the ones that I utilized the most were, critical thinking and problems solving, creativity and innovation, communication and collaboration, visual literacy, scientific and numerical literacy, cross disciplinary thinking, basic literacy, information literacy, media literacy, information, communications and technology literacy, flexibility and adaptability, initiative and self direction, social and cross cultural skills, productivity and accountability, and leadership and responsibility. However, when I start my student teaching working in both math and science content areas, I will use almost all of these skills when teaching both content areas.21st CENTURY SKILLSLearning and Innovation SkillsCRITICAL THINKING AND PROBLEM SOLVINGReason EffectivelyUse various types of reasoning (e.g., inductive, deductive, etc.) as appropriate to the situationUse Systems ThinkingAnalyze how parts of a whole interact with each other to produce overall outcomes in complex systemsMake Judgments and DecisionsEffectively analyze and evaluate evidence, arguments, claims and beliefsSynthesize and make connections between information and argumentsAnalyze and evaluate major alternative points of viewReflect critically on learning experiences and processesInterpret information and draw conclusions based on the best analysisSolve ProblemsSolve different kinds of non-familiar problems in both conventional and innovative waysIdentify and ask significant questions that clarify various points of view and lead to better solutions CREATIVITY AND INNOVATIONThink CreativelyUse a wide range of idea creation techniques (such as brainstorming)Elaborate, refine, analyze, and evaluate ideas in order to improve and maximize creative effortsCreate new and worthwhile ideas (both incremental and radical concepts)Demonstrate imagination and curiosityBe open and responsive to new and diverse perspectives; incorporate group input and feedback into the workWork Creatively with OthersDevelop, implement, and communicate new ideas to others effectivelyDemonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasView failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakesImplement InnovationsAct on creative ideas to make a tangible and useful contribution to the field in which the innovation will occurCOMMUNICATION AND COLLABORATIONCommunicate ClearlyListen effectively to decipher meaning, including knowledge, values, attitudes, and intentionsArticulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contextsUtilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impactUse communication for a range of purposes (e.g., to inform, instruct, motivate, and persuade) and in diverse environments (including multi-lingual)Collaborate with OthersDemonstrate ability to work effectively and respectfully with diverse teamsAssume shared responsibility for collaborative work, and value the individual contributions made by each team memberExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalVISUAL LITERACYDemonstrate the ability to interpret, recognize, appreciate, and understand information presented through visible actions, objects and symbols, natural or man-made2SCIENTIFIC AND NUMERICAL LITERACYDemonstrate ability to reason with numbers and other mathematical conceptsDemonstrate the capacity to pose and evaluate scientific arguments based on evidence and to apply conclusions from such arguments appropriatelyCROSS-DISCIPLINARY THINKINGApply knowledge, attitudes, behaviors, and skills across disciplines in appropriate and effective waysBASIC LITERACYDemonstrate the ability to use language to read, write, listen, and speakInformation, Media and Technology SkillsINFORMATION LITERACYAccess and Evaluate InformationEvaluate information critically and competentlyAccess information efficiently (time) and effectively (sources)Use and Manage InformationUse information accurately and creatively for the issue or problem at handManage the flow of information from a wide variety of sourcesApply a fundamental understanding of the ethical/legal issues surrounding the access and use of informationMEDIALITERACYAnalyze MediaExamine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviorsUnderstand both how and why media messages are constructed and for what purposesApply a fundamental understanding of the ethical/legal issues surrounding the access and use of mediaCreate Media ProductsUnderstand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environmentsUnderstand and utilize the most appropriate media creation tools, characteristics, and conventionsICT (INFORMATION, COMMUNICATIONS AND TECHNOLOGY) LITERACYApply Technology EffectivelyUse digital technologies (e.g., computers, PDAs, media players, GPS, etc.), communication/networking tools, and social networks appropriately to access, manage, integrate, evaluate, and create information to successfully function in a knowledge economyUse technology as a tool to research, organize, evaluate, and communicate informationApply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies21st Century ThemesGLOBAL AWARENESSLearn from and work collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contextsUse 21st century skills to understand and address global issuesUnderstand other nations and cultures, including the use of non-English languagesFINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACYUnderstand the role of the economy in societyDemonstrate the ability to make appropriate personal economic choicesApply entrepreneurial skills to enhance workplace productivity and career optionsCIVIC LITERACYExercise the rights and obligations of citizenship at local, state, national, and global levelsParticipate effectively in civic life through knowing how to stay informed and understanding governmental processesUnderstand the local and global implications of civic decisionsHEALTH LITERACYUnderstand preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reductionObtain, interpret, and understand basic health information and services and use such information and services in ways that enhance healthUse available information to make appropriate health-related decisionsEstablish and monitor personal and family health goalsUnderstand national and international public health and safety issuesENVIRONMENTAL LITERACYDemonstrate ecological knowledge and understanding of how natural systems work, as well as knowledge and understanding of how natural systems interface with social systemsDemonstrate understanding of the relationship between beliefs, political systems, and environmental values of various culturesDemonstrate understanding of environmental issues caused as the result of human interaction with the environment, and knowledge related to alternative solutions to issuesDemonstrate active and considered participation aimed at solving problems and resolving issuesLife and Career SkillsFLEXIBILITY AND ADAPTABILITYAdapt to ChangeAdapt to varied roles, job responsibilities, schedules, and contextsWork effectively in a climate of ambiguity and changing prioritiesBe FlexibleDeal positively with praise, setbacks, and criticismIncorporate feedback effectivelyINITIATIVE AND SELF-DIRECTIONUnderstand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environmentsManage Goals and TimeSet goals with tangible and intangible success criteriaBalance tactical (short-term) and strategic (long-term) goalsUtilize time and manage workload efficientlyWork IndependentlyMonitor, define, prioritize, and complete tasks without direct oversightBe Self-directed LearnersGo beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertiseDemonstrate commitment to learning as a lifelong processDemonstrate initiative to advance skill levels towards a professional levelReflect critically on past experiences in order to inform future progressSOCIAL AND CROSS-CULTURAL SKILLSInteract Effectively with OthersKnow when it is appropriate to listen and when to speakConduct oneself in a respectable, professional mannerWork Effectively in Diverse TeamsRespect cultural differences and work effectively with people from a range of social and cultural backgroundsRespond open-mindedly to different ideas and valuesLeverage social and cultural differences to create new ideas and increase both innovation and quality of workPRODUCTIVITY AND ACCOUNTABILITYManage ProjectsPrioritize, plan, and manage work to achieve the intended resultSet and meet goals, even in the face of obstacles and competing pressuresProduce ResultsDemonstrate additional attributes associated with producing high quality products including the abilities to:Work positively and ethicallyManage time and projects effectivelyMulti-taskParticipate actively, as well as be reliable and punctualPresent oneself professionally and with proper etiquetteCollaborate and cooperate effectively with teamsBe accountable for resultsRespect and appreciate team diversityLEADERSHIP AND RESPONSIBILITYGuide and Lead OthersUse interpersonal and problem-solving skills to influence and guide others toward a goalLeverage strengths of others to accomplish a common goalInspire others to reach their very best via example and selflessnessDemonstrate integrity and ethical behavior in using influence and powerBe Responsible to OthersAct responsibly with the interests of the larger community in mindEssential QuestionsWhen first coming into Mrs. Beck's classroom, she was in the process of teaching her students combining like terms in expressions. As the class moved into combining like terms in one-step equations is where I began. I taught from November 5th to December 2nd. With the Thanksgiving holiday falling in that time frame, I ended up teaching a total of sixteen days. The chart below outlines the essential questions and the bell ringer questions used each day.DAYESSENTIAL QUESTIONBELL RINGERDay 1What are like and unlike terms?Evaluate.-8x + 3 + 7x - 9Day 2What does it mean to "combine like terms?"Evaluate.-5a + 4 -8b - 12a - 22b - 19Day 3What does "evaluate expressions" mean? What is the relationship between combining like terms and evaluating expressions?Josh bought a bag of candy with 26 pieces. He ate y pieces of the candy. Write an expression that shows how many pieces of candy Josh's has now.Day 4What words or symbols indicate which operations? Explain "order of operations."I am a mystery number. When I am tripled with 5 more added, I equal -13. Write an equation to determine what number I am.Day 5What are integers and what makes them "different"?I am a mystery number. When I am divided by 2 my number equals -5 plus 27. Write an equation to determine what number I am.Day 6How is a variable useful in math?John makes $12 an hour plus an additional $40 for each house call he makes as an electrician. On Monday he only received one house call but still made $208.00. How many hours did he work at that one house? Write an equation to determine what number I am.Day 7How many different ways can you write, arrange, or solve 83 x 7?I am a mystery number. When I am tripled and then you take away 15, I am equal to -3. What number am I?Day 8How can solving equations be useful in the real world? Solve for x.3x+5 = x + 15Day 9What is the difference between an expression and an equation? What does it mean to "distribute?"Evaluate.5(7y + 4)Day 10How can equations be solved without using a calculator? How can equations be solved with using a calculator? Solve.4(x - 5) = 44Day 11What are some common mistakes made when using the distributive property?Solve. 2(2x + 8) = 2(x-14)Day 12Can an equation be worked backwards?Solve.-6x(-6 - 10) + 21 = -(-2x + 73)Day 13What is the difference with using the distributive property when adding, subtracting, multiplying and dividing?Solve1/4(8x - 24) + 54 = 8x(-6 + 9) = 2xDay 14How does the order of operations apply when using integers?Sandy sold half of her comic books then bought 9 more. She now has 11. How many did she begin with?Day 15How are the order of operations used with the distributive property?Dan bought a soft drink for $2 and six candy bars. He spent a total of fourteen dollars. How much did each candy bar cost?Day 16How can using the distributive property be useful in the real world?Dan's Rental Bike Shop charges a flat fee of $11 for renting a bike plus $7 an hour. Dan paid $46 to rent a bike. How many hours did he pay for? Day 17Can a solved expression be worked backwards and changed back to its original form? What about an equation?The sum of three consecutive numbers is 87. What is the smallest number?General Census of Student Characteristics and Subgroup IdentificationCurricular Adaptations and DifferentiatingIn each of my two 7th grade regular curriculum math classes, the student population was widely diverse. None of the students were classified as Academically and Intelligently Gifted (AIG), but there were obviously students who could have been in AIG and others that appeared to have benefited from having modifications or could have been resource pull-outs, but did not qualify for services. This left the necessity of having to accommodate those needs. I have learned that differentiating instruction is not an easy task and requires a lot of planning and preparation. Each day I considered these circumstances then adapted each student individually. Accommodations ranged from extra time, less questions, another day to work on it at home, some students were worked with one on one while other students worked on the assignment during classroom time. I even gave students the option to sit with me at a lunch table so I could help them work on math during lunch if they chose to. Most day when I gave this option, the table was completely filled with students. I helped them work on concepts they were struggling with, homework, or class work that had been given. I even allowed all students to make test/quiz corrections to help with improving their knowledge of the content objective. When differentiating a vast variety of learners, I like to use collaboration tools. Peer/paired teaching is the tool I use to engage student learning and allow students learning to be enhanced by experiencing another view from their classmates. When pairing or grouping students in collaborative learning, I do not pair together one high student with a low student. The student population had approximately 25% high level learners, 25% low level learners and 50% medium level learners. It seemed more fair and reasonable to have the medium level students with either a high or low level learner. In my experience as a parent having three AIG children, I have learned that those who are high level learners feel cheated with they are consistently grouped or paired with the low level learners. They find themselves doing most of the work and show resistance to the concept. I believe this teaching style works best when students are comfortable and accepting to the other student(s) they are working with. If students are working in groups, I do not like for group sizes to get larger than four to a group. When the group gets too large it becomes more of a distraction which hinders learning. Daily Teaching Concepts, Lesson Plans, Lessons, and Defined Curriculum AdaptationsLesson Plans Week of 11/5/13 - 11/7/13Grade Level: 7For blocks 2 and 4Focusing on objective from CCSS 7.EESchedule for Tuesdays, Wednesdays and Thursdays: 800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:15 ~ Science: Block 1 (Mrs. Beck)9:15-9:40 ~ Advisory (Hive)9:40-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)Schedule for Mondays and Fridays: (NO Advisory)800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:27 ~ Science: Block 1 (Mrs. Beck)9:27-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)MondayTuesdayWednesday: Day 1ThursdayFridayGoal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Giving Pre-test for Impact Project. This pretest covers materials they have seen little of.Objective:7.EE.1 This is a continuation of work from 6th grade using properties of operations (table 3, pg. 90) and combininglike terms. Students apply properties of operations and work with rational numbers (integers and positive / negativefractions and decimals) to write equivalent expressions. 7.EE.2 Students understand the reason for rewriting an expression in terms of a contextual situation.7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convertbetween fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify thereasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. 7.EE.4a Students solve multi-step equations derived from word problems. Students use the arithmetic from the problem to generalize an algebraic solution. Description: Pre-test for initial assessment of students. This data used for Impact on Student Learning ProjectMaterials: Pre-Test sheets given to me by Mrs. Beck. Students are not allowed to use a calculator on this assignment.Motivation: Students were asked an essential question and bell ringer by Mrs. BeckTechnology used: NoneHomework?: For those who did not complete assignment it was to be taken home for homework. Work already completed before class ended was checked for accuracy then returned.Accommodations/Mods: Those who had difficulty with this assignment were encouraged to do their best and it was not a grade; it was just for me and my project. If they did not know the answers or how to solve the problem to just write on the question that they just did not know how to do it.Goal:Students will be able to solve two step equations in a peer teaching method.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers. Description:Activity: Students receive two slips of paper each with different equations on it. Once they solve each equation, they write the equation on the table provided under the category with the correct answer.Materials: Activity sheets (Equation Activity Sheet and chart)Motivation:Allow students to come to the board, four students at a time and write out their equation and solution. Class census agreement to determine if correct.Technology used:NoneHomework?:NoneAccommodations/Mods:Students are paired up by a medium level student with either a lower level or a high level student. No high and low students paired up.Goal:Students will be able to solve two step equations focusing on understanding adding and subtracting integers properly.Objective:7.EE.1 This is a continuation of work from 6th grade using properties of operations (table 3, pg. 90) and combininglike terms. Students apply properties of operations and work with rational numbers (integers and positive / negativefractions and decimals) to write equivalent expressions. 7.EE.2 Students understand the reason for rewriting an expression in terms of a contextual situation.7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convertbetween fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify thereasonableness of answers.Description:Students will focus on combining like terms with regards to integer rules. Students will be divided into to two groups with Mrs. Beck taking one group (lower students) and I will take the others (higher students) and differentiate instruction with using the same equations strips from the day before. Students must solve equations on white boards and get teacher approval before erasing and moving on to the next random equation.Materials:Equation strips (two different sets, one set easier than the other), white boards and markers, integers chartMotivation:This group activity allows students to take their desks and make 2 different circles in the classroom (one circle for each differentiated group) with myself of Mrs. Beck in the center guiding instruction. Technology used: NoneHomework?: Optional: Students are allowed to take some of the equations home and work on them there.Accommodations/Mods:Students are to be confidentially ability grouped and given two different sets of equations to work on using white boards. The lower group will have easier equation and the higher group will be given more challenging equations with one particular equation that incorporates distribution which they will be introduced within the next week in class.MondayTuesdayWednesdayThursdayFridayEssential Question:What are like and unlike terms?What does it mean to "combine like terms?"What does "evaluate expressions" mean? What is the relationship between combining like terms and evaluating expressions?Bell Ringer:Evaluate.-8x + 3 + 7x - 9Evaluate.-5a + 4 -8b - 12a - 22b - 19Josh bought a bag of candy with 26 pieces. He ate y pieces of the candy. Write an expression that shows how many pieces of candy Josh's has now.Guided PracticeN/AMrs. Beck and I will be walking around assisting students with solving equation when needed.Mrs. Beck will be in control and guidance of her group and I will be for my group.Independent PracticeStudent took pretest independently.Students will be encouraged to use their integers chart and notes they have from Mrs. Beck that were given before I arrived.Students will be encouraged to use their integers chart and notes they have from Mrs. Beck that were given before I arrived.Summary/AssessmentPretest Formative assessment but viewing students solve equations on white boards.Formative assessment but viewing students solve equations on white boards.Pretest on Combining Like Term Equations and Distributive Property EquationsSimplify the following expressions by CLT (Combining Like Terms) –(2 points each) -12m + 5 – 3m -6a + 4b – 5a – 7b – 10 Solve the following equations: (4 points each) -12 = 5x –(-x) + 18-3x – 2x + 21 – 4x – 6 = 3063 = 5x + 39 – 4x + 2x + 9Simplify the following expressions using the Distributive Property (DP) – (2 pts each) 4( x – 5 ) -3( -5x – 7 )7( -3y – 4 ) + 3(2y + 5)Solve the following equations using the DP and CLT ( 4 points each) 8(7 - y) = -24 22 -5(6v - 1) = -63 11(4 - 6y) + 5(13y + 1) = 9Write an equation and solve the following math mysteries. (4 points each) I am a mystery number. When I am doubled and then you take away 3, I am equal to -5. What number am I? Jamie is paid $25 plus $12 an hour. He was paid $121. How many hours did he work?Half of Sally’s test score minus 6 equals 45. What did Sally score on her test?Louis used this formula to find the area of a trapezoid. A = (base 1 + base 2)height 2 If the height is 5cm, the length of base 2 is 6 cm and the total area is 25 cm, what is the length of base 1?Created by Mrs. Beck3(x + y) + z6x + 6y - 3(x + y - z)3x + 3(z + y)(x - z) + y(z + y) - z6y + 5 + 4x4(x + 4) - 12y5 + 2x + 6y + 2xx - (z - y)5 + 2(3y + 2x)4(x - 3y + 4)4x - (12y - 16)2(2x + 8) + 6y2(2x + 8 - 6y)3y + 3(x + z)5x + 3y + 3z - 2x2y - (z +y) + x4(x + 3y) + 16(5 + 6y) + 4x4x + 12y - 162(8 + 2x - 6y)6y + 5 + 4x13(-3z + 3y + 3x)(4x + 16) - 12y-3 = 2x –(-x) + 9-3x – 2x + 27 – 4x – 12 = 3010 = 9y + 59 – 3y - 14- y-12x - 33 + 5x + (-16) = 022 + 6z + (-6) - 7z = 126y + 4 + 4y = -22(y + 4) - 10y = -24100 = 10z + 45 + z3 = 11x + 38 - 9x - 52x + 22 - (-x) = 12(x - 3x + 1) = -262y + (-y + 16) = 23y(4 - 2) + y + 2 = -432(2x + 1 - 6) = 23y + 2(-y + 3) = 105z + 3z + 3z - z + 0= 702y - (y +y) + y - 1 = 32(y + 4y) + 19 = -16=(5 + 6x) + x - 6-9(-x + 3x) - 16 = 5615(10x + 20x - 2) = 85.5y + 5 + 4.25y = -14(3x - 27) + 105x = -12-(-y + 12y) -15 = 74-77-15NONE OF THESELesson Plans Week of 11/11/13-11/15/13Grade Level: 7For blocks 2 and 4Focusing on objective from CCSS 7.EESchedule for Tuesdays, Wednesdays and Thursdays: 800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:15 ~ Science: Block 1 (Mrs. Beck)9:15-9:40 ~ Advisory (Hive)9:40-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)Schedule for Mondays and Fridays: (NO Advisory)800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:27 ~ Science: Block 1 (Mrs. Beck)9:27-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)Monday: Veteran's DayTuesdayWednesday: Being Observed todayThursdayFridayGoal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Students will be able to evaluate two-sided equations and solve for variable.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers. Description:First students will be grouped into 4 different ability grouped levels. This time students will be working with students on their same level in a guided atmosphere by both me and Mrs. Beck. First students will be introduced to two-sided equations and work solve for variable up on the board with use of document camera. Chose students to come to the board and work some out. Most of these to be done by students on the board . Allow students a few minutes to work the last few on their own to see how they progress. Once complete, we will move on. Used a website and created 4 levels of group work activity sheets on two sided equations for students to begin working on as a groups finished with the two sided equations. They will work together as a group while in class. Materials:Two-sided equations sheet and the4 differentiated activity worksheets on two sided equations.Motivation:Essential question and bell ringer and working in groups.Technology used:Document cameraHomework?:After attempting to work on the differentiated worksheets, the students will be asked to take it home for homework.Accommodations/Mods:Ability grouping with use of differentiated worksheets.Goal:Students will be able to understand distributive property and evaluate with expressions.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:First I will divide students back into their 4 groups from the day before then students can get out their differentiated worksheets on two-sided equations and go over them with their groups to make corrections or to get help from one another. I will walk around the room and help those who need it. Then after about 15 minutes give them the essential question where they write on a small strip of paper their "different" way of writing 87x3. While they do this I will walk around the room and observe their progress. Once some students creatively come up with some solutions have them come up to the board and share. Then show the distributive property website video clip. Then students will be asked to redo the activity from the 87x3 on the back side of the paper they have. Allow a few students to come to the board and share their new way of writing 87x3. Now give students notes on distributive property. Work on as much of it as possible.Materials:"Notes" sheet, one colored strip of paper per student, classroom board and dry erase markers.Motivation:Dividing into groups and being allowed to check their work with their groups. Video clip.Technology used:Document camera, video clip.Homework?: NoneAccommodations/Mods: Students are going to be group again by ability using the differentiated two step equations sheets with guided observations from myself and Mrs. Beck.Goal:Students will be able to understand the distributive property and evaluate with expressionsObjective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:Complete notes that were started yesterday on distributive property. Give students a distributive property worksheet to start in class independently. Mrs. Beck and I will walk around the room monitoring students. Materials:"Notes" sheets, and distributive property worksheet. They will also need either colored pencils, or highlighters.Motivation:"Notes" sheet has students drawing "rainbows" and combining like terms using different colors.Technology used:Document cameraHomework?:Distributive property worksheet for those who do not finish in class.Accommodations/Mods:Help those who are struggling with this on a one to one setting while other work independently.Goal:Students will be able to use distributive property with equations.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:Divide students into two groups by those who did their homework from the night before with success and the other group will be those that had difficulty or were not able to do the assignment with ease. Do notes on Mrs. Beck will take the group having difficulty and I will take the group who are not. and went over homework answers and answered any questions they had. Then we will do notes on the distributive property with equations (on back of notes from yesterday). The last 15 minutes of class students will be given a simple 5 question quiz on distributing with expressions to monitor their understanding.Materials: Quiz sheet, notes sheet, homework sheet from yesterday.Motivation:Working in groupsTechnology used:Homework?:Accommodations/Mods:Dividing students up by high and low and working on homework until they grasp the concept.MondayTuesdayWednesdayThursdayFridayEssential Question:N/AHow is a variable useful in math?How many different ways can you write, arrange, or solve 83 x 7?How can solving equations be useful in the real world? What is the difference between an expression and an equation? What does it mean to "distribute?"Bell Ringer:N/AJohn makes $12 an hour plus an additional $40 for each house call he makes as an electrician. On Monday he only received one house call but still made $208.00. How many hours did he work at that one house? Write an equation to determine what number I am.I am a mystery number. When I am tripled and then you take away 15, I am equal to -3. What number am I?Solve for x.3x+5 = x + 15Evaluate.5(7y + 4)Guided PracticeN/AAssist students by instructing them on the board on solving two sided equations and by letting them come to the board to work them out while guiding them.Giving notes that are fill in the blank rather than them having to keep up with their own note taking. Assist students by walking around helping groups and individuals as needed.Giving notes that are fill in the blank rather than them having to keep up with their own note taking. Assist students by walking around helping as needed.Giving notes that are fill in the blank rather than them having to keep up with their own note taking. Assist students by walking around helping groups and individuals as needed.Independent PracticeN/AGive them time to try some on their own in the classroom environmentWorking independently on 87x3.Independently working on distributive property sheet.Independently working on distributive property quiz.Summary/AssessmentN/AFormative assessment by watching and observing.Formative assessment by watching and observing.Formative assessment by watching and observing.Both formative and summative assessment. Formative by seeing where they are with distributive property and summative by taking a grade (for Mrs. Beck) on 5 question quiz.SOLVE FOR X. a) 4x + 1 = 2x + 7 b) 3x + 5 = x + 15 c) 6x + 7 = 5x + 13 d) 10x — 6 = 7x + 9 e) 5x — 1 = 2x + 11 f) 6x — 1 = x + 19 g) 12x — 4 = 8x + 24 h) 10x — 1 = 8x + 6 i) 4x + 4 = 2x + 12 j) 6x + 3 = 2x + 10 k) 9x — 2 = 4x + 9 l) 7x — 7 = - x + 1 Distributive Property NotesWhat is the everyday meaning of the word distribute?In Algebra, distribute means to take the number that is _______________________ the parentheses and _____________________ it by __________ the terms inside the parentheses. Example:2 ( 3 + 4) = __________________ same as 2 (3) + 2 (4) = ____________________We need the distributive property in algebra because… ______________________________________________________________________________Let’s look at some examples that include variables:Steps to follow2 (4x + 5) = ____________________________1. Draw the _____________________-6(-2y + 10) = __________________________2. Multiply the number outside the ( ) by the _______ term7 (-3z – 4) = ___________________________3. Multiply the number outside the ( ) by the _______ term-10(-2x – 3) = __________________________4. Simplify (Combine Like Terms if possible)-( 8 + 7x) = ___________________________Partner AssignmentIndividual AssignmentUsing the Distributive Property to Solve EquationsSkills needed: how to distribute, combine like terms, solve one/two step equationsExamples:Steps to Follow2(x + 3) = 101. Distribute the # outside the parentheses to both terms inside the parentheses. (Draw the rainbow)_____________________2. Combine like terms if possible______________________3. Solve the two step equation (remember to get the variable by itself you need to start by getting rid of the term that is being added or subtracted.______________________4. Solve the remaining one step equation by getting the variable alone by using multiplication or division5. Always check your answer!!!More Examples2(6a – 1) = -38-4(8 + 5x) = 88(-2x – 4) +12 = -5211(4 – 6y) + 5 (13y + 1) = 9Partner AssignmentIndividual AssignmentDistributive Property Notes4 ( x + 6 )3 ( 2x – 8 )-2 ( 5x – 3 )-5 ( -8x + 7 )-8 ( x – 11 )Divide into pairs to play Distributive DominoesLesson Plans Week of 11/18/13 - 11/22/13Grade Level: 7For blocks 2 and 4Focusing on objective from CCSS 7.EESchedule for Tuesdays, Wednesdays and Thursdays: 800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:15 ~ Science: Block 1 (Mrs. Beck)9:15-9:40 ~ Advisory (Hive)9:40-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)Schedule for Mondays and Fridays: (NO Advisory)800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:27 ~ Science: Block 1 (Mrs. Beck)9:27-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)MondayTuesdayWednesday: ThursdayFridayGoal:Students will be able to use the distributive property with equations.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:Students will revisit the distributive property section of the worksheet and work on them in class. Once all students complete the first eight problems of the distributive property sections, we will go over them and check for understand. Then students will be instructed to get white boards and work on 9-16 on them and will not be able to erase until Mrs. Beck or myself come around and see if they are correct. They can do at least two problems on one board. If students complete these, they will then be instructed to continue to the next side called "Practice" and this will be homework.Materials:Distributive Property sheet with 3 assignments on it, white boards and markers.Motivation:Students enjoy working with the white boards. This is a great motivational tool each and every time.Technology used:None.Homework?:The "Practice" side of the sheet but only problems 1-6.Accommodations/Mods:Students who are needing more guidance are closely monitored and guided as much as needed with needed.Goal:Students will continue on the distributive property with equations sheet. Students will be able to write equations in word problems.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:First we will go over the homework problems from the day before and give students a chance to ask questions. Work out some of the problems they had the most difficulty with.Introduce students to writing equations from word problems and solve them.I will use word problems from a worksheet I created and have students use white boards to try and find the equations then solve. This should take up the rest of class time. Materials:Distributive Property sheet with 3 assignments on it, white boards and markers.Motivation:Students enjoy working with the white boards. This is a great motivational tool each and every time.Technology used:NoneHomework?:NoneAccommodations/Mods:Students who are needing more guidance are closely monitored and guided as much as needed with needed.Goal:Students will be able to write equations in word problems.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:Students will once again work on the distributive property worksheet working independently on problems 7-13 using white boards before putting on paper.Materials:Distributive Property sheet with 3 assignments on it, white boards and markers.Motivation:Students enjoy working with the white boards. This is a great motivational tool each and every time.Technology used:NoneHomework?:The ones from the problem set of problems 7-13 on distributive property "practice" sheet that were not completed in class.Accommodations/Mods:Students who are needing more guidance are closely monitored and guided as much as needed with needed.Goal: Students will be able to write equations in word problems.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:I will see which ones of these problems students are having difficulty with and possibly go over some of them on the board. After most everyone seems to have it complete, we will go over it and give students in class time to make corrections.Materials:Distributive Property sheet with 3 assignments on it, white boards and markers.Motivation:Students enjoy working with the white boards. This is a great motivational tool each and every time.Technology used:NoneHomework?:Problems 10 - 13 on distributive property "practice" sheetAccommodations/Mods:Students who are needing more guidance are closely monitored and guided as much as needed with needed.Goal:Students will be able to write equations in word problems.Objective:7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convert between fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify the reasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. Description:On the back of the sheet the students have been working on during class is a puzzle using the distributive property. Students will be asked to solve problems number 2, 5, 8, 10, 12, 14. When students complete this quiz that is for Mrs. Beck, students will be instructed to begin studying for their post assessment that will be given to them on Tuesday of next week and can use whiteboards to study with group.Materials:Back of sheet titled "What were the headlines after a 3 foot 10 inch fortune teller escaped from jail?Motivation:N/ATechnology used:NoneHomework?:NoneAccommodations/Mods:Students who are needing more guidance are closely monitored and guided as much as needed with needed.MondayTuesdayWednesdayThursdayFridayEssential Question:How can equations be solved without using a calculator? How can equations be solved with using a calculator?What are some common mistakes made when using the distributive property?Can an equation be worked backwards?What is the difference with using the distributive property when adding, subtracting, multiplying and dividing?How does the order of operations apply when using integers?Bell Ringer:Solve.4(x - 5) = 44Solve. 2(2x + 8) = 2(x-14)Solve.-6x(-6 - 10) + 21 = -(-2x + 73)Solve1/4(8x - 24) + 54 = 8x(-6 + 9) = 2xSandy sold half of her comic books then bought 9 more. She now has 11. How many did she begin with?Guided PracticeAssisting students when needed when using white boards.Assisting students when needed when using white boards.Assisting students when needed when using white boards.Assisting students when needed when using white boards.Just when studying.Independent PracticeWorking independently on distributive property before working in groups.Working independently on distributive property before working in groups.Working independently on distributive property before working in groups.Working independently on distributive property before working in groups.QuizSummary/AssessmentInformal assessment by observing rmal assessment by observing rmal assessment by observing rmal assessment by observing progress.Summative assessment with back of distributive property sheet with problems 2, 5, 8, 10, 12, 14. Lesson Plans Week of 11/25/13 - 11/29/13Grade Level: 7For blocks 2 and 4Focusing on objective from CCSS 7.EESchedule for Tuesdays, Wednesdays and Thursdays: 800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:15 ~ Science: Block 1 (Mrs. Beck)9:15-9:40 ~ Advisory (Hive)9:40-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)Schedule for Mondays and Fridays: (NO Advisory)800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:27 ~ Science: Block 1 (Mrs. Beck)9:27-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)MondayTuesdayWednesday: Thanksgiving 3-Day HolidayThursdayFridayGoal:Review for tomorrow's Post-testObjective:7.EE.1 This is a continuation of work from 6th grade using properties of operations (table 3, pg. 90) and combininglike terms. Students apply properties of operations and work with rational numbers (integers and positive / negativefractions and decimals) to write equivalent expressions. 7.EE.2 Students understand the reason for rewriting an expression in terms of a contextual situation.7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convertbetween fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify thereasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. 7.EE.4a Students solve multi-step equations derived from word problems. Students use the arithmetic from the problem to generalize an algebraic solution.Description:Playing Jeopardy math games to review for testMaterials:White boards, markers and websites.Motivation:Playing a competitive game.Technology used:Websites for test tomorrowAccommodations/Mods:Students are grouped into 6 teams. Teams are evenly dispersed with low, middle and high level students for game fairness.Goal:Take Post-TestObjective:7.EE.1 This is a continuation of work from 6th grade using properties of operations (table 3, pg. 90) and combininglike terms. Students apply properties of operations and work with rational numbers (integers and positive / negativefractions and decimals) to write equivalent expressions. 7.EE.2 Students understand the reason for rewriting an expression in terms of a contextual situation.7.EE.3 Students solve contextual problems and mathematical problems using rational numbers. Students convertbetween fractions, decimals, and percents as needed to solve the problem. Students use estimation to justify thereasonableness of answers.7.EE.4a and b Students write an equation or inequality to model the situation. Students explain how they determined whether to write an equation or inequality and the properties of the real number system that you used to find a solution. In contextual problems, students define the variable and use appropriate units. 7.EE.4a Students solve multi-step equations derived from word problems. Students use the arithmetic from the problem to generalize an algebraic solution.Description:Post-test given to monitor student learning.Materials:Post-testMotivation:N/ATechnology used:NoneHomework?:NoneAccommodations/ModsAll students take the same test.Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:MondayTuesdayWednesdayThursdayFridayEssential Question:How are the order of operations used with the distributive property?How can using the distributive property be useful in the real world?Bell Ringer:Dan bought a soft drink for $2 and six candy bars. He spent a total of fourteen dollars. How much did each candy bar cost?Dan's Rental Bike Shop charges a flat fee of $11 for renting a bike plus $7 an hour. Dan paid $46 to rent a bike. How many hours did he pay for?Guided PracticeWorking in groups/peer guided.N/AIndependent PracticeEach student attempting to answer questions on white boardsAll of post test is independent.Summary/AssessmentFormative assessment toolPost test is a formative test. Mrs. Beck will take a grade on this.Test on Combining Like Term Equations and Distributive Property EquationsSimplify the following expressions by CLT (Combining Like Terms) –(4 points each) -12m + 5 +3m -6a + 4b – 5a – 7b - 12 Solve the following equations: (8 points each) – SHOW YOUR WORK -12 = 5x –(-x) + 24-3x + 2x + 21 – 4x – 6 = 3063 = 5x + 40 – 4x + 2x + 8Simplify the following expressions using the Distributive Property (DP) – (4 pts each) – DRAW THE RAINBOW -4( x – 5 ) -3( -5x – 7 )7( -3y – 4 ) + 3(2y - 5)BONUS: 5pts. each Solve for a.Work the expression backwards.15(a-2) +9a = 3(2)48b - 12____(____ - ____)Solve the following equations using the DP and CLT ( 8 points each) – SHOW WORK 8(7 + y) = -24 22 + 5(6v + 1) = -63 11(4 - 6y) + 5(13y + 1) = 9Write an equation and solve the following math mysteries. (8 points each) SHOW WORK! I am a mystery number. When I am doubled and then you take away 3, I am equal to -23. What number am I? Adam is paid $25 plus $10 an hour. He was paid $145. How many hours did he work?Half of Lucy’s test score minus 7 equals 38. What did Lucy score on her test?Carl used this formula to find the area of a trapezoid. A = (base 1 + base 2)height 2 If the height is 4cm, the length of base 2 is 6 cm and the total area is 32cm, what is the length of base 1?Lesson Plans Week of December 2nd, 2013Grade Level: 7For blocks 2 and 4Focusing on objective from CCSS 7.EESchedule for Tuesdays, Wednesdays and Thursdays: 800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:15 ~ Science: Block 1 (Mrs. Beck)9:15-9:40 ~ Advisory (Hive)9:40-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)Schedule for Mondays and Fridays: (NO Advisory)800-8:10: Homeroom and Channel One Student News ~ Daily8:10-9:27 ~ Science: Block 1 (Mrs. Beck)9:27-11:20 ~ Math: Block 2 (Mrs. Smith-me)10:46-11:11 ~ Lunch11:20-12:50 ~ Planning: Block 312:50-1:55 ~ Math: Block 4 (Mrs. Smith-me)1:55-3:00 ~ Science: Block 5 (Mrs. Beck)MondayTuesdayWednesday: ThursdayFridayGoal:Students will be able to explore all content taught up to this point from the first bench mark testing given.Objective:7.NS.1a7.NS.1b7.NS.1c7.NS.1d7.NS.2a7.NS.2b7.NS.2c7.NS.2d7.NS.37.EE.17.EE.27.EE.3Description:Students will work on all test questions that were on the benchmark test given to students on October 28th.Materials:Benchmark test questionsMotivation:N/ATechnology used:NoneHomework?:NoneAccommodations/Mods:Students will be helped and guided when needed on making corrections.Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:Goal:Objective:Description:Materials:Motivation:Technology used:Homework?:Accommodations/Mods:MondayTuesdayWednesdayThursdayFridayEssential Question:Can a solved expression be worked backwards and changed back to its original form? What about an equation?Bell Ringer:The sum of three consecutive numbers is 87. What is the smallest number?Guided PracticeHelp students when needed.Independent PracticeWork independently as much as possible.Summary/AssessmentFormative assessmentStudent Background, Knowledge and ExperienceOf my two classes I taught, the student population was about the same in both classes with most students ranging equally academically. However, my fourth block had the most students who refused to work and had the students that spent much of their time in in-school-suspension (ISS). On the day before Thanksgiving break, there were nine out of the seventeen students absent the day I gave my post assessment; my first block I only had one absent that day. This has caused me to focus much of my student assessments on my first block of students. They were more consistent with allowing me to take measure of the teaching process. In block four, Mrs. Beck had many issues with these students falling behind due to absences and days in ISS. The overall censes of block one students allowed me to develop better rapport, differentiated instruction, and use engaging techniques by being able to better control the students. Block four students had one student whose father was arrested for having a meth. lab in their home during my internship. This student was a very difficult student that requires a great amount of attention just to make it through one class period. SST is working on trying to find other solutions and a better placement for this child. Two other children in the classroom are in foster care. One of the two is a girl who has many behavior issues and is on a behavior plan that has to be monitored and documented daily. The other student in foster care was removed from his foster parents and changed schools three days before my internship was over. This block also had two other students in the process of SST services that required quite a bit of attention and care that had to be handled in and out of class. Mrs. Beck informed me that during my time in her classroom, it made it much easier for her with having to deal with these situations. However, the reality of have students like this in a classroom is an awakening experience. I have worked with these types of students before and it is very tedious, time consuming and exhausting. Spending many years as a one on one prior to this setting has prepared me well enough that I didn't falter during my internship but it did make my ability to teach and properly access students difficult.Due to the difficulty and challenges facing block four, Mrs. Beck and I decided that it is best that I focus this project on block one. In choosing to primarily focus on block one and supply work samples on them, I have chosen three particular student of different learning abilities. I will refer to these students as student one (S1), student two (S2), and student three (S3).Student one (S1) is a higher level learner who tends to do well in math and other subjects as well. S1 is not identified as AIG and does not have in place any required modifications. Last school year he made a three on his math EOG. However, with the EOG test from last school year being new with new curriculum and testing, I am not focusing or using this information as a part of my assessment of student learning. S1 is not a behavior issue and thrives on engaging activities and is one of the first to want to participate with coming to the board to work on any activity. S1 is an easy student to teach and is very tentative, pays attention in class, raises his/her hand and waits to be called on and eager to be called on. S1 works diligently in group activities and often takes on leadership roles. S1 completes homework assignments and uses class time wisely. Student two (S2) is a middle level learner and is active in afterschool sports. S2 is an average to an upper average level of learner and is not identified as AIG and does not have in place any required modifications. Last school year S2 made a three on the math EOG and is a quiet student that does not hinder the learning of any other student. S2 does not raise his/her hand but will quietly answered when called upon. This student is easy to teach and rarely ask questions or for help. In group activities, S2 appears to work well with others and completes homework assignments and class work when given. This is one of those students that would be easy to forget is there while in the classroom.Student three is a lower level learner and obsesses on things when he/she does not understand a concept. However, when S3 is having difficulty, He/she does not give up. S3 is not labeled as AIG and does not have any required modifications. S3 asks for help a lot and has a little difficulty working in groups. S3 does not take the initiative to participate well with those that he has to work with in groups. He asks over and over if he can work with his friends that he tends to get in trouble with because of talking during class time. S3 does not always complete homework assignment and only willingly participates on occasion in the classroom setting. S3 only made a two on last year's EOG and is considered an "at risk" learner.On the pretest I gave to these students on November 5th, student one scored a fifty-two, student two scored a forty and student three scored a zero. After working diligently for almost four weeks, the students were retested on the same concepts by way of a post test. The post test was given to students on November twenty-sixth and student one scored an eighty-nine, student two scored an eighty-four, and student three scored a seventy four. I was very impressed and proud of their improvements. They all worked hard and have had very few absences during this time. After the post assessment was given, I allowed all students to make test corrections. I feel that test corrections can help a student with continuing learning depth and by giving them a sense of encouragement by being able to correct where they were wrong. By just saying they worked something wrong only damages their desire to continue to learn. I want my students to learn from their mistakes and not be punished for them. Classroom Management ConsiderationsI came into someone else's classroom who is truly blessed with great classroom management skills and incorporates a well working disciplinary system that is already established and in place. Mrs. Beck kept her students in pods of four and gave each group a color team name. Each team kept a folder and documented daily the points they either gained or loss. Points were given for good behavior, for answering questions during instructions by properly raising their hands and being called upon. Whether or not the answer was correct did not influence the receiving of points. Groups lost points if everyone in that group did not have their homework from the day before. If a group was not cooperating well during group activities they would lose points and for any unwanted behavior at that time. Mrs. Beck would not just take away points for bad behavior without first giving a warning. She would only give one warning and if the behavior continued she immediately took away points. Each pod also had certain jobs assigned to its members. One student was a material manager where they would be the ones to get materials for their group when group activities were to take place such as when students would use white boards at their desk. Only one person from each group would gather materials for all group members and another group member would keep up with that group's daily points. Block one was math, block two was science with the same students as block one. The students in block one and two are both Mrs. Beck's homeroom students. Block four and five were the same students as well and were Mrs. Ellison's homeroom. Mrs. Ellison is Mrs. Beck's team member. In this team, there are only two teachers. Mrs. Ellison teaches Language arts and social studies while Mrs. Beck teaches math and science. Some of these students are pull outs for Language arts and math and for both resource and AIG. The points system is collaborated together for both math and science by homeroom teacher. Mrs. Beck's homeroom students accumulate points together for both math and science and Mrs. Ellison's homeroom students collaboratively accumulate points for both math and science. This system worked out very well and during my time of giving classroom instruction, I also used this point system. On Mondays points were totaled up from the week before and on Fridays the winning group was allowed to have a special snack provided by Mrs. Beck. During my time there, one team asked for sour gummy worms and all the rest of the winners asked for Mt. Dew. They did not receive this special snack until the last block of the day, block 5. If the students were currently in Mrs. Ellison's room, they were allowed to have their snack in her room and in Mrs. Beck's room if they were with her. Block one was my better group of students where behavior and attention was concerned. These students were easy to manage and caused no behavior issues during my internship time. There was also a day when Mrs. Beck's daughter was sick and she was out. Her substitute teacher that came to work for her had never been to Hudson Middle School before and had only been a substitute teacher a short time. As I was on my way there this particular morning, Mrs. Beck text me and said that she would be absent but felt that I could handle her class sufficiently without her. She sent me an email giving me instruction as to what she wanted taught in her science classes and asked if I would just keep the students on the current pace and continue with her original lesson plans in which I did. I had no real issues that day and the substitute teacher was a tall man who actually did a wonderful job. Overall I think the discipline system Mrs. Beck has established in her classroom is a wonderful system that is respected by her students and has positive results. It is a concept I may try myself with my own classroom.Block four and five was a different class to manage. Those students were difficult to manage some days and Mrs. Beck had many issues to deal with that were not behaviors that generated during my time of instruction. One student in particular never completes any work for anyone. All of his grades are F's because most of his grades are zeros. The only grades he has that are not zeros are the ones that he has been given for classroom participation which are rare occurrences. I do not understand how a student has made it to the seventh grade producing no work and be the behavior issue this student is. The behavior issues he cause are not anything violent or harmful; all the other students adore him because he is always making them laugh. At times he has had previous issues with outbursts and erratic behavior but he did not have any bad behavior incidents during my internship time. I tried hard to get this student to work for me and if I stood right with him and spelled what words he needed to spell and point to where he needed to copy something from the board he would. He could also answer a number of questions correctly verbally. I was told that he has not passed an EOG during his entire time as a student. He does have a lot of absences and is one that is placed in ISS quite often. SST team is working to get him tested for EC services, but has not been able to get a parent to sign the needed paperwork to start the process. It is just a terrible situation with this student but I always tried to let him know he mattered and was important when he was under my instruction. I would say the reason he worked for me on occasion was because I would stand over him and guide him constantly. Two other children in this class are in foster care and have a lot of discipline issues. One of the students is on a behavior plan that is monitored by the teachers and guidance counselors and during my time there she was suspended off the bus for ten days for inappropriate behavior. Her behavior issues tend to involve boys and violence. During my time working with this student I can tell that she must be ADHD/ADD. The other student that was there and in foster care was removed from his foster parents and moved to another family three days before my internship ended. There are two others who cause a lot of disturbances as well as one boy-girl couple that has to be watched constantly. I believe when you have a classroom that has many issues in it, you just have to do the best you can. I do not think there are any real solutions that can be given to resolve all the problems in this one classroom. Mrs. Beck, Mrs. Ellison and myself would talk each day about these circumstance and just take it one day at a time. Relationships to Other Content AreasWorking in the content area of math, some objectives are easy to relate back to other content areas while others are not so easy. During my internship time in Mrs. Beck's room, I only worked on algebraic expressions and equations. Mrs. Beck worked with me each and every day to plan for the next. I did not teach anything without her approval. I gave her copies of each lesson or she gave me the lessons she wanted her students to be taught. Because of her continual approval left me little room for straying too far away. This had its pluses and minuses. it was easing to me having someone approve what I was going to teach so there were no surprises or interruptions while I was teaching. Each day she was a part of what I was teaching. Mrs. Beck helped with students when they needed help and we were allowed to do a lot of differentiated instruction since there were two of us in there which was greatly beneficial to the students.The ability to relate to other content areas were slim. As I taught each day, I tried to find bits and pieces of the science lesson I heard during first block and tried to tie it back around. Some of the algebraic word problems used real world scenarios but that was about the closest I could come to relating to other content areas. Mrs. Beck and Mrs. Ellison do not practice interdisciplinary or integrated instruction with mathematics. It was not possible for me to force the issue or try to get this two person team to change their ways for me. I hope to be able to practice either interdisciplinary or integrated instruction during my time of student teaching.Collaboration With Colleagues for Student Monitoring and AdjustmentsCollaboration with colleagues about students is done on a daily basis between Mrs. Beck and Mrs. Ellison. They sometime join in the hallway during class changes to inform each other about behaviors or occurrences that had just happened. During lunch, they both sit together and discuss what is happening or what should happen. These two teachers also have a group of cards with each student's name on them that are used to give disciplinary marks on a moment's notice. After seven marks or write ups on the cards, students will receive a "white slip" which is a school wide disciplinary system that is monitored by administration. The marks given are documented on these cards that are attached to a ring and these cards travel with the students between Mrs. Beck's and Mrs. Ellison's classrooms. This "mark" system appeared to be a wonderful way for these teachers to keep up with the behaviors and homework issues with each student. Students received marks for behavior problems, and if homework had not been done from the day before. When a student gets their 5th mark, they are made aware of how close they are to getting a white slip for too many marks. These marks follow students for a full nine week grading period. As a new grading period began, students were given a clean slate. Seventh grade planning time begins at the end of lunch each day and last for an hour and a half each day. On Fridays all seventh grade teacher have lunch together in one of the teacher's classrooms to collaborate and share their week with each other. This has caused them to build solid relationships with one another and it allows them to reflect about their own students. They share strategies and ideas with each other and even have a laugh or two. Each one that I attended, I felt welcomed and learned a lot about the full structure of seventh grade as a whole.Grade level meetings, content meeting, SST meeting, IEP meeting, SIT meetings, PLCs, meeting about BCRs, staff development, parent conferences, and faculty meetings are a part of any teacher's job. I sat through a few of these meeting and other appointed gatherings as well as in "Tech. Tuesdays," Grade level meetings were very professional and productive. They were all led by the principal, Bill Griffin and the Instructional Facilitator, Dr. Pete Yount, were always in attendance. Each one of these meetings were held in a reasonable, timely manner as were all the others. Tech. Tuesday was a unique type of meeting. They meet about once or twice a month on Tuesdays. One of the computer teachers informs or teaches teachers about a new technology that teachers can use with students in their classroom. The computer teacher was thorough and quick. At the end of the meeting anyone wanting a personal lesson of the new concept could stay so he could teach it more thoroughly. I found each of these meetings to be informational and helpful. I look forward to learning more and being more involved in these types of meeting during my student teaching.Marxano's Taxonomy Usage CITATION Int1 \l 1033 (Intel Teach Program)The three knowledge domain of information, mental procedures, and physical procedures have been considered during this internship process using Maranzo's Taxonomy. Student knowledge and learning tends to be the focus of other taxonomy. With Maranzo's Taxonomy, it focuses on the whole child rather than just knowledge. However, when knowledge is gained, other components must be considered such as the information about that subject being learned as well as the way it is processed both mentally and physically. Maranzo's Taxonomy outlines the structure by the way information within content is processed. Information previously known can cause two different students to understand a particular concept two different ways. The way I organize my ideas, see details and generalize about something will be different than others. Under the domain of information, this process is considered.Mental and physical procedures takes into consideration individual abilities that may hinder, slow down, or enhance one's abilities. Mental procedures like the ability to read a map will come easier to some that others and the complexity of long division may be more difficult for some than others. Physical procedures such as the ability to hold a pencil and write may be easy for most but some people have physical disabilities that require them to do thing a different way. This is why I find Maranzo's Taxonomy to be best suited for determining the progresses of diverse learners and for developing what diverse learners need.In ConclusionOverall, I had a pleasant experience with this internship process. I feel I was placed in a situation that is completely suitable for me. I was guided properly, received help when I needed it, given resources, and was made to feel like I belong rather than being made to feel like an outcast. The student population listened during my teaching times and made this experience a positive one. I believe I have learned a great deal and I look forward to going back in January to complete my student teaching.Bibliography BIBLIOGRAPHY Caldwell County School Board. (n.d.). Responsible Use of Personally Owned Devices. Retrieved from Caldwell County Schools: Core State Standards Initiative. (n.d.). Mathematics. Retrieved from Common Core State Standards Initiative: Preparing America's Students for College and Career: Core State Standards Initiative. (n.d.). Standards for Mathematical Practice. Retrieved from Common Core State Standards Initiative: Preparing America's Students for College & Career: Literacy Council Framework. (n.d.). Institute of Museum and Library Services. Retrieved from Museums, Libraries and 21st Century Skills: Teach Program. (n.d.). Marzano's New Taxonomy. Retrieved from Designing Effective Projects: ................
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