PAldrich

Pete Aldrich October 22, 2009 EDC 448

Annotated Bibliography of a Diverse Text Set

For this annotated bibliography of a diverse text set I have chosen to work with a ninth grade algebra class. Their topic of study is quadratic equations, especially dealing with the quadratic formula. My classroom is comprised of mostly middle level students, with a few below level. I chose these following texts based on what I thought would be most useful to teach to my students’ needs.

A. Print Resources: Text #1 Citation: Larson, Boswell, Kanold, Stiff. (2007). Algebra 1. Evanston, Illinois: McDougal Littell. Text Summary: This is a textbook on Algebra 1, dealing with linear equations, quadratic equations, exponents, polynomials, and rational equations. I’m interested in the chapters on quadratic equations, mainly the quadratic formula. Rationale: I selected this text because it spells things out in a manner that’s easily understood by students. It even breaks down the book, including chapters and sections, into regular schedules and block schedules, to help the teacher break down the semester. It also gives example problems for homework. Use of text: The text would mainly be used for homework problems and reiterating what is taught in class. Attachment: This was a full textbook so I didn’t include a copy.

Text #2 Citation: Scieszka, J. (1995). Math curse. New York, NY: Viking Press. Text Summary: This is a children’s book about a girl whom after hearing her math teacher say “you know, almost everything in life can be considered a math problem." begins to see everything in her life as math related. Rationale: I selected this text because I believe it will give my students a better appreciation for math, and hopefully allow them to relate math to every day things, because I want to show how what they learn in class can be used in real life. Use of text: I think I’ll use this text at the end of my lesson on quadratics, as a fun little closer to get them thinking more. Attachment: This was a book, so I didn’t include a copy.

Text #3 Citation: Carter, J. Math song sing-a-long: The quadratic formula. West Chicago, IL: Community H.S. District 94 Text Summary: This text is a poem about the quadratic formula. It spells out how to do the quadratic formula in song. Rationale: I selected this text because I felt it would be a fun and easier way for my students to learn the quadratic formula. Use of text: I would use this poem after I introduced the quadratic formula to my students. I would make copies for the whole class, and make a poster size version to hang in my classroom. Attachment: See attachment #1 for a copy of this text.

Text #4 Citation: Karassev, A. Quadratic equations tutorial. Retrieved October 12, 2009, from Nipissing University Website: http://www.nipissingu.ca/calculus/tutorials/quadratics.html Text Summary: This text is actually a graph, depicting different quadratic equations, such as 2x2 and –x2. Rationale: I selected this text because in mathematics it is very helpful to have different ways of showing what is being taught. It’s easier to learn with various visual aids, to actually link something like an equation to a graph. Use of text: I would use this text as a supplement to my lesson, as a means of allowing the students to visualize an equation in graph form, and see what it looks like. Attachment: see attachment #2 for a copy of this text.

Text #5 Citation: (2007). Higil. Retrieved October 12, 2009, from Higil Website: http://images.google.com/imgres?imgurl=http://jidhidhico.files.wordpress.com/2008/04/picture12.jpg&imgrefurl=http://jidhidhico.wordpress.com/2008/04/&usg=__oY2D2LcM7T8QfIBBbyQl2_cPb5g=&h=772&w=852&sz=64&hl=en&start=7&tbnid=DnpzNC8p7-e8gM:&tbnh=131&tbnw=145&prev=/images%3Fq%3Dquadratic%2Bformula%26gbv%3D2%26hl%3Den%26safe%3Doff Text Summary: This text illustrates how to convert a quadratic equation to the quadratic formula with a few easy steps. Rationale: I selected this text because it enables students to see exactly how the quadratic formula was derived, that it wasn’t something just randomly made up. Use of text: I would use this text as another supplement to my lesson, and I would introduce it when I show the class the quadratic formula. It will help the students understand the formula more, knowing where it came from. I would also make a poster-sized copy of this and hang it in my classroom. Attachment: See attachment #3 for a copy of this text.

B. Media Resources Text #6 Citation: Hotmath. (2009) Algebra 1: Quadratic and exponential functions. Retrieved October 8, 2009 from Hotmath website at http://hotmath.com/help/videos/algebra1/quadraticandexponentialfunctions/quadraticequations.html?play=2 Text Summary: This text is a movie clip. It explains the quadratic formula step by step. Rationale: I selected this text because sometimes it sometimes helps students to hear the same material from different sources. It will also be good to recap the information presented to the students. It also might be better for the students to hear the information presented from someone else. Use of text: I would use this text as another way to teach my students how to do the quadratic formula. But I would only show the class after I taught my lesson on the quadratic formula, as an addition to the lesson. Attachment: This text is a video, so I do not have a copy.

Text #7 Citation: Young, V. (2009). Matherena: Quadratic equations. Retrieved October 12, 2009 from http://www.mscc.edu/webs/vyoung/songs/matharena_qe.htm Text Summary: This text is a song called the Matharena, about how to solve quadratic equations. Rationale: I selected this text because like the poem, I believe it is helpful for students to learn in fun new ways, and I think a song will help do so. It can help my students remember how to solve quadratic equations easier. Use of text: I would use this text to help my students remember how to solve quadratic equations. I will show it to them at the beginning of my lesson on quadratics when they’re first learning to solve them. Attachment: See attachment #4 for a copy of this text.

C. Online Interactive Resources Text #8 Citation: Mcgraw-Hill. (2009). Classroom games: quadratic equations solutions game. Retrieved October 8, 2009 from Glencoe website at http://www.glencoe.com/sec/math/algebra/algebra1/games.htm Text Summary: This text is a review game for the chapter on quadratic equations. It’s something I can do with the whole class. Rationale: I selected this text because I thought this would be a useful tool for my students to use as a review for the test at the end of the chapter. Use of text: I would use this text at the end of the chapter on quadratics, as a fun review activity for the test. I would probably bring in candy also, to go along with the game. Attachment: See attachment #5 for a copy of this text.

Text #9 Citation: McDougal Littell. Algebra 1 test practice. Retrieved October 8, 2009 from McDougal Littell’s test practice site at http://www.classzone.com/books/algebra_1/lessonquiz_va.cfm Text Summary: This text is a series of practice tests from the same publishers as the textbook I am using in class. It gives practice tests for all the chapters in the book, but for this lesson I’m interested in chapter nine, on quadratic equations and functions. Included are practice tests for each section in the chapter as well. Rationale: I selected this text because it will be useful for my students before taking the exam at the end of the chapter on quadratics. The homework and test problems generally come from the textbook, so having a practice test from the same source will help to know what to expect for the test. Since it is on the computer, they can do it at home at their own pace. Use of text: I would use this text at the end of the chapter, before the test. It will be used exactly what it was made for: a practice test. Attachment: This is an online test, so I do not have a copy of the text.

D. Instructional Resources Text #10 Citation: Schneider, E. (2009). Balancing equations to solve variables. Retrieved October 8, 2009 from lesson tutor website at http://www.lessontutor.com/eesA6.html Text Summary: This text is a lesson plan on how to solve for a variable by balancing equations. It includes objectives for the lesson, a review lesson, an outline of this lesson, and an assignment at the end of the chapter. Rationale: I selected this text because as a teacher it is a good idea to see how other teachers have presented the same material to their students. You might be able to pull good ideas out of them and expand on them to make the lesson your own. Use of text: I would look through this lesson plan to get ideas for my own lesson. Maybe take certain examples that I think my students would really understand. But I would not use this lesson plan as my own. I believe every teacher needs to make their own lesson plans, that fit there teaching style and fits their students’ needs. Attachment: See attachment #6 for a copy of this text.

I would use all of these texts throughout my lesson on quadratic equations and functions. Some would be used during the entire lesson, such as the textbook for homework, whereas others won’t be presented until the end of the chapter, like the review game and practice test. Others will be a supplement to what is taught in class, in order to drive home what I’m trying to teach. These include the math poem about the quadratic formula and the song about quadratic equations, the Matharena. Some with serve as visual aids in the classroom, to help my students remember how to formulate and solve the quadratic formula. All of my students would get use out of these texts. There wouldn’t be a whole lot of “reading” going on, but just different ways of learning how quadratics work, and I think that would be excellent for my students.

Content Area Learning Objective • Students will be able to recite the definition of a quadratic equation. • Using examples from class, students will be able to recognize how to use the quadratic formula to solve quadratic equations. • Students will be able to understand when to use the quadratic formula to solve quadratic equations, and when it is appropriate to use the factoring method to solve quadratic equations.

Reading Strategy Objective • R–10–2.1b Using strategies to unlock meaning including base words, general and specialized print or electronic resources to determine definition, pronunciation, etymology, or usage of words; or prior knowledge, to understand the meaning of quadratic. • R–10–3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by R–10–3.2 Selecting appropriate words or explaining the use of words in context, including connotation or denotation, shades of meanings of words/nuances, or idioms; or use of content-specific vocabulary, words with multiple meanings, precise language, or technical vocabulary (State) EXAMPLE: Students might be asked to explain the meaning of terminology appropriate to the content of the subject area as used in a text passage, such as quadratic, quadratic equation, and quadratic formula.

Pete, Great job! As an English major, the thought of finding ten texts that relate to math seems difficult. You managed to find some creative ways to incorporate more than just a textbook into your text set. I love the use of a poem and a song to help students learn the quadratic formula. In my high school we learned a song to help us with this formula and I still remember it, as will your students after learning it in the clever ways you have presented with your text set. This sounds like a math class I would have actually liked! - Alex Cerce

Pete, As Alex said, it would seem difficult to find multiple texts for a math lesson. I was never taught a song for the quadratic equation, but it seems like it could be very helpful. I remember learning other things through mnemonic devices and it really helped. I also liked that you find it important to relate it to real life, because some students might find math more interesting if it is relatable. It is a good idea to have the video teach the quadratic equation as well, because it might help other students learn it or break it down a different way to help students remember. This is a good lesson that I'm sure students will enjoy and remember. -Richard Irons