krainone

** Text #9: ** ** Text #10: ** ** Using these texts together in the classroom: ** I would use all of these texts in the classroom to foster learning by having a diverse lesson. Instead of the pencil and paper routine, my students will be actively engaged in the lesson from all aspects of learning: visually, auditory, kinesthetic, and tactic. By using many diverse texts on the subject, it gives the students a chance to take control of their own learning and help them to figure out how they comprehend the material the most. ** Learning Objectives: ** The National Strategies Secondary. Year Nine; 3 Algebra: 3.1 Equations, formulae, expressions, and identities. -   recognize that letter symbols play different roles in equations, formulae and functions; know the meanings of the words //formula// and //function// - understand that algebraic operations, including the use of brackets, follow the rules of arithmetic; use index notation for small positive integer powers - construct and solve linear equations with integer coefficients (unknown on either or both sides, without and with brackets) using appropriate methods (e.g. inverse operations, transforming both sides in same way) - solve linear equations in one unknown with integer and fractional coefficients; solve linear equations that require prior simplification of brackets, including those with negative signs anywhere in the equation Students identify the meaning of unfamiliar vocabulary by… R–10–2.1a Using strategies to unlock meaning (e.g., knowledge of word structure including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses __to determine definition, pronunciation, etymology, or usage of words__; or prior knowledge) (State) 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 (Local) 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
 * A. Print Resources:  **
 * Text #1:  **
 * Citation: Prentice Hall Mathematics (2007) //Algebra 1: Teachers Edition.// Published by Pearson Education Inc., Boston Massachusetts . 119-133.
 * Text Summary: This text outlines how to solve a two-step equation with one variable. It gives four specific examples on how and why solving a two-step equation is useful. In addition, it gives real-life examples of when these equations would be used.
 * Rationale: I selected this text because of its format. The steps involved in solving these equations are very clear and informational. I felt that students would have a chance to really understand the material and be interested in the real-life applications.
 * Use of text: I would ask the students to use this text primarily for some practice examples to get them used to solving one-variable equations.
 * Attachment: See attachment #1 for a copy of this section of the text.
 * Text #2:  **
 * Citation: Scieszka, Jon (1995) //Math Curse//. New York, N.Y. : Viking.
 * Text Summary: This text is a children’s trade book. The main point of the story is that one could turn anything into a math problem: i.e. getting dressed in the morning; trying to see if one has enough time to eat before school.
 * Rationale: I chose this text because it gives the students a chance to connect their lives with this book. They make connections between the boy in the books life and their own; ultimately trying to create math problems out of their “problems.”
 * Use of text: I would use this text in the classroom as an activity for my students. I would read the book aloud and ask the students to come up with a problem of their own that they have run into that could be turn into a math problem. Then I would ask them to solve that math problem as a two-step equation.
 * Attachment: This is a whole children’s book, so I did not include it here.
 * Text #3:  **
 * Citation: Prentice Hall School (2007) // Reading //// Math: Reading for Problem Solving // . Retrieved October 13, 2008 from http://www.phschool.com/iText/math/sample_chapter/Ch02/02-02/PH_Alg1_ch02-02_ReadMath.pdf
 * Text Summary: This text is a great example of breaking down a word problem into the equation one would need to solve this word problem. It breaks it down as a contrast between what a student thinks about the word problem and what the student should write when thinking this.
 * Rationale: I selected this text because many students have trouble selecting the important information of a word problem. By reading this text, the students will have a chance to understand which words and phrases have corresponding meaning in an equation in this lesson. They will understand what the question is asking and what answer they are looking for.
 * Use of text: I will use this text when reviewing real-life word problem applications. Reviewing each phrase in a word problem and defining what is important and what is not. Then I would have the students construct their own contrast to a specific word problem to see if they can interpret the information given.
 * Attachment: See attachment #2 for this text.
 * Text #4:  **
 * Citation: Chapin, Suzanne H. & Johnson, Art. (2006) //Math Matters: Second Edition.// Math Solutions Publications, Sausalito, CA. 191-195.
 * Text Summary: This text gives a clear understanding of the concept of the variable. It gives background information on its history and helps to identify different uses of variables. In addition, it helps the reader to understand the types of symbols used as variables.
 * Rationale: I chose this text because it gives a very clear and detailed insight into what a variable is and why it is used. This is important because at the time of this lesson, the students are merely introduced to the idea of a variable and this text will help them better understand its concept.
 * Use of text: I would use this text as an introduction to the lesson so the students will have extensive background knowledge of what a variable is. This is extremely important because every math lesson from this lesson forward will contain a variable of some sort.
 * Attachment: This was a 350-page book, so I did not include it here.
 * Text #5:  **
 * Citation: Colwell, Cathy (2003-2008) //AlgebraLAB: Solving Two-Step Equations//. Retrieved October 13, 2008 from http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_OneVariableTwoStep.xml
 * Text Summary: This website outlines the steps involved for solving a two-step equation. It gives many various examples of two-step equations that one might be asked to solve including fractions, negative numbers, and all order of operations.
 * Rationale: I selected this text because throughout the entire page, there are links to certain words that when clicked on, one could read its subject of origin, definition, and an example where it is used. This is especially helpful to students who are unfamiliar with math terminology. This will ultimately help the students identify aspects of equations and word problems.
 * Use of text: I would use this text as an addition to my classroom lesson. I would encourage my students to visit this website to acquire them with the vocabulary necessary to know in order to move forward in this subject.
 * Attachment: See attachment #3 for the homepage of this text.
 * B. Media Resources **
 * Text #6:  **
 * Citation: YourTeacher.com (2008) //Algebra 1: Lesson 016: Equations//. Retrieved October 13, 2008 from http://www.yourteacher.com/algebra1/twostepequations.php
 * Text Summary: This online video shows how to solve a two-step equation. A teacher provides a systematic procedure with explanations of why and how to perform these steps.
 * Rationale: I chose this online video because it was very informational and instructional for the students. In addition, I think the students would be interested in a video at home rather than the commotion of a classroom filled with other students.
 * Use of text: At the end of my lesson, I would as the students for homework to watch this online video and come up with any questions they might have about the lesson that he has taught.
 * Attachment: This is an online video, so I did not include it here.
 * Text #7:  **
 * Citation: Tulyn (2008) //Solving Addition Equations Video Tutorial//. Retrieved October 13, 2008 from http://tulyn.com/videotutorial/solving_addition_equations-by-polly-popup.html
 * Text Summary: This online video explains certain vocabulary that a teacher might not explain. In addition, this video makes distinctions between other aspects of the lesson so not to confuse its viewers.
 * Rationale: I chose this video because it is formatted like that of pencil and paper. Students can easily understand with arrows and side notes what to do with a given equation.
 * Use of text: This video would be useful to student while completing their homework. I would ask the students, after my lesson, to watch the video and then start their homework. This will allow them to create form to the equations and organize their minds.
 * Attachment: This is an online video, so I did not include it here.
 * C. Online interactive resources **
 * Text #8:  **
 * Citation: AlgebraHelp. (2005) //Equations Basics Worksheet.// Retrieved October 13, 2008 from http://www.algebrahelp.com/worksheets/view/equationbasics.quiz
 * Text Summary: This text is an interactive online quiz of a sample and twenty two-step equations to solve.
 * Rationale: I selected this text because it allows the students to work on solving an equation on their own and check their solutions systematically with an answer guide. The website gives a link where the students can see what steps were involved in solving the given equation, thus making it easy to check the correctness of their own steps.
 * Use of text: For this lesson, I would use this text by having the students complete the quiz for homework. The next day I would ask for feedback on whether the complete answer guide was helpful or not. This helps the students to correct their own mistakes and figure out exactly where they went wrong and how to fix it in a given problem.
 * Attachment: See attachment #4 for this text. Because it is interactive, the “123 Step-By-Step” can only be seen when clicked on in any example.
 * Citation: AlgebraHelp. (2005) //Algebra Help Calculators.// Retrieved October 13, 2008 from http://www.algebrahelp.com/calculators/equation/
 * Text Summary: This text is not simply a calculator. This calculator tells you systematically how to solve any two-step equation. It gives explanations on why it performed any step in solving the equation.
 * Rationale: This text is extremely useful for avoiding little hidden tricks that an equation might contain. It explains any small detail that one could overlook in solving a complicated two-step equation.
 * Use of text: This text would be extremely useful when trying to solve homework problems whose solutions are not in the back pages of the book. It can help students recognize their mistakes and the areas they need a bit of improvement in when solving these equations. Although students could use it for cheating, if it is used correctly, it is an amazing learning tool.
 * Attachment: See attachment #5 for this text.
 * D. Instructional Resources **
 * Citation: AlgebraHelp. (2005) //Algebra Help Lessons: Basics of Algebra.// Retrieved October 13, 2008 from http://www.algebrahelp.com/lessons/equationbasics/
 * Text Summary: This text gives an in depth lesson on the basics of Algebra and solving equations in one variable. This text explains what order of operations are used and how. In addition, it gives an extensive explanation of how and why to solve these equations.
 * Rationale: I chose this text because of its depth and informational richness pertaining to the topic of study. This text explains not only vocabulary, but processes and uses as well.
 * Use of text: I would use this text as an alternative to my own lesson for those students who feel that their online literacy is more proficient.
 * Attachment: This text was over five pages therefore it is included here.
 * ** Content Area Learning Objective ** :
 * ** Reading Strategy Objective: **** R–10–2 **
 * 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) ||

Response: I truly enjoyed your collection of texts, especially Text #9. I feel that it is important for students not only to understand how to compute mathematical equations by hand, but also by using a calculator. Unforunately, many students understand how to plug in the numbers, but never really understand how or why the answer IS the answer. Text #9 seems like it would be helpful in clarifying this "I don't know how" approach of using calculators. -Kristen C.