2. Part I: Before Instruction
A. Environmental Factors
1. Students:
SeymourMiddle School ismade upof a studentpopulationthatisfifty-eightpercent
economicallydisadvantaged.The school hasa large majorityof white students,withavery
small populationof Hispanicandblackstudents. There are thirty-sevenstudentsinthe sixth
grade.Six studentsmeetqualificationsfor504 and one forspecial education. My class has
sixteenstudents,sevengirlsandnine boys. Of these sixteenstudents,twohave beentested
as giftedandtalented.One studentisinthe process of beingtestedforthe program. One
studenthasbeendiagnosedasADHDand isa 504 student.
2. Other Environmental Factors (school,community, classroom,etc):
SeymourMiddle School islocatedinSeymour,Texas,the countyseatof BaylorCounty. It is
a small rural communitywithapopulationof 2,660. The residentsare predominatelywhite
and the medianincome is$34,156. The Middle school hasactive bandand athletic
programswhichinvolvesamajorityof the students. The school offersaspecial education
program,GT program,and dailytutorials. There isalsoa computerlabforthe studentsto
use. The classroom containsa Smart Boardwhichenablesaudio-visual enhancementsto
lessons. There isalsoa setof classroomI-pads.
3. How did these things influence yourplanningor assessmentdecisions?
Whenplanningmylessons,Itake intoaccountthe students’ needs. Ilookthroughthe
homeworktosee where studentsmaybe struggling,andlookforalternative waystoexplain
difficultconcepts. Iuse the Smart Board to provide anaudio-visual componenttolessons.
Wheneverpossible,Itryto include interactive lessonsthatrequiremovementandpique
interest. Iincorporate higherorderthinkingquestionsintolessons. Asstudentswork,I
checkindividual studentsforunderstanding.Ialsoworkwithstudentsafterschool during
tutorialstoanswerquestions andexplainmathematical processes.
.
4. How did you collaborate withyour MentorTeacher while preparingfor this lesson?
I workedwithmyMentorTeacher to determinethe TEKSthatneededtotaughtand the
lessonconcepts. She providedme withsupportandideasforconcepts,suchas
independentanddependentvariables,which studentswere strugglingtograsp. I spoke to
othermath teachersalsoinorderto findalternate ideasforpresentinginformation. Iused
the studenttextbooksaswell asmaterialsfromonline resourcesandNCTMto prepare my
lessons andtofindadditional approachesforexplainingconcepts.
3. B. UnitObjectives
Learning Objectives TEKS Blooms*
A. Studentswill be able to graph points in all four
quadrants using orderedpairs of rational numbers.
Math 6.11 Kno, Cmp, App
B. Students will be able to identifyindependentand
dependentquantitiesfromtablesand graphs.
Math 6.6.A Ana, Evl
C. Studentswill be able to write an equationthat
representsthe relationshipbetweenindependent
and dependentquantitiesina table.
Math 6.6.B App, Ana
D. Students will be able to representa given
situationusing verbal descriptions,tables,graphs,
and equationsin the form of y= x + b
Math 6.6.C Ana, Syn
Part 2: Instructional Design
Pre-Assessment
Name of Assessment Use Mode Learning
Objectives
Differentiated Instruction
and/or Accommodations
Unit Pre-Assessment Pre P&P ABCD Extra Time,Calculator,Read
problemsaloud
Lesson1 – Graphing on the Four Coordinate Plane
A. Describe the learningobjectivesyourlessonaddresses.Explainhow these objectives
are alignedwith TEKS and identifythe level oflearningusing Bloom’sTaxonomy
Learning Objectives TEKS Blooms*
A. Studentswill be able to graph points in all four
quadrants using orderedpairs of rational numbers
by playing the game, I have, who has? with 80%
accuracy.
Math 6.11 Kno,Comp,App
B. Students will be able to identifyindependentand
dependentquantitiesfromtablesand graphs using
a word sort, with 80% accuracy.
Math 6.6.A Ana,Evl
C. Students will be able to write an equationthat
representsthe relationshipbetweenindependent
and dependentquantitiesfroma table during an
equationactivity with 80% accuracy.
Math 6.6.B App,Ana
4. B. List your lessonassessments,identifymode ofassessment,howeach assessmentis
used,how assessmentsare alignedwithlessonobjectives,and describe any special
educationaccommodations and/or differentiatedinstruction.
Name of Assessment Use Mode Learning
Objectives
Differentiated Instruction
and/or Accommodations
I have,who has Form ALT A Visual
Alternate methodsof answer
(findobject,give
coordinates)
Independent/Dependent
Variablessort
Form ALT B Multiple examples
Visual aids
Equation Activity Form P&P C Group work,individual
assistance
C. What instructional materials,resources,and technologydidyou use inthe lessonor to
extendthe lesson?
Name of Resource Use Learning Objective
Supported
Smart Board The Smart Board was usedforall lessonsfor
visualsandto illustrate problems.
ABC
Coordinate Plane
Foldable
A coordinate plane foldablewaspurchasedfrom
Teacherspay Teachersforstudentstorecord
notesfromthe lesson.
A
I Have,Who Has? Game All students participatedinagame of I Have,
Who Has?, whichrequiredthemdetermine a
locationona four quadrantgrid.
A
Texas, GoMath
Textbook
All lessonsandhomeworkwerefromthe
textbookprovidedbySISD.
ABC
Document Camera A documentCamerawasusedto projectthe
fourquadrant gridfor I Have,Who Has?
A
5. D. Instructional Delivery:
Procedure Description Learning
Objective
Supported
Beginning
Pre- Activity:
• What kind of math tools could help you in
finding the treasure on a map?
A
Introduction: • Today we are going to learn about coordinate
planes and how to plot points, independent and
dependentvariables, and how to write equations
using them.
ABC
Hook: • Q: Where are some places you have seen
coordinate planes used? (Maps, Battleship,
Drawing…)
A
Coordinate Instruction: • Coordinate Foldable:
• Introduce vocabulary words:
• Instruct students in completing the foldable
• Discuss the location of the x and y axes
A
Middle
Activity 1:
I Have, Who Has:
• Students will locate objects on a four quadrant
grid and give the coordinates.
• Students will name an object at a given
coordinate when given the coordinates
A
Activity 2: Independent and Dependent Variables:
• Discuss the difference between Independent
and Dependent and give examples
• Students will choose from a list of variables
used in charts and graphs and place them in
under the appropriate headingof independent or
dependent
B
Activity 3: Equations activity:
• Demonstrate for students how to find the rule
for a graph or table.
• Practice with students on writing an equation
from a table and then a graph
• Have students work together to come up with
the equation for a set of graphs and tables.
C
Independent Practice: • Students work on Homework Assignment ABC
End
Closure:
Q: How could what we have discussed in the
lesson today help you to find locations on a
treasure map?
A
Individual or group
accommodations
and/or differentiated
instruction
Individual assistance
Additional examples
Guided practice
ABC
6. Lesson 2 – Writing Equations from Tables
A. Describe the learningobjectivesyourlessonaddresses.Explainhow these objectives
are alignedwith TEKS and identifythe level oflearningusing Bloom’sTaxonomy
Learning Objectives TEKS Blooms*
Students will be able to determine a solution,
justifythe solutionand evaluate the problem-
solvingprocess and reasonablenessofthe solution
with 80% accuracy.
Math 6.1.B Ana, Evl
B. Students will be able to identifyindependentand
dependentquantitiesfromtablesand graphs using
a word sort, with 80% accuracy.
Math 6.6.A Ana,Evl
C. Students will be able to write an equationthat
representsthe relationshipbetweenindependent
and dependentquantitiesfroma table during an
equationactivity with 80% accuracy.
Math 6.6.B App,Ana
B. List your lessonassessments,identifymode ofassessment,howeach assessmentis
used,how assessmentsare alignedwithlessonobjectives,and describe any special
educationaccommodations and/or differentiatedinstruction.
Name of Assessment Use Mode Learning
Objectives
Differentiated Instruction
and/or Accommodations
Independent/Dependent
QuantitiesActivity
Form ALT B Visual Aids,individual
assistance
Homework Form P&P BC Tutorials
Equation match Form P&P C Individual assistance
C. What instructional materials,resources,and technologydidyou use inthe lessonor to
extendthe lesson?
Name of Resource Use Learning Objective
Supported
Smart Board The Smart Board was usedforall lessonsfor
visualsandto illustrate problems.
ABCD
Equation Match Studentswill matchthe equationswiththe
graph and table.
C
Texas, GoMath
Textbook
All lessonsandhomeworkwerefromthe
textbookprovidedbySISD.
ABCD
7. D. Instructional Delivery:
Procedure Description Learning
Objective
Supported
Bell Ringer: • Studentswill solve a secretmessage using
coordinate
A
Introduction: • Today we will be learning how to write
equationsfrom tablesand graphs and to
representtheirrelationshipsto one another.
C
Hook: • Q. What are some ways you coulduse tables
and graphs inyour dailylife?(various)
A
Equation Match: • Use equationsfrom Lesson14.3 pp393-396 to
show studentsthe relationshipsbetween
variablesand how to use them to write
equations.
• Pass out the equationmatch and have groups
of 2 or 3 match the tablesand equationsand
graph them.
C D
Independentand
DependentQuantities
Activity:
Q. Where else wouldyou findindependent
and dependentquantitiesused?(Science)
Studentswill use charts and graphs from
theirMath textbookpp 399 – 401 to explore
the relationshipsbetweenindependentand
dependentquantities.
Studentswill use the information to
complete the charts and to determine which
quantitiesare independentanddependent
B
Homework: • Workthrough the guidedpractice with the
studentson p. 402
• Lesson14.3 pp 397,398 Odd problems7-15
• Lesson14.4 pp 403,404 Problems5-7,11, & 12
ABCD
Closing: • Q. What didyou learn from this lessonthat will
benefityouin the future?
ABCD
8. Lesson 3 – Representing Algebraic Relationships in Tables and Graphs
A. Describe the learning objectives yourlesson addresses. Explain how these
objectives are aligned with TEKS and identify the level of learning using
Bloom’s Taxonomy
Learning Objectives TEKS Blooms*
Studentswill be able to communicate
mathematical ideas,reasoningand their
implicationsusingmultiple representations,
includingsymbols,diagrams, graphs, and language
as appropriate with 80% accuracy.
Math 6.1.D Kno,Comp,App
Studentswill be able to create and use
representationstoorganize, record,and
communicate mathematical ideaswith 80%
accuracy.
Math 6.1.E Syn,App
D. Studentswill be able to representa given
situationusing verbal descriptions,tables,graphs,
and equationsin the form of y= kx or y= x + b with
80% accuracy.
Math 6.6.C Ana,Syn
B. List your lessonassessments,identifymode ofassessment,howeach assessmentis
used,how assessmentsare alignedwithlessonobjectives,and describe any special
educationaccommodations and/or differentiatedinstruction.
Name of Assessment Use Mode Learning
Objectives
Differentiated Instruction
and/or Accommodations
Real WorldMath Activity Form ALT ABCD Group work,scaffolding
Jeopardy Form ALT ABCD Multiple examples
Visual aids
Group assistance
Homework Form P&P ABCD Tutorials
9. C. What instructional materials,resources,and technologydidyou use inthe lessonor to
extendthe lesson?
Name of Resource Use Learning Objective
Supported
Smart Board The Smart Board was usedforall lessonsfor
visualsandto illustrate problems.
ABCD
Real WorldProblems Real worldnumberstoapplyobjectivesto
eventspertainingtothe students
ABCD
Jeopardy Board
PowerPoint
The Jeopardyboardcontainsquestionsfromall
objectivesinthe unit
ABCD
Texas, GoMath
Textbook
All lessonsandhomeworkwerefromthe
textbookprovidedbySISD.
ABCD
D. Instructional Delivery:
Procedure Description Learning
Objective
Supported
Bell Ringer: Math Riddles:
• Q: Whyshould you nevermentionthe number
288 infront of anyone? (Because it istwo gross, 2
x 144)
• Q: What did one math book say to the other
math book? (I’ve got a problem)
Introduction: • Today we are going to discussreal world
applicationsfor tables,graphs and equationsand
reviewfor tomorrow’s test.
ABCD
Hook: • Q: What is your greatest strengthor your
greatest weaknessinthis unit?
ABCD
Real World
Math:
• Q: Whydo you needto learnmath?
• Studentswill work in groups of 3 or 4 to use the
informationthey have learnedinprevious
lessonsto solve real world problems.
ABCD
Jeopardy: • Studentswill work in groups of 3 or 4 to earn
pointsby answeringreviewquestionsfrom
lessons14.1 -14.4
• Groupswill requesta topic and numberof
pointsfor an answer.
• Answersshouldbe wordedin the form of a
question
ABCD
Homework • Studentswill reviewtheirpretests
• Studentswill complete the Study Guide Review
in the textbook on pp. 407, 408
ABCD
Closing: • Q: What is one thing you learnedfrom today’s
lesson?
ABCD
10. Post Assessment
Name of Assessment Use Mode Learning
Objectives
Differentiated Instruction
and/or Accommodations
Unit Post Assessment Sum P&P ABCD Extra Time,Calculator,Read
problemsaloud
Part 3: Impact on Student Learning
A. Impact Charts and Graphs
Student
# of
Questions
Missed
Pre-
Test
Score
# of
Questions
Missed
Post
Test
Score
# of
Questions
Difference
Test Score
Difference
1. 13 35 2 90 11 55
2. 13 35 .5 98 12.5 63
3. 13 35 4 80 9 45
4. 11 45 2 90 9 45
5. 10 50 0 100 10 50
6. 13 35 3 85 10 50
7. 16 20 6 45 10 25
8. 12 40 3.5 88 8.5 48
9. 12 40 4 80 8 40
10. 10 50 3 85 7 35
11. 6 70 0 100 6 30
12. 10 50 1.5 93 8.5 43
13. 9 55 1 95 8 40
14. 11 45 1 95 9 50
15. 16 20 1.5 93 14.5 73
16. 12 40 2 90 10 50
Average 11 42 2 88 9 46
12. 0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Scores
Students
Overall Impact on Student Learning
Pre-Test Post Test
TEKS # TEKS Description Objective
Math
TEKS 6.11
Measurement and data. The student applies
mathematical process standards to use coordinate
geometry to identify locations on a plane. The
student is expected to graph points in all four
quadrants using ordered pairs of rational numbers.
Students will be able
to graph points in all
four quadrants using
ordered pairs of
rational numbers.
13. TEKS TEKS Description Objective
Math TEKS
6.6.B
Expressions, equations, and relationships. The student
applies mathematical process standards to use multiple
representations to describe algebraic relationships. The
student is expected to:
(B) write an equation that represents the relationship
betweenindependent and dependent quantities from a
table;
Studentswill be able to write
an equation that represents
the relationship between
independentanddependent
quantities in a table
TEKS TEKS Description Objective
Math TEKS
6.6.A
Expressions,equations,andrelationships. The student
appliesmathematical processstandardstouse multiple
representationstodescribe algebraicrelationships.The
student is expected to:
(A) identify independent and dependent quantities
from tables and graphs;
Students will be able to
identify independent and
dependent quantities from
tables and graphs
14. Other Classes
Student Pre-Test Post Test
1. 55 90
2. 30 83
3. 35 58
4. 30 90
5. 25 48
6. 30 75
7. 40 93
8. 25 55
9. Ab 78
10. 20 63
Student Pre-Test Post Test
1. 45 100
2. 50 62
3. 50 75
4. Ab 83
TEKS TEKS Description Objective
Math TEKS
6.6.C
Expressions, equations, and relationships. The student
appliesmathematical processstandardsto developconcepts
of expressions and equations. The student is expected to:
(C) represent a given situation using verbal descriptions,
tables, graphs, and equations in the form y = kx or y = x + b.
Studentswill be able to
represent a given
situation using verbal
descriptions, tables,
graphs, and equations
in the form of y = x + b
15. 5. 55 73
6. 40 80
7. 45 93
8. 45 74
9. 35 83
10. 35 68
11. 50 82
12. 30 78
B. Analysis
The studentsknewverylittle aboutthe conceptscoveredinthisunitpriortoinstructionas
evidencedbythe pre-testscores. All studentstestedshowedsignificantimprovementon
the post-testwithanaverage of 46 pointsdifference. All butone studentshowedmastery
of objective 3,howeverthere were onlytwoquestionsthatmeasuredthisobjective.
Objective 2wasthe conceptstudentsstruggledthe mostwithduringinstruction,however
post-testresultsshowmore thanhalf of the studentsmastered thisconcept. Some
studentsstill have roomforgrowthin all objectives,buttheyhave made significant
improvement. The studentsexceededmyexpectationswithmostof the students
performingexceptionallywell onthe post-test.
16. Part 4: Reflection
A. Whichlessonwas the most effective?Leasteffective?Why?
Lessonone wasthe leasteffective lesson. Ididnotrealize how difficultaconcept
independentanddependent variableswasforstudents. The studentswere veryconfused
by the independentanddependentvariable sort.If Iwere to dothislessonoveragain,I
wouldnotseparate the independentanddependentvariablesfromthe tablesorgraphs.
Lessontwowas the mosteffective lesson. Studentswere betterable tograspthe concept
of independentanddependentvariablesfromthe tablesandchartsand were eagerto
determine the relationshipbetweenthe two andwrite equations.
B. How will this experience influence yourinstructional decisionsinthe future?
I will notteachindependentanddependentvariablesseparatefromthe tablesandgraphs.
I learnedthatconceptswhichseemsimpletoone classmaybe verydifficultforanother.In
discussingthisissue with othermathteachersIwas able tofindotherwaysto approach the
subjectthatwere muchmore effective. Ibelievethathavingmultiple professional ideas
fromotherteachersand fromresourcessuchas NCTM can broadenthe meansof reaching
more students withavarietyof methodstounderstanddifficultconcepts. Italsoimpressed
on me the importance of re-teachingconceptsforunderstanding.
C. Describe somethingyou foundyou needto learn as a resultof teaching this unit.How do
you plan to learn this?
I foundthat manystudentshave alack of motivationwhenitcomestomathematics. Thisis
a more difficultsubjectinmanyareasin whichtodevelopmotivation. Studentsare quickto
believethattheyare unable todo mathand quittrying. I purchaseda bookfrom NCTMon
the subjectof fosteringengagementinmathematicsentitled“MotivationMatersand
InterestCounts”byJamesA.MiddletonandAmandaJansen. Ihope to findsome ideas
withinthistextandthe professional advice of othermathteacherstofindwaystomotivate
studentstowantto learnmath.
