ChildsPortfolio2016

ACP PORTFOLIO

Kirsten
 Childs
 


 


 
LSC
 –
 University
 Park
 

Mathematics
 
April
 15,
 2016
 


 

TABLE
 OF
 CONTENTS
 

I.   Math
 0308
 Syllabus
 Snapshot
 
II.   Student
 Preparatory
 Strategy
 
III.   BOPPPS
 Lesson
 Plan
 

a.   PPT
 Lesson
 
IV.   Sample
 Test
 Questions
 
V.   Problem
 Solving
 Rubric
 
VI.   Showcase
 Presentation
 
VII.   Reflective
 Essay
 


 

MATH 0308 - 6015 PURCHASE FOR CLASS:

Introductory Algebra 1. Book – Essential Algebra
Skills with My Math Lab
PROFESSOR CONTACT INFO ISBN: 1269373390
Kirsten Childs
[email protected] 2. Calculator: Four
functions only (no
COURSE OVERVIEW graphing calculators)
We will meet Mondays and Wednesdays
10:00 am – 11:50 am. GRADING:
Room 13.307
Tests – 50%
CLASS POLICIES Homework – 10%
Students are expected to be in class daily. Quizzes – 20%
Attendance will be taken. Final Exam – 20%

There will be a quiz each day and **To view the full syllabus
homework each night. (and a daily schedule that
shows what we will be doing
No late work will be accepted. If you will be each day and what your
absent, you must email me your homework homework is each night)
the day it is due. please visit the following

No make-up quizzes or tests will be given. I site:
will drop your lowest 5 quiz grades. I will https://d2l.lonestar.edu/d2l
replace your lowest test grade with your /le/content/401396/Home
final exam score (if it is higher than your
lowest test grade).

Cellphones should be on silent and put
away during class.

Student Preparatory Strategy:


 
In my math class I do not require the students to read the textbook. In order

to be prepared for class students must make sure they have grasped the concepts
from the previous class since math builds upon itself. I actually use a strategy from
the book called "Building Reading Assessment into the Grading Structure". However,
instead of reading the textbook students are doing a few problems from the
textbook for homework. These problems are then collected at the beginning of the
next class. Then, as soon as class begins, the students take a very short (two
question) independent quiz with problems similar to those that they completed for
homework. In this way, their homework problems are the questions to encourage
thought and the quizzes are the class assessment that is incentive for them to
complete the homework to make sure they are prepared for the quizzes.

Also, the book talks about having the same questions every night so that the
students get used to the questions and get better and better at reading. I employ
this same strategy in my class. There are about 4-6 homework problems every night
and 2-3 quiz problems everyday. The structure is predictable and helps them to get
in a groove. They understand what is required of them each night and each class
period. This sameness is an important part of helping them to complete the
required pre-work to be prepared for class the next day.

Therefore, in my specific lesson students will be required to complete the
homework problems from the night before and take a quiz at the beginning of class
in order to be prepared for the BOPPPS lesson I am planning.
 

Complete
 BOPPPS
 Lesson
 
 


 

COURSE:
 Math
 -­‐
 0306
 Pre
 Algebra
 

Lesson
 Title:
 Slope
 

Bridge:
 
 Students
 will
 be
 shown
 a
 road
 sign
 and
 asked
 what
 the
 meaning
 of
 the
 sign
 is.
 It
 will
 be
 a
 steep
 road
 ahead
 sign.
 We
 will
 talk
 about
 where
 they
 have
 

seen
 theses
 signs.
 Then
 we
 will
 discuss
 what
 the
 sign
 means
 when
 it
 says
 7%
 underneath
 the
 hill.
 (Road
 goes
 up
 7
 feet
 vertically
 for
 every
 100
 feet)
 This
 will
 be
 

used
 to
 introduce
 what
 slope
 is.
 

BLOOM
 QUESTION
 (ANALYSIS):
 
 What
 words
 can
 you
 use
 to
 define
 slope?
 (vertical
 change
 over
 horizontal
 change)
 

Then
 we
 will
 discuss
 other
 ways
 to
 define
 slope.
 (rise/run,
 change
 in
 y
 over
 change
 in
 x,
 etc.)
 

End
 with:
 Today
 we
 will
 practice
 different
 ways
 to
 calculate
 the
 slope
 of
 a
 line.
 

5
 minutes
 

Course
 Student
 Learning
 Outcome:
 Students
 will
 be
 able
 to
 find
 the
 slope
 and
 x-­‐
 and
 y-­‐intercepts
 of
 a
 linear
 relation.
 


 

Learning
 Objectives:
 
 By
 the
 end
 of
 this
 lesson,
 students
 will
 be
 able
 to
 recall
 the
 formula
 for
 slope
 and
 apply
 the
 formula.
 
 

By
 the
 end
 of
 this
 lesson,
 students
 will
 be
 able
 to
 define
 x-­‐
 and
 y-­‐intercepts.
 


 

Pre-­‐Assessment:
 
 

Students
 will
 be
 given
 a
 sticky
 note.
 They
 will
 write
 their
 name
 on
 the
 back
 and
 then
 place
 the
 sticky
 note
 on
 the
 stop
 sign.
 They
 will
 place
 their
 sticky
 note
 on
 

the
 red
 if
 they
 have
 never
 even
 heard
 of
 slope,
 they
 will
 stick
 it
 on
 the
 yellow
 if
 they
 have
 heard
 of
 slope
 but
 don’t
 remember
 anything
 else
 about
 it,
 and
 they
 

will
 stick
 their
 sticky
 note
 on
 the
 green
 if
 they
 know
 about
 slope
 and
 remember
 how
 to
 calculate
 it.
 

3
 minutes
 

Participatory
 Learning:
 

Time
  Instructor
 Activities
  Learner
 Activities
  Lesson
 Materials
 


 

20
 min
  Introduction
 to
 slope:
 Discuss
 real
 world
 applications,
  Take
 notes
 on
 formula
 and
 practice
 example.
 Complete
  PPT
 slides
 through
 slide
 13.
 
 

introduce
 formula,
 give
 practice
 problems.
  practice
 problems
 on
 own
 sheet
 of
 paper.
 Blooms
 Question:
 

What
 is
 the
 formula
 for
 slope
 in
 terms
 of
 x
 and
 y?
 

(Knowledge)
 

10
 
 min
  Introduction
 to
 horizontal
 and
 vertical
 lines
 (Pose
  Students
 work
 in
 their
 groups
 to
 determine
 what
 they
  PPT
 slides
 through
 slide
 15.
 

questions)
  believe
 the
 slope
 of
 a
 horizontal
 and
 vertical
 line
 would
 be.
 

Selected
 groups
 present
 their
 arguments
 to
 determine
 the
 

slopes.
 Blooms
 Question:
 How
 would
 you
 prove
 the
 slope
 of
 

a
 vertical
 line
 is
 undefined?
 (Synthesis)
 

20
 min
  Introduction
 to
 graphing
 lines
 given
 points
 and
  Students
 work
 individually
 to
 complete
 practice
 problems
  PPT
 slides
 through
 21.
 

slopes.
 Show
 one
 example.
  then
 pair
 up
 with
 their
 neighbors
 to
 compare
 solutions
 and
 

discuss
 processes.
 (CAT:
 Think
 -­‐
 Pair
 -­‐
 Share)
 

30
 min
  Pose
 questions.
 Give
 correct
 solutions.
  Apply
 previous
 knowledge
 to
 new
 scenarios.
  PPT
 slides
 through
 25.
 

Blooms
 Question:
 Identify
 the
 y-­‐intercept
 given:
 3x
 +
 y
 =
 5
 
 

(Application)
 

Blooms
 Question:
 Determine
 if
 the
 following
 lines
 are
 

parallel,
 perpendicular,
 or
 neither:
 
 

5y
 =
 2x
 -­‐
 3
 and
 5x
 +
 2y
 =
 1
 (Evaluation)
 

10
 min
  Teacher
 poses
 questions.
 Guides
 discussion
 until
  Students
 discuss
 answers
 with
 neighbors
 then
 specific
 
  PPT
 slides
 to
 end.
 

correct
 definitions
 are
 agreed
 upon.
  groups
 share
 answers
 with
 class.
 


 

Post-­‐assessment:
 
 NEW
 TECHNOLOGY
 Administer
 Kahoot
 quiz:
 This
 quiz
 is
 composed
 of
 multiple
 choice
 questions
 that
 determine
 whether
 students
 can
 

answer
 basic
 knowledge
 questions
 about
 slope
 and
 x-­‐
 and
 y-­‐
 intercepts.
 There
 are
 also
 a
 few
 multi-­‐step
 problems
 where
 students
 will
 actually
 find
 or
 calculate
 

slope
 or
 x-­‐
 and
 y-­‐
 intercept.
 https://play.kahoot.it/#/k/30739173-­‐c39d-­‐4002-­‐8704-­‐9088c9affde6
 

10
 min
 

Summary:
 Address
 any
 commonly
 missed
 questions
 on
 post-­‐assessment.
 Have
 students
 orally
 recall
 the
 formula
 for
 slope
 before
 exiting
 the
 classroom.
 

2
 min
 

See
 Attached
 PPT
 
 

Slope 4/15/16

x- and y- intercepts Objective

The student will be able to:
find the slope and x- and y- intercepts of

a linear relationship.

What is the meaning of this sign? What does the 7% mean?

1. Icy Road Ahead — 7% is the slope of the road.
2. Steep Road Ahead It means the road drops 7 feet vertically for every 100 feet
3. Curvy Road Ahead horizontally.
4. Trucks Entering Highway
7 feet
Ahead
7% 100 feet

So, what is slope???
Slope is the steepness of a line.

Slope can be expressed different ways: 1) Determine the slope of the line.

m = ( y2 − y1 ) = rise = vertical change When given the graph, it is easier to apply
( x2 − x1 ) run horizontal change “rise over run”.

A line has a positive slope if it is
going uphill from left to right.

A line has a negative slope if it is
going downhill from left to right.

1

4/15/16

Determine the slope of the line. 2) Find the slope of the line that passes
through the points (-2, -2) and (4, 1).
Start with the lower point and count how
much you rise and run to get to the other When given points, it is easier to use the formula!
( y2 − y1 )
point! m = ( x2 − x1 )

rise 3 1 y2 is the y coordinate of the 2nd ordered pair (y2 = 1)
6 run = 6 = 2
y1 is the y coordinate of the 1st ordered pair (y1 = -2)
3 Notice the slope is positive
AND the line increases! m = (1− (−2)) = (1+ 2) = 3 = 1
(4 − (−2)) (4 + 2) 6 2

Did you notice that Example #1 and Find the slope of the line that passes
Example #2 were the same problem through (3, 5) and (-1, 4).
written differently?
1. 4
6 (-2, -2) and (4, 1) 2. -4
3 3. ¼
slope = 1 4. - ¼
2

You can do the problems either way!
Which one do you think is easiest?

3) Find the slope of the line that goes Determine the slope of the line shown.
through the points (-5, 3) and (2, 1).
1. -2
m = 1−3 2. -½
2+5 3. ½
4. 2

m = 1−3 m = −2
2 − (−5) 7

2

4/15/16

Determine the slope of the line. What is the slope of a horizontal line?

-1 The line doesn’t rise!
All horizontal lines have a slope of 0.
Find points on the graph.
2 Use two of them and

apply rise over run.

The line is decreasing (slopeis negative).

What is the slope of a vertical line? Remember the word “VUXHOY”

The line doesn’t run! — Vertical lines
All vertical lines have an undefined slope. — Undefined slope
— X = number; This is the equation of the line.
— Horizontal lines
— O - zero is the slope
— Y = number; This is the equation of the line.

Given a point and slope-- Can we graph the line? 1. point = ( -2,4) and 2. point (0,-4) and
slope = -2/3 slope = 0
Ex. point (3,0) slope = 3

St eps :
•Graph your point

•Use _______________to graph
2 points in each
direc t ion

•Use straight edge to
connect the lines.

3

4/15/16

1.How are the graphs similar? Think, Pair, Share Think, Pair, Share
2. How are the graphs different?
4.What happens to thegraph when a constant is added to y = x?
3.Where does each graph cross they axis?
5.Write an equation for a line similar to thoseabove but crosses they-axis at 5.
Line 1:__________
Line 2:__________ 6.Write an equation for a line similar to thoseabove but crosses they-axis at −2

Line 3: __________

Think, Pair, Share

1. How are all the graphs alike? Why?
2. Describe the differences in the graphs.
3.Which line appears the steepest?
4.What makes the difference?

1. How are the lines alike? Think, Pair, Share1. Name 2 ways the lines arealike.
2. How are the lines different?
2. How are the lines different?
3.Which lineappears the steepest?
4.What makes thedifference?

4

1. Where does each of the following cross the y-axis? 4/15/16
a. y = 2x + 7 ___________
b. y = −x + 11 ___________ YourTurn:
c. y = (½)x − 8 ___________ 3.Where does each of the following cross the y-axis?
a. y = x + 8 ___________
2.Which of the lines below is the steepest? Explain how you know. b. y = 3x − 4 ___________
a. y = 2x + 7 c. y = 21x + 3 ___________
b. y = −x + 11 4.Which of the lines below is the steepest? Explain how you know.
c. y = (½) x − 8 a. y = x + 8
b. y = 3x − 4
5.Where does each of the following cross the y-axis? c. y = 21x + 3
a. y = −x + 8 ___________
b. y = −2x + 5 ___________ Tying it together
c. y = −31x ___________ 7. If a linear equation can be written in the form y = mx + b, where
6.Which of the lines below is the steepest? Explain how you know.
a. y = −x + 8 m and b represent any real values, explain the effect of m on the
b. y = −2x + 5 graph of the equation.
c. y = −31x
8. Explain the effect of b on the graph.

5

Sample Test Questions

 
Lower Level Blooms Questions:

1.   What is the formula for slope in terms of x and y? (Knowledge)

2.   Identify the y-intercept given: 3x + y = 5 (Application)

Higher Level Blooms Questions:

3.   How would you prove the slope of a vertical line is undefined?
(Synthesis)

4.   Determine if the following lines are parallel, perpendicular, or neither:
5y = 2x - 3 and 5x + 2y = 1 (Evaluation)
 

 

































Kirsten
 Childs
 
April
 14,
 2016
 

Adjunct
 Certification
 Program
 Reflection
 


  Throughout
 the
 Adjunct
 Certification
 Program,
 I
 have
 learned
 many
 things.
 I
 am
 actually
 

surprised
 at
 how
 much
 I
 have
 learned
 because
 I
 went
 through
 a
 teaching
 Masters
 Degree
 

where
 we
 made
 many
 lesson
 plans,
 wrote
 many
 lesson
 objectives
 and
 smart
 goals,
 and
 

incorporated
 many
 Bloom’s
 questioning
 techniques.
 Most
 of
 the
 topics
 discussed
 in
 ACP
 helped
 

me
 gain
 insight
 into
 why
 I
 do
 the
 things
 I
 do
 in
 my
 classroom.
 For
 example,
 while
 reading
 the
 

chapter
 on
 Student
 Prep
 Strategies,
 I
 realized
 that
 even
 though
 I
 do
 not
 have
 my
 students
 read,
 

their
 math
 homework
 is
 my
 goal
 to
 get
 them
 to
 really
 think
 about
 what
 they
 have
 learned
 in
 

class
 and
 apply
 it
 to
 the
 problems
 on
 the
 homework.
 By
 grading
 it
 and
 having
 it
 due
 daily,
 the
 

students
 are
 given
 incentive
 to
 prepare
 for
 class
 by
 completing
 the
 homework.
 


  Besides
 the
 Student
 Prep
 Strategies,
 I
 also
 benefited
 from
 two
 specific
 days.
 The
 first
 

was
 the
 technology
 day.
 As
 I
 stated
 in
 class,
 I
 have
 been
 in
 many
 meetings
 at
 the
 high
 school
 

level
 where
 they
 pushed
 new
 technology
 on
 us.
 The
 problem
 was
 that
 each
 week
 we
 were
 

being
 taught
 a
 new
 technology.
 Therefore,
 I
 had
 very
 little
 knowledge
 of
 many
 different
 

technologies
 and
 was
 too
 overwhelmed
 to
 be
 able
 to
 pick
 anything
 to
 actually
 put
 into
 use.
 The
 

technology
 day
 we
 had
 at
 ACP
 allowed
 me
 to
 explore
 individually
 a
 few
 technologies
 that
 I
 was
 

interested
 in.
 I
 even
 think
 5
 was
 maybe
 too
 many
 therefore
 I
 spent
 most
 of
 the
 time
 actually
 

signing
 up
 for
 and
 learning
 about
 1
 -­‐2
 technologies.
 I
 was
 able
 to
 get
 an
 account
 and
 play
 

around
 with
 one
 technology
 I
 was
 really
 interested
 in
 using.
 Now
 that
 it
 is
 set-­‐up
 I
 hope
 to
 be
 

able
 to
 use
 it
 in
 the
 future.
 


  I
 also
 really
 value
 the
 sheet
 we
 received
 on
 CAT’s.
 There
 are
 so
 many
 different
 ways
 to
 

assess
 understanding
 and
 in
 math
 especially,
 it
 is
 easy
 to
 think
 that
 the
 only
 way
 to
 assess
 

 

student
 learning
 is
 to
 have
 them
 complete
 problems.
 However,
 there
 are
 so
 many
 more
 
creative
 and
 exciting
 ways
 to
 capture
 student
 assessment.
 I
 have
 actually
 implemented
 one
 CAT
 
in
 class
 and
 hope
 to
 continue
 to
 implement
 more!
 

  The
 CAT
 that
 I
 implemented
 was
 assessing
 skill
 in
 problem
 solving:
 Documented
 
Problem
 Solutions.
 In
 one
 lesson
 I
 had
 students
 work
 a
 problem
 on
 their
 own.
 After
 working
 the
 
problem,
 I
 had
 them
 go
 back
 through
 and
 label
 each
 step
 to
 say
 what
 they
 did.
 I
 had
 someone
 
read
 off
 their
 labels
 so
 that
 other
 students
 could
 check
 and
 see
 if
 their
 wording
 and
 steps
 were
 
similar.
 This
 is
 a
 great
 way
 for
 students
 to
 really
 check
 that
 they
 know
 what
 they
 are
 doing.
 It
 is
 
going
 to
 be
 especially
 valuable
 later
 when
 they
 are
 studying
 for
 the
 final
 exam
 and
 cannot
 
figure
 out
 how
 they
 solved
 a
 specific
 problem.
 Now
 they
 have
 steps
 which
 tell
 them
 what
 they
 
did
 each
 step
 along
 the
 way.
 I
 hope
 to
 continue
 to
 use
 this
 CAT
 daily
 and
 implement
 more
 in
 
the
 future.
 

  By
 implementing
 CAT’s
 and
 by
 having
 a
 clearer
 reason
 for
 why
 I
 am
 teaching
 the
 way
 I
 
teach,
 I
 have
 become
 a
 more
 effective
 instructor.
 I
 am
 now
 more
 focused
 on
 student
 learning.
 
Previously,
 I
 was
 more
 focused
 on
 getting
 all
 the
 information
 out
 and
 not
 necessarily
 on
 
whether
 or
 not
 students
 were
 able
 to
 understand
 or
 retain
 the
 material.
 The
 ACP
 program
 
helped
 remind
 me
 to
 focus
 on
 student
 learning.
 Everything
 I
 do
 should
 be
 geared
 towards
 
helping
 students
 learn.
 The
 CAT’s
 are
 a
 way
 to
 improve
 student
 learning
 as
 well
 as
 a
 way
 to
 
show
 me
 whether
 or
 not
 students
 are
 comprehending.
 The
 technology
 is
 a
 way
 to
 make
 the
 
class
 more
 engaging
 which
 in
 turn
 should
 also
 improve
 student
 retention
 and
 understanding.
 

  Finally,
 I
 have
 only
 one
 suggestion
 for
 future
 professional
 development.
 As
 I
 benefited
 
most
 from
 technology
 day
 I
 have
 a
 suggestion
 for
 a
 great
 professional
 development.
 The
 online
 

 

database
 of
 technologies
 was
 extremely
 useful.
 I
 suggest
 allowing
 people
 to
 peruse
 the
 online
 
database
 for
 a
 few
 minutes
 and
 determine
 any
 technologies
 they
 are
 interested
 in
 learning
 
more
 about
 and
 jot
 them
 down.
 Then
 following
 this
 short
 period
 of
 time
 people
 can
 then
 spend
 
a
 good
 chuck
 of
 time
 signing
 up
 for
 the
 technology
 and
 playing
 around
 with
 it
 to
 try
 to
 learn
 
more
 about
 it.
 Following
 this
 chunk
 of
 time
 people
 can
 then
 pair
 up
 with
 people
 in
 their
 same
 
department
 (2-­‐3
 people
 max)
 and
 teach
 them
 what
 they
 have
 learned
 about
 their
 technology
 
and
 explain
 in
 what
 context
 they
 believe
 it
 would
 be
 useful.
 This
 is
 a
 way
 for
 people
 to
 learn
 
about
 a
 technology
 they
 are
 interested
 in
 and
 have
 a
 beneficial
 discussion
 with
 their
 colleagues
 
about
 realistic
 uses
 in
 the
 classroom.
 Allow
 people
 to
 sign
 up,
 play
 with
 the
 technology,
 and
 get
 
feedback
 will
 hopefully
 help
 improve
 the
 chances
 of
 the
 educator
 actually
 implementing
 the
 
technology.
 Everyone
 ideally
 wants
 to
 use
 technology
 but
 I
 am
 not
 sure
 many
 people
 actually
 
get
 the
 chance
 or
 take
 the
 time
 to
 implement
 it.
 I
 believe
 this
 would
 be
 a
 useful
 way
 to
 
encourage
 implementation.