Kristen

The following texts are to be incorporated into a 10th grade math class, and the texts can be used in multiple units of study that the students are going over. Some of the activities given from the texts are made to activate prior knowledge, while others are activities that can enhance their knowledge, and some are summaries that the students can use to at the end of the unit. The students in the class are not below learning level; however this is not an advanced class for mathematics. The reason I say this is because the review book used is used for students who are ready to take the Math A examination during their sophomore year.

Text #1: Trade Book __Neuschwander, C. (2003). //Sir Cumference and the Sword in the Cone: A Math Adventure.// Watertown, MA: Charlesbridge Publishing.__ Summary: This trade book is an excellent way to learn about circles and many names that are associated with how to understand a circle. The names in the book are associated with parts of a circle including Vertex and Lady Di of Ameter. The plot of the book is filled with riddles and geometry lessons of trying to figure out the mathematical mystery. Rationale: I picked this book because after taking EDC 448, it is ok to bring trade books into your classroom as a fun way for students to be taught a unit, or even to activate their prior knowledge. Students can be kids again when reading this book, but they don’t realize that they are learning a complex lesson at the same time. Use of Text: I would read this book aloud and ask the students to either create a mathematical mystery of their own related to circles, or I could have the students follow the text and figure out the mystery along with the characters. This would be a great way for the class to interact together and have fun in the process. By reading aloud and having the students answer the math mystery together I will be able to tell who is grasping the concepts and who is not. I would be asking questions during the reading and at the end of the reading to see who is struggling and who is on topic.
 * A. Print Resources**

Text #2: Chapter Book Enzensberger, H. M. (1997). //The Number Devil: A Mathematical Adventure.// New York, NY: Henry Holt and Company, LLC. Summary: This is a book about a boy whose teacher gives him word problems and becomes to hate math and his teacher because he doesn’t understand anything. The boy has twelve dreams of different number problems and in his dreams he is introduced to the Number Devil. The number devil explains to him the wonders of infinite numbers, prime numbers, Fibonacci numbers, numbers appearing in triangles, and infinitely expanding numbers. As the boy is introduced to these topics they become clearer as to how they are to be understood. Rational: This text would be a great project for the students to take part in as a holiday project during vacations (because it may be a longer assignment) or even just a fun homework assignment. This text goes over many different topics that students learn briefly in class but this book will give them a deeper understanding. It’s a great book because it has pictures on every page to keep the students interested and it’s unlike any chapter book they’ve ever read. By giving the bigger font and pictures the students will not be overwhelmed and will hopefully enjoy the story. Use of Text: I obviously would not have them read the whole book during the class year because there is much more to cover. Although I would maybe copy a chapter or two for them to read and possibly re-write the next chapter, or have them think of a clever dream in which a topic of their choice is introduced by the Number devil.

Text #3: Review Book Andres, R. J., & Bernstein, J. (2000). //Amsco’s Preparing for the Regents Examination: Mathematics A.// USA: Amsco School Publications, Inc. Summary: This book is a complete review book of units covered in a high school 9th and 10th grade math class. It is a state requirement that students are to take the Math A exam and obtain a passing grade in order to graduate. Topics covered include Algebra, Geometry, Statistics, and Probability. For any high school student in New York State, this is a bible for them when taking this exam. Teachers are constantly referring to this book all year long so students are comfortable in taking the exam. At the end of the book sample examinations are given for extra practice. Rationale: Seeing that I hope to become a teacher in New York, I am going to have to have to incorporate this book into many of my lessons, and dedicate many weeks to studying for the exam. Because so many students and teachers use this I feel it is a very important book to refer to and have students become familiar with it early in the year. This would take the place of a textbook in my classroom because it would be used so often, and because it includes all the topics covered therefore a textbook is not necessary. Use of Text: The students will have opportunities to read the chapters and complete problems given as well as take practice exams for extra preparation. This is also a great work book for them to keep referring to throughout the school year so they will be comfortable with the material on the exam. Because this isn’t a textbook, it is great to give homework out of and introduce problems during class time for them to understand the concepts. Giving sample exams for homework or over a course of time will allow the students to become familiar with the exam and what it asks, and will help them how to understand problems in order to do well.

Text #4: Poems Math Poems and Songs. John Handley High School Mathematics Department. (2006). Retrieved October 15, 2007, from http://www.pen.k12.va.us/Div/Winchester/jhhs/math/poetry/mpoet.html Summary: This site, after navigating through it, includes not only poems and songs, but clever tricks to remember formulas, puzzles, math facts, lesson plans, and math quotes. Many of the poems are more advances topics than a 10th grade classroom would use, but many of them are short and easily understandable. Rationale: I chose these two poems because they are short poems that go along to the tune of famous nursery rhymes that everyone knows. In my math class I was taught a process for memorizing the quadratic formula to the tune of “Pop Goes the Weasel”, and I still remember it and use it to this day. By using these songs with the formula, students will always remember the distance formula and midpoint formula. When students memorize formulas by just repeating them over and over there is a chance they would make an error when applying them. But now that they have a beat to the formula it is easily remembered. Use of Text: I would use this in introducing the distance and midpoint formulas, because both can be very difficult to remember. The poems aren’t too long so they can be taught in one class and a hand out can be given so the students can practice and always use this throughout all of their math classes. The poems are attached.

Text #5: Sudoku Palley, J.B. (2007). //America’s Best Sudoku Puzzles//. Canada: Penny Press Inc. Summary: This book is filled with the new crazed gram Sudoku, and there are different levels of the game included as well. The object of the game is to fill each row, each column, and each 3X3 box with numbers 1-9, where none of which can be repeated or left out. When this is completed the game is solved! The answers are given at the back of the book. Rationale: I chose this because it is a good way for students to relax after an exam or it is a great motivation technique if they are done with an activity and want to play. Use of Text: I would use this for an everyday activity if the students had extra time between lessons, or it can encourage the students to finish their work so they can play this popular game. Each puzzle will allow them to think logically to figure out the solution. A sample Sudoku is provided.

Text #1: Song Lyrics Guffee, H. (2002). In All Probability. On Doggone Math [CD]. Austin, TX: John Blinn. Summary: This song was created by Harry Guffee, who has multiple CD’s about learning mathematic topics. This particular song is introducing probability and goes into outcomes, and what you should do in figuring out the total number of possible outcomes. Rationale: Rather than students writing notes all class or following along with notes written on the board, this gives them a fun opportunity to learn about probability from a song. Usually when a lesson is taught in way that’s not usually done, it is remember easily and the notes come to mind quicker. Use of Text: This would be a great introduction to the probability unit after the student’s are introduced to the important vocabulary. It is a great introduction because it talks about the processes involved in finding the outcomes. After being introduced to the song and answering some questions the students may have, they can try examples from what they have just learned from the song. The lyrics to the song are provided.
 * B. Media Sources**

Text #2: Video King, C. (Speaker). (2007). How do you find the sale price? On MathPlayground.com. Summary: This is a website where many math questions have been answered which were sent in by students. I picked a problem about how to find the sale price of something, which is dealing with the percentage unit. It goes step by step of how to solve the problem, and it also demonstrates two ways of solving. Rationale: I chose this because although I could teach this to the students myself, again it is a different way to for them to learn, and also who doesn’t want to watch a video than someone speaking all class long? It also gives the solution to the problem in a lot of detail and gives a lot of waiting time for students to keep up and write down notes. Use of Text: Even though this is something that I could teach the class, I would have them follow along and I would have them think of their own sale price problem. After the video I would give them time to make their own problem and solve it and work in partners to share their work. This would them be handed in at the end of the class so I am able to see if all the students understood what was taught during the lesson.

Text #1: Interactive Webpage NCES’s Kid’s Zone: Create a Graph. (n.d.). Retrieved October 21, 2007, from http://nces.ed.gov/nceskids/createagraph/ Summary: This interactive site allows students to create their own graph, from many different types, and they are able to generate the graph by entering in their data. The different graphs include a pie chart, bar graph, a line graph, an area graph, and an XY graph. These many types of graphs can be incorporated into many different units that they apply to. The students are able to create the labels and colors for the graph so it fits with their personality. It then gives a preview of what the students have created and they can print and save it for future reference. Rationale: I chose this site because there is nothing more boring and tedious then sitting making a graph with a bunch of data. This gives the students a chance to be on the computer and create the type of graph that goes with the lesson, and they will be able to understand how the data is incorporated into the graph. Use of Text: I could use this program in either a probability unit or an algebra unit. In the probability unit I could assign a project for the students to make their own survey (or given them the data to shorten the lesson), and they would have to create either a bar graph or a pie chart to display what they have found. I would then ask them to write a summary of what they found with the data and ask questions such as which data was the most popular in the survey etc. For an algebra unit I could give them an equation and find points from that equation to plug into a graph. I would then ask them to graph the points and figure out what figure the equation gives. This could be a good introduction to the parabola unit.
 * C. Online Interactive Resources**

Text #2: Simulation Game NSERD: INTERactive. (1994). Retrieved October 21, 2007, from http://www.shodor.org/interactivate/activities/TriangleExplorer/ Summary: This webpage includes a graph with a triangle placed, and the triangle changes shape and placement each time the activity it done. The purpose of this exercise is to figure out the area of any given triangle. There is a box to fill in the area and there is a hint tab the students can click on if they are having trouble. The students are also able to try different levels that are offered and the other levels give different types of triangles making it more difficult to solve. Rationale: I chose this because it can be used many different ways in the classroom and it is a good follow-up to the introduction to the triangle unit. The student’s can try many different types of triangles and there are levels to accommodate all types of learners. It is also fun for the students because they get to use the computers rather than trying it on paper and on the computer mistakes can easily be corrected. Use of Text: I would use this source either in front of the class so it can be done with the class as a whole, or if I have access to computers I could have the students do this on their own. If I had the student’s do this activity on their own I would have them keep score with the score keeper, and print out their results so I could see how everyone did and what their progress is.

Text #3: Interactive Dictionary Eather, J. (2004). A Math Dictionary for Kids. Retrieved October 21, 2007, from http://www.amathsdictionaryforkids.com/ Summary: This webpage is an interactive site of over 500 definitions and simulation activities of different math terms. What is great about this site is that it gives many examples and demonstrations of the terms and concepts of the definitions. Rationale: I chose this site because it is great resource for the students if they can’t find what they are looking for in the review book or if they just want to activate their prior knowledge about what they have already learned. Use of Text: I would use this site as just a reference that the students can use if they are ever struggling in a topic or they need help with homework and want to see an example. It is a great tool for them to refer to because of the many definitions and demonstrations that are included.

Text #1: Lesson Plan Ananiadis, A. (2001). __The Number Devil__ Lesson Plans and Reading Excerpts. Retrieved October 7, 2007, from http://students.uwsp.edu/eanan233/pdf%20files/adult-386.pdf Summary: This webpage includes 5 different lesson plans to present to a class on the book (mentioned before) __The Number Devil__. The lesson plans includes topics such as roman numerals, exponents, infinite series, golden ration and Pi. Each lesson plan is given an objective and a procedure, and what to present in the activity. Rationale: I chose to incorporate just Lesson 5 of Pi into the classroom because I felt it related to what the students would be studying more and in a high school classroom. There is only so much time to devote to this chapter book, so the whole thing may not be able to be read. I figure that because students will be introduced to circles, that Pi would be the most appropriate. Use of Text: I would use this lesson plan exactly how it is and use it as the introduction of find the circumference and diameter of a circle. I would first have the students read the chapter for homework and then assign the activity for in class. What is great about the activity is that it is hands on and the students get to measure real objects rather then what is on their paper. After they have completed the chart the students will identify where Pi comes from, and they will be able to understand how to get the circumference and diameter rather than just memorizing the formulas.
 * D. Instructional Resources**

Although many of my texts are from multiple units, they can be used to scaffold to the next lesson and they have smooth transitions between each sub-topic in the unit. The units that are covered within these texts are Geometry, Coordinate Geometry and Measurement and Probability and Statistics, and there are texts included that help them along with all of the units. To begin I would introduce the Coordinate Geometry and Measurement unit with a brief lesson and I would incorporate the midpoint and distance formula songs to the students. Following this lesson I would give the students problems to try from the Review Book and then have the students finish the lesson by assessing them with the interactive computer site of finding the area of a triangle. Next I would begin the Geometry unit and introduce the students to __The Number Devil__ lesson plan allowing them to activate their prior knowledge and give a brief proof of how to get Pi. I would then read the students __Sir Cumference and the Sword in the Cone__ to give them a fun opportunity to learn about circles. To finish this unit I would give them problems from the Review Book as homework and check for their understanding. Lastly I would give a Probability and Statistics unit, and I would begin by giving the song to introduce the terms and concepts. After explaining what was introduced in the song I would give percentage problems from the Review Book and then give them the video to see a slow paced example of how to find the sale price. After the students have grasped the concept of analyzing data and generalizing how to group the data I would give them the project of making their own graph. For each lesson I would allow the students to use the dictionary to search anything they may have trouble with, and as mentioned before the Sudoku would be an incentive for them to finish their work early. Although there would be much more information incorporated into each topic these are just a few ways to have students use multiple texts to understand the units.


 * Content Area Learning Objective**- From each topic there is a standard that is addressed which teachers are to apply to their lessons. For the Geometry lesson by analyzing circles and Pi, this is the standard of analyzing characteristics of two dimensional objects. In the lesson on Probability and Statistics the students are to formulate questions related to the data, and collect and organize data. The students apply this standard when they create their own graphs and summarize what they have collected. Lastly, in the Measurement and Coordinate Geometry lesson the students are to apply the appropriate techniques and formulas to determine measurements which are exactly what they do in learning the midpoint and distance formula, and finding the area of a triangle in the interactive activity.


 * Reading Strategy Objective**- One major reading strategy that is used in Geometry, Probability and Statistics and Coordinate Geometry and Measurement is for the students to organize, analyze, and interpret the information (R-10-15.3). The students apply this strategy in Geometry when they are completing __The Number Devil__ lesson plan. For example when they are organizing their measurements from the different objects, then they are analyzing their findings and interpreting what the formula for circumference is and how they get Pi from this formula. In the Probability and Statistics lesson the student apply the same strategy when collecting data and organizing it into a type of graph, and then the students are to analyze their findings and interpret what they have found and what the graph is displaying. When doing the Coordinate Geometry and Measurement lessons the students are to analyze what they see in the graphs, including the triangle interactive activity, and figure out the area from what they understand.

Hi Kristen, You have a very varied selection of texts, all of which are interesting and will be useful in your content area. I like how you incorporate the trade and chapter books so the students will engage in further learning (doing projects, etc) after the material is taught. This is a great way to foster critical thinking. The poem, video and online sources would definitely increase the interest levels of students while learning mathematical concepts. One concern I have is using the review book in place of a textbook. Are the concepts included in the book just review of material or does it explain the mathematical concepts in detail? I guess my concern is that the review book focuses mostly on teaching to the test opposed to teaching the concepts. If this is not the case, the review book would be a good source to find needed information for all the mathematical concepts you will be teaching. Thanks! Lauren

Hey Kristen, Looking over your text set, you have some really good selections. I like how you incorporated the trade books, //Sir Cumference and the Sword in the Cone: A Math Adventure// //and// //The Number Devil: A Mathematical Adventure////. Personally, as someone who is rather intimidated by math, this would be a great way for me to face my fears head on, in a non-intimidating fashion!// //Another thing I like which you incorporated in your text set is Sudoku. I'm going to be completely honest with you. I have no idea how to play Sudoku, but I know it's math related. Seeing as this is a math game, it fits perfect into your text set. You could use Sudoku in a similar fashion to how I would use a quick write in the morning. Here students get their higher-thinking brain started!// //Finally, I also like the multiple interactive activities you have in your text set to. Through the "create a graph" activity, students can learn about graphs, and fine tune their computer skills. The interactive activity that really caught my eye was the simulation game. What I think is really cool, is how students can see a lot of results in a relatively short time. This can really help some students cement a certain concept. Overall, great job!// //Best Regards,// //Phil//