Sabrina+Pereira


 * DIVERSE TEXT SET **


 * Name: ** Sabrina Pereira


 * Context for using the text set: ** This text set would be used during an introductory unit on Linear Equations in a ninth grade Algebra 1 class. This class would consist mostly of students who perform at level, and some of the students might be below the ninth grade level. Since there exists an Honors Algebra 1 class, there are little to no students ahead of the grade level in this class. This unit would be implemented after instruction on manipulation of polynomials, and after an introduction to functions. This unit would be given around the second quarter of the school year.


 * Content Objective: ** CCSS.MATH.CONTENT.HSA.CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
 * Objective: Students will be able to formulate and graph linear equations from given word problems with linear variables and relationships.


 * Reading/Thinking Objective: ** [|CCSS.ELA-LITERACY.RST.9-10.7] : Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
 * Objective: Students will be able to derive and graph a linear equation from a word problem, and explain how the “m,” the slope, affects how the graph of the function looks.


 * A. Print Resources: **
 * Text #1: Textbook **
 * Citation: Charles, R. (2011). //Algebra 1// (North Carolina ed.). Boston, MA: Pearson/Prentice Hall.
 * Text Summary: This is a basic high school Algebra 1 textbook covering a multitude of topics, including linear equations. This textbook is also aligned to the Common Core Standards.
 * Rationale: I chose this textbook since it provides a comprehensive introduction to Algebra 1. I also liked that this textbook is aligned to the Common Core standards since I need to incorporate many, if not all, Common Core Mathematics standards in my classroom on a daily basis. This textbook is matched to all types of learners since it presents Mathematical concepts as simply and as cohesively as possible. This book is especially great for English Language Learners since there are many pictures, visual representations of concepts, and since the language used is very elementary.
 * Use of text: I will use this textbook as a reference in class, but I will assign nightly homework that will consist almost completely of problems from this textbook.
 * Attachment: The textbook is too long to attach, but see attachment 1 for a link to the textbook on Amazon.


 * Text #2: Math on Call: A Mathematics Handbook **
 * Citation: Kaplan, A., & DeBold, C. (1998). //Math on call: A mathematics handbook//. Wilmington, MA: Great Source Education Group.
 * Text Summary: This is a reference book that includes Mathematical concepts from the fifth grade level to Algebra 2 concepts. It also includes many resources that are very helpful to students, like an almanac of Mathematical prefixes, problem solving strategies, study tips, test taking strategies, and a multitude of reference tables. This book is not a complex text to read; therefore, it is great to supplement instruction outside of the classroom.
 * Rationale: I chose this text because it greatly helped me when I was first introduced to Algebra. I always found this book very easy to read, and very organized. Since __Math on Call__ is written clearly and concisely, any misconceptions I had on a topic were almost always clarified after reading about that topic in the book. This book is great for all learners including those with matchup assets, matchup gaps, and mismatches since all students would benefit from having a clear and handy reference guide at home. This book is also great for English Language Learners since the language used is very simple, and there are many pictures/diagrams.
 * Use of text: I would not require my students to purchase this book, but I would recommend to them, and their parents, that they purchase a copy to keep at home. I will also try to keep a few copies in my classroom for students to reference while completing independent work.
 * Attachment: The book is too long to attach, but see attachment 2 for a link to the book on Amazon.


 * Text #3: Linear Equations Poem **
 * Citation: Rugbart, V. (2013, June 2). Linear Equations Poem. Retrieved March 25, 2015, from https://prezi.com/duohbwj1pbbr/linear-equations-poem/
 * Text Summary: This is a poem about the structure of linear equations, specifically the standard form of linear equations.
 * Rationale: I chose this text because I believe it creatively articulates the standard form of a linear equation. This text is matched to more upper level students since it is not very involved, or overly descriptive. Therefore, students with matchup assets are probably the best suited to this text.
 * Use of text: I would read this text out loud to the class as a “hook” into a lesson about changing linear equations from “y=mx+b” form to standard form.
 * Attachment: See attachment 3 for a copy of this text.


 * Text #4: Online Reference **
 * Citation: Stapel, E. (n.d.). Solving multi-step linear equations. Retrieved March 25, 2015, from http://www.purplemath.com/modules/solvelin3.htm
 * Text Summary: This is an online text that provides an introduction to solving multi-step linear equations. This webpage consists mainly of examples, but every example problem is thoroughly solved with step-by-step explanations.
 * Rationale: I chose this text since it provides students with a variety of examples ranging from beginner to advanced levels. I believe the Purple Math website is an excellent outside resource for those students seeking extra practice, or seeking different explanations. Therefore, I feel this text is accessible to all types of learners.
 * Use of text: I would use this text as a supplement to the lesson on multi step linear equations. The students could go to this source independently if they would like further explanation, and more examples in addition to what I’ve presented to them.
 * Attachment: See attachment 4 for the link.


 * Text #5: Graph **
 * Citation: Comparing properties of linear and exponential functions (math 1). (2005, August 3). Retrieved March 25, 2015, from https://share.ehs.uen.org/node/21329
 * Text Summary: This text is a graph of three functions: the linear function f(x)= 2x, the quadratic function f(x)=x2, and the exponential function f(x)=2x. Each function is graphed in a different color.
 * Rationale: I chose this text to visually show students the difference between these commonly used functions. All types of learners, ELLs, those with matchup assets, matchup gaps, and mismatches, would benefit from this text since it is simply a picture of Mathematical concepts.
 * Use of text: I would show my students this graph when introducing the unit on linear functions. After explaining what’s happening with each function in the graph, I would compare the linear function to both the quadratic and the exponential functions to introduce our new unit.
 * Attachment: See attachment 5 for graph.


 * B. Media Resources **


 * Text #6: Linear Function Word Problem Video **
 * Citation: Linear function example: Melting snow. (n.d.). Retrieved March 25, 2015, from https://www.khanacademy.org/math/algebra/two-var-linear-equations-and-intro-to-functions/linear-functions-modeling/v/exploring-linear-relationships
 * Text Summary: This video intricately models each step involved in translating a word problem into a linear equation that the students must solve. In the video, the narrator starts by explaining what each of the variables are, and how they are related linearly. Then, he guides the viewer, step by step, in creating the linear equation that represents the relationship between “the day, and the snow on the ground,” which are the variables in the problem. He then creates a table of values, and shows the viewer how to plot these values on the xy plane.
 * Rationale: I would show this video to my students after briefly introducing them to word problems involving linear equations. Of course, prior to the introduction of this type of word problem, the students would already have been exposed to linear equations, and how to solve them as well. This video will help both visual and English Language Learners since it provides excellent visual representations of the processes involved in translating a word problem to an equation, a table and a graph. The various colors the narrator uses also provides great visual organization to the viewer. This text is also great for those who have matchup assets, matchup gaps, and mismatches since the example in the video is very simple and basic to follow.
 * Use of text: I will show this video in class after a brief introduction to word problems involving linear equations. We will watch the video together at first, then I will replay the video so that the students can copy down the work involved in the problem. After watching the video twice, and after the students have recorded the example and its answer, I will explain how the linear equation word problem was translated into Mathematical representations.
 * Attachment: I attached a link to the video in attachment 6.


 * Text #7: “Where do I start my line”-A song about graphing linear equations (Youtube) **
 * Citation: Ironmantim33 (August 16, 2009). “Where do I start my line”- a song about graphing linear equations. Retrieved March 25, 2015, from https://www.youtube.com/watch?v=_oqKaT3V-Us
 * Text Summary: This is a song about graphing linear equations set to the tune of Don McLean’s “American Pie.” The teacher singing the song wrote it for his Algebra 2 students to refresh their memories on what they learned about graphing linear equations in Algebra 1. In the song, he sings about how to start graphing a linear function by plotting the y-intercept, and then using both that and the slope, which he says is rise over run, the points can be plotted one by one.
 * Rationale: I chose this text because it is a short and simple song that will help students remember the basic elements to graphing linear functions. Since the song is sung to a very popular and memorable tune, students will be able to memorize this procedure, and remember that slope is rise over run on a graph. I also like presenting a song to my class to engage those who are musically and/or artistically inclined. Since the song is very simple and informative, I think it will greatly help those who have mismatches.
 * Use of text: I will show this video/play the song to my students after I’ve taught them what linear functions are, how to solve them, what each variable in a linear function represents, and how to graph them. After playing the song for them, I will provide them with a link to the song in case they want to reference it again on their own.
 * Attachment: Link to the video under attachment 7


 * C. Online interactive resources **
 * Text #8: Online Quiz **
 * Citation: Khan Academy. Interpreting linear functions word problems. (2014, May 8). Retrieved March 25, 2015, from https://www.khanacademy.org/math/algebra/two-var-linear-equations-and-intro-to-functions/linear-functions-modeling/e/interpreting-features-of-linear-functions
 * Text Summary: This website offers a variety of informational videos on many topics in Mathematics. This particular webpage is an interactive set of questions that require students to interpret and solve word problems regarding linear functions. The website allows students to check their answers, and provides hints for when they may be struggling on a question. If the student is very “stuck” on a problem, he/she can click on the “Stuck? Watch a video” link to the right of the problem, which directs him/her to a Khan Academy video that explains the particular concept involved in the problem.
 * Rationale: I selected this website since the practice questions allow students to check their understanding of the topic, and the various procedures involved in interpreting and solving linear equations, after instruction. The students will know when they are struggling with the concepts if they need to use multiple hints, or all the hints provided, to solve a problem/problems. This text is matched to each type of student, including those who have matchup assets, matchup gaps, and mismatches, since all students benefit from guided and extra practice. All of these students also benefit from seeing how their answers and methods compare to the actual correct ways to go about a problem.
 * Use of text: I will use these practice problems in class. Students will be allowed to use the computers and watch the accompanying Khan Academy videos just before completing the interactive practice problems, after being taught the basic structure and procedures involved in solving linear equations. The students will also already have been exposed to various types of word problems involving linear equations prior to solving the online practice problems.
 * Attachment: See attachment 8 for the homepage of the website


 * Text #9: Interactive Linear Function Explorer **
 * Citation: Linear function graphical explorer (ax b). (n.d.). Retrieved March 25, 2015, from http://www.mathopenref.com/linearexplorer.html
 * Text Summary: This website allows students to see how a function changes when it is moved around on a graph. The webpage is interactive since it lets the students move the function, and thus change the function values.
 * Rationale: I chose this text since it provides a great visualization of how linear functions can change from transformations. This is a great tool for students to use since it will help reinforce how different a graph of a function looks when the slope, and/or intercept change. I think this text is especially great for English Language Learners since they will not get hung up on trying to read a vast quantity since the tool is mainly visual and hands on.
 * Use of text: I will not require my students to use this, but I will reference it in class, and show them how to use it on a projector in case any students are interested in playing around with it at home.
 * Attachment: See attachment 9 for link
 * D. Instructional Resources **
 * Text #10: Lesson Plan **
 * Citation: Hooper, R. (n.d.). Solving linear equations review game. Retrieved March 25, 2015, from http://lessonplanspage.com/mathconstructalgebralinearequationsreviewboardgame910-htm/
 * Text Summary: This lesson plan has students working in small groups to create board games that will help their peers review solving linear equations. The students will use various websites to collect sample problems of varying degrees of difficulty, in addition to creating a key of correct answers for each question in the game. After creating the games, the students will play each other’s games.
 * Rationale: I chose this lesson plan since it allows students to work together and have fun while reviewing linear equations at the end of the unit, just before a unit exam. Since much group collaboration is involved in this lesson, all learners will benefit from it.
 * Use of text: I will use this lesson as a means to review the concepts learned throughout the unit prior to giving the students their unit test.
 * Attachment: See attachment 10 for a copy of the lesson plan.


 * Which texts/tasks selected for each type of learners: ** (indicate by listing the # of each resource selected for that population)


 * Students with Matchup Assets: 1, 2, 3, 4, 5, 6, 7, 8, 10
 * Students with Matchup Gaps: 1, 2, 4, 5, 6, 7, 8, 10
 * Students with Mismatches: 1, 2, 4, 5, 6, 7, 8, 10
 * Non-native English speakers: 1, 2, 4, 5, 6, 9, 10


 * Using these texts together in the classroom: **

This collection of texts would be used in the unit on linear equations. Although not all of these texts would be utilized explicitly in class, all texts will at least be referenced or acknowledged. The textbook will be utilized almost every day, as many of my lessons and homework will be based off of methods introduced in it. I would also explicitly use the lesson plan I found at the end of a unit since it seems like a great way for all learners to collaborate and have fun while reviewing for an upcoming test. Many of the texts I chose I will show my students in class so that they can reference them at home while they complete their homework, like the __Math on Call__ reference book, the Linear Function Explorer or the Khan Academy online quiz. Some of the texts I chose I will use at the beginning of a class or lesson to “hook” or engage my students in what they will be learning about that day. Some examples include: the “Where do I start my line” song, the Khan Academy video and the Linear Equations poem. An example of how I would engage my students at the beginning of a class or lesson is playing the “Where do I start my line” song prior to students completing practice problems on graphing linear equations. By playing this song before the lesson, I would be actively engaging them in class while simultaneously jogging their memories about linear equations, and how to graph points using slope and the y-intercept. Many of the texts/resources I’ve chosen will aid students with matchup assets, gaps and mismatches. I also chose a wide variety of texts that I believe appeal to most of the multiple intelligences. Therefore, with this diverse text set, I believe my unit on linear equations would be very informative, interesting, diverse and fun.

Linear Equations By Valerie Rugbart Let me say a declaration, of something called an linear equation, When it's graphed, it forms a line, And it has the certain intercepts of X and Y... With the standard form of Ax+By=C, When it's graphed, you'll be surprised. The constant in our problem is C, And it's final if zero isn't A or B. Ax and By are usually our variable terms, And if you keep that in mind, you won't get behind, This particular equation is used for many situations, In which we use in comparison, To other math situations, So I have just discovered, that being math-matic, Can be pretty darn fantastic, So I Hope we made an impression, me and my friend, Mr. Linear Equation!!!
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 * 3. **** Linear Equations Poem **
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Title – Solving Linear Equations – Review Game By – Rebecca Hooper Primary Subject – Math Grade Level – 9-10
 * 10. Lesson Plan **

Introduction: Solving linear equations is a cornerstone of Algebra and other higher level math classes. The skills involved are critically important to the students’ confidence and success within high school mathematics. In this project, students develop a board game that help their peers review solving linear equations. This project requires internet access as the students will use various websites to collect sample problems of varying degrees of difficulty. The entire project should use about 230 minutes of instruction time. Adjust as needed.

Overview: Students work in groups of 2 or 3 to create a board game that reviews solving linear equations. The students use the internet to research math problems as well as develop a key of correct answers for each question in the game. After games have been constructed, the students play each other’s games.

Goals:
 * Students will work together to research, plan, and construct a board game.
 * Students will follow the teacher’s guidelines to complete the project.
 * Students will solve linear equations of varying degrees of difficulty.

Rationale: Students have the opportunity to:
 * work in groups
 * review skills needed for all higher level math classes Algebra and above
 * review for chapter/unit test
 * review for exam
 * review for end of course test

SC state standards:
 * Algebra 1/Math Tech 1&2
 * Standard EA-1…all indicators
 * Standard EA-4…indicator 4.7

Objectives:
 * The student will solve one step linear equations using addition and subtraction.
 * TSW solve one step linear equations using multiplication and division.
 * TSW use two or more steps to solve linear equations.
 * TSW solve linear equations that have variables on both sides of the equation.
 * TSW solve linear equations involving decimals and fractions.

Materials:
 * access to the internet
 * Algebra 1 textbook
 * posterboard
 * cardstock paper, notebook paper
 * pencils, pens, markers, colored pencils
 * rulers/straightedges
 * dice
 * game pieces
 * calculators

Directions: Spend a few minutes introducing the project providing a handout if desired. Explain guidelines and student responsibilities. Student responsibilities should be developed by the individual teacher. Sample guidelines are as follows: Players will advance around the board. Each player should have his/her own game piece. How will the winner be decided? Game questions will be various linear equations to be solved by the player. Calculators and scratch paper will be allowed. Directions and answer key will be provided. Organize students into groups of 2 or 3. Allow the groups time to plan, organize, and use the internet to research game questions. Be sure the students use a variety of questions with various levels of difficulty. Allow the groups time to construct their games. After groups have finished making their games, allow the students to play other groups’ games. This game could really be used in a variety of settings and subject areas. Have fun!