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Functions based algebra 1 pesentation to department 042312
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Functions based algebra 1 pesentation to department 042312


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  • EMILY: Noah and Emily A4A. Year 1 – the content. Year 2 – how to implement it. Jess and Sarah’s Masters work. Then when we did our online PD together it also focused on algebra units. Realized we all were interested. Presented to Department- Noah wanted in. Then EMATHS this summer. Prime – how it leads into Geometry and Algebra II (?Should I include?)
  • NOAH: Turn to “family of functions” in note packet - Highlight Family of Functions Unit – interpreting graphs!!!! Identifying which functions is different… then shapes of each function graph… and symbolic.Talk about ending each unit with Linear or not? Linear Absolute Value or Not? Linear, absolute, value, exponential or not? Etc.
  • JESS
  • JESS
  • SARAH?!?!?! I think handouts here would be great. 1. Filling the swimming pool (tables help special ed students enter the problem) 2. System of Linear Inequalities Performance Task 3. Linear Test? -Refer back to Unit 5 outline and how much notes/investigations/etc.-Notes Handwritten v Guided-Homework – Assign less in beginning and them more later once have mastered!! spiraling -Investigations – Engagement??-Assessments – Putting things on but not “grading” because not expecting mastery…. Putting things on that they have never seen before but have skills to complete (how similar to common core – only can perservere if have never seen problem again)
  • EMILY: Noah and Emily A4A. Year 1 – the content. Year 2 – how to implement it. Jess and Sarah’s Masters work. Then when we did our online PD together it also focused on algebra units. Realized we all were interested. Presented to Department- Noah wanted in. Then EMATHS this summer. Prime – how it leads into Geometry and Algebra II (?Should I include?)
  • NOAH: Mainly mention how we did as well as PLC. Mention Mike Bender’s concern when we started this was that the Special Education students would be confused with the context and words. We answered him with we don’t know… but research says they should do better. And now……
  • JESS
  • JESS: Talk about none of these are one lessons…. Save time as INCORPORATING throughout (x and y intercepts)
  • SARAH: Emphasize we gave this at the semester… we will give again at the end of the year… how some results will be different. Our “pluses” might not be as great of pluses….. But how the minuses we haven’t taught yet. SARAH- talk about perpendicular with tables
  • EMILY: See attached notes
  • I’m thinking each of you could talk for 30 to 60 seconds regarding one of these topics or something similar.Personal Growth (). Professional Growth (Jessica). Challenges (Emily). Beliefs… about student learning… math knowledge…. Teacher isn’t end all be all (Social Ed kids can do so much; we can’t write them off).
  • Lawrence
  • Transcript

    • 1. Emily AldermanJessica Markstrom Noah Salter Sarah Tarchala
    • 2. History/Training Algebra for All  Year 1  Year 2 Master’s Work  Curriculum, Instruction, and Assessment  MAT – Master of Arts in Teaching Online PD last year EMATHS – Implementing Algebra Units Project PRIME
    • 3. Philosophy What is a Functions Based Approach?  Content  Instruction Reasons for Using a Functions Based Approach  We remember Algebra longer when make and use our own associations  Pattern Building makes learning simpler, faster, understandable  Graphing Calculator and effects of engagement  Use of visualization first and symbolic second  Function implementation module and early activities prime the brain for algebra that follows  Enriched learning environment  Contextual situations (represented as functions) help give meaning to the algebraLaughbaum, E.D. Why Use a Function Approach when Teaching Algebra. Texas Mathematics Teacher, 53(1), 10 - 16
    • 4. Units1) Family of Functions2) Linear Functions and Equations3) Absolute Value Functions and Linear Inequalities4) Systems of Linear Equations and Inequalities5) Exponential Functions6) Quadratic Functions and Quadratic Equations7) Polynomial Functions8) Radical Functions and Equations9) Bi-variate Data and Mathematical Modeling
    • 5. Unit 5 – Exponential FunctionsLesson Type of LessonLet’s Make a Deal with Your Parents InvestigationPay It Forward InvestigationBee Gone? InvestigationTransformations with Online Graphing Investigation/NotesCalculatorQuiz: Exponential Growth and AssessmentDecay/Transformations of ExponentialFunctionsHW: Which Family of Functions is it?
    • 6. Unit 5 – Exponential FunctionsLesson Type of LessonProperties of Exponents NotesPractice with Properties of Exponents Group WorkProperties of Exponents Notes/Group WorkProperties of Exponents Practice: Fraternal Twins Group WorkQuiz: Properties of Exponents AssessmentHW: Pre-Scientific NotationScientific Notation Notes/InvestigationExponential Growth and Decay with PercentagesHW: Finish investigationPercent Increase and Decrease Notes/Group WorkReview Group Work/Individual PracticeUnit 5 Test: Exponential Functions Assessment
    • 7. Unit 5 – Exponential Functions**Exponential Activity Assessment somewhere in unit? (did not do but would like to)Exponential Activities that we have: Pay it Forward Video clip One Grain of Rice Book Alice and Wonderland Video Clip or Book Make a Deal with your Teacher Paper Folding Mythbusters Video Clip M&M Hands on with M&Ms Lily’s Mussels USA Today- Population Uses Census Data Bee Gone
    • 8. Student Work Homework
    • 9. Video Reflections What are the different ways students are asked to record information? What are some methods used to keep all students engaged? What percentage of students involved in the board activity in the co-taught class do you think are students with special needs? Can you see any examples that demonstrate students’ comfort level with math conversations?
    • 10. 1st Semester Results PLC/Function Based Algebra 1 PLC Functions Based Students scores were higher  Students scores were higher by at least 5% on 9 out of 50 by at least 5% on 13 out of 50 questions questions Co-taught students scores  Co-taught students scores were higher by at least 5% on were higher by at least 5% on 13 out of 50 questions 24 out of 50 questions
    • 11. ComparisonsPLC Function Based Solving absolute value  Graphing linear functions. equations.  Horizontal and vertical lines. Solving a linear equation with  Writing an equation for a a fraction. linear situation in real-life. Proportion to solve  Correlation of scatter plots. contextual problem.  Simplify an expression using order of operations.
    • 12. Things that were not explicitlyaddressed but did comparably… Unit rate Ordering numbers from least to greatest Perfect squares Finding the length of a square mirror if the area is given Giving coordinates of a point
    • 13. Michigan Algebra 1 Assessment Content 2010 – 2011 2011 – 2012 Change Follow Pattern in Table 72 78 + 6% Relationship in table 73 60 - 7% Which family of function? 55 46 - 9% Follow Pattern in Table- Linear 17 48 + 31% Write Equation Perpendicular 50 48 - 2% through a point Graphing Linear Equations 50 71 + 21% Which function is it? 82 95 + 13% Horizontal/Vertical Linear and 58 76 + 18% Parallel Correlation Strength 50 80 + 30% Graph Linear Equations 75 86 + 11% Scatterplots-modeling 33 54 + 21% Correlation – interpreting the 25 58 + 33% situation
    • 14. Functions Based and the CCSS Math Practices
    • 15. Personal/Professional Reflections Personal Growth Professional Growth Challenges Beliefs
    • 16. Questions?
    • 17. Next Steps