Jaclyn+Correia

[|CCSS.Math.Content.HSA.APR.A.1] à  Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. [|CCSS.ELA-Literacy.RI.9-10.2] à  Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * DIVERSE TEXT SET ASSIGNMENT: POLYNOMIALS **
 * Name: **Jaclyn Correia
 * Context for Using the Text Set: **This text set would typically be used in a ninth grade Algebra I course. Sometimes there is Algebra I classes offered to eight graders and this collection of resources would also be suitable. This unit would ideally take at least two weeks because the unit would cover adding/subtracting polynomials, multiplying/dividing polynomials, and even factoring and solving polynomials. This text set is designed for an average level Algebra I class with grade level students but with some students who are struggling and even some students who are excelling. But, this text set would need to be adjusted for an honors Algebra I class. I have provided multiple varieties of texts for all types of learners that will be in a classroom.
 * Content Objective: **Students should be able to define what a polynomial is and how to classify it; and they should also be comfortable with polynomials in terms of adding/subtracting, multiplying/dividing, and solving.
 * Reading/Thinking Objective: **Students should be able to read one of the texts provided and express what they learned in their own words. They should also be able to decide which vocab words are essential in the unit we are talking about, and how to define them.

Attachment: This is an article that I found on a website, to see the link to the website look at attachment #3. 
 * A. Print Resources: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #1: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: Charles, R. I. (2015). //Pearson mathematics: Algebra 1 common core edition//. Pearson Education, Inc.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is an Algebra I textbook ­­that Pearson has put out, along with Geometry and Algebra II textbooks. This textbook happens to be affiliated with the Common Core ­­­­standards which mean it’ll be beneficial for the teachers to be able to teach appropriately. Also, this means that the students will be learning exactly what is expected of them and they shouldn’t have any surprises on state tests.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I chose this textbook mainly because it’s aligned with the Common Core standards. This text was selected to be able to address all types of learners, including ELL students, and especially students with matchup assets because the rigor is certainty there.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use this textbook with my students throughout most of the school year which means I certainly will for this unit. The textbook will allow for the students to follow along in class and also have a resource while at home. The textbook will have an overview of polynomials, many examples, and practice problems they can work on independently.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This is a full textbook so it is too long, but to see the link to buy the book look at attachment #1.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #2: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: Pierce, R. (n.d.) Retrieved March 24, 2015, from Math is Fun website, <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[]
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is a webpage that explains exactly what polynomials are and what they look like. This webpage gives examples of what polynomials look like but also shows examples of things aren’t polynomials, so students can visually see the difference.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I chose to use this webpage because I feel that it did a very good job at introducing the topic of polynomials and getting the students prepared for what the next two weeks is going to deal with. This was selected to address the students with mismatches and the students with match up gaps because it is a very basic understanding of polynomials and these students should be able to understand.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use this webpage just at the beginning of the unit to give a brief understanding of polynomials so that all of the students will understand. I will also give this link to the students so that throughout the unit those who need a reminder will be able to go on and re-read about polynomials and what is and isn’t considered one.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This is a full website, to see the link look at attachment #2.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #3: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: Elahi, A. (n.d.). ehow. //Everyday use of polynomials//.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is a really interesting article that is written for people to realize that many professions use polynomials, not just mathematicians. It first gives an overview of what a polynomial is and how to go about solving it, but then it also talks about how people in professions actually use polynomials.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I selected this text mainly because it will show the students that math can actually be useful and that even if they don’t become a mathematician they actually might use polynomials later on in life. This article was selected for all three types of students because it will be beneficial and hopefully interesting to the students even if they have a low/high academic knowledge or low/high processing ability.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use this article with my students when I feel as though they are losing interest and don’t want to be doing these problems. Either way I feel that this article will be shocking to the students and they will hopefully become motivated to learn how to solve polynomials because they will make the connection with the real world.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #4: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: (n.a.). (n.d.). //All about polynomials.// Retrieved March 24, 2015, from Team GradeA, <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[] <span style="font-family: "Times New Roman","serif"; font-size: 16px;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is a website that has two awesome charts that will be clearer to the students than what is actually written on the website. One chart explains how to label the polynomial based on the number of terms, and the other explains how to label the polynomial but based on the degree.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I chose to use these two charts because by the end of the unit the students should be able to look at a polynomial and clearly identify it by the number of terms and by the degree. I mainly chose these charts for the learners with the low processing abilities because they will be able to refer to this every class if they need to, and it can even be printed and pasted to their notebook. These charts will also be very helpful to ELL students because they get the point across without too many words and so hopefully they will better grasp the concepts.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use this text at the beginning of the unit so that the students will really be able to explain what a polynomial is and they must be able to clearly identify any polynomial that is in front of them.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: The charts are from a website, to see the link look at attachment #4.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #5: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: Stapel, E. (2000-2014). //Polynomials: Combining like terms”//. Retrieved March 24, 2015 from, Purplemath, <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[] <span style="font-family: "Times New Roman","serif"; font-size: 16px;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This website first describes what “like” terms are and what you can do with them. It gives you multiple examples of simplifying polynomials and breaks down the problems so that even if you have never seen them before you should be able to follow along. This website also put the information into a chart which will make it easier for some to read and comprehend, rather than just paragraphs.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I chose this website because I feel that it will be beneficial for both the students with matchup assets and the mismatches. Those matchup assets will be able to use these examples that are so in depth and will be able to start ahead on their assignments. Also, those who are mismatches will be able to refer to this everyday while they try and add and subtract polynomials because they will need to know what those “like” terms are.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use this text at the beginning of the unit because it is basically a foundation for everything we are going to do with polynomials. If students don’t know what “like” terms are and get confused they are going to make mistakes adding, subtracting, multiplying, and certainly solving.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This is a website, to see the link look at attachment #5.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">B. Media Resources **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #6: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: YouTube. Learning Upgrade: Learn Math & Reading Through Music. (March 28, 2013). //Polynomical basics from algebra learning upgrade//. Retrieved March 24, 2015 from <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[] <span style="font-family: "Times New Roman","serif"; font-size: 16px;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is a video about polynomials and has a song that goes along with it; singing along with what is being shown on the screen. It talks about the types of polynomials based on the number of terms it has and its degree.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I selected this video because I feel that the students will find it catchy and instead of reading more and more about the same topic I could use a video to get their attention. Hopefully by switching it up they’ll be interested and see that even learning math can be fun! I mainly chose this video for all types of learners because I don’t think there is anyone who wouldn’t enjoy this or would find it too easy or too hard to grasp the material from.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I would probably use this video twice, because it is so short so it can be something that is showed more than once. I would show it at the beginning of the unit to grasp their attention but then I would also show it again before the test to refresh their minds but in a fun and interesting way, rather than have them look at the textbook or other print resources.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: I found this video because at one point it was the video of the week, but to see the link to the YouTube video look at attachment #6.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #7: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: YouTube. PatrickJMT. (July 18, 2012). //Finding an algebraic expression for the perimeter of a given rectangle//. Retrieved March 24, 2015 from <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[] <span style="font-family: "Times New Roman","serif"; font-size: 16px;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This video shows you how to use what you know about adding polynomials to find the perimeter of the given figure. It requires you to also remember what “like” terms are so you will be able to simplify the polynomials using what you know about adding. It also requires you to think back about how to find the perimeter of a rectangle.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I chose this video because I feel as though it’s a way for the visual and audial learners to see the problem being done while he talks aloud about the problem. I think this video will best work for the students with the matchup gaps because it is a chance for academic knowledge and processing ability to balance out. Hopefully though all of the students will like the idea of watching the problem being done through a video; and even on their own when they are studying for the test they will decide to look at other YouTube videos that they can follow along with. This video will be helpful to ELL students because if they are struggling to understand the concepts in class because they have a hard time reading the notes or listening as I teach, they will be able to pause the video whenever and replay parts to help get a better understanding.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will not use this video as an introduction to finding perimeter of shapes because I feel that it will be too fast. I will use it after the students have seen me show them, and after we have done examples together.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This video is from YouTube, to see the link look at assignment #7.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">C. Online Interactive Resources **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #8: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: (n.a.). (2015). //Algebra – battleship for polynomials – adding and subtracting// Retrieved March 24, 2015, from IXL Learning, [].
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is an online interactive game that students can play against a computer, so whenever they would like. This is not a timed game so students will be able to use pencil and paper and actually do out the problems they get assigned.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: I chose this online interactive game because like most games it makes learning fun for the students and by high school I think most of the students would have played battleship. The kind of questions asked are exactly what they could see on a quiz/test so it will be fun yet it will help them study. But, the main reason I chose this game is because when you first start the game you get to choose a computer skill level. Because of this I think that all types of learners are benefiting from this. Those with matchup assets can use this interactive game as a way to see how much they really know to challenge themselves. The students with matchup gaps will be able to use it simply to help them study and the students with mismatches can use this online game while they are at home if they feel that they need more practice and can even change the level if they feel as though they are improving.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use this online interactive game after the students have already done homework problems and even taken a quiz, but of course before the unit test. They should already be pretty confident in adding/subtracting polynomials so my hopes are that they find this fun and use it as a review tool.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This interactive game was found online, to see the link look at assessment #8.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #9: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: rtngiantsfan2. (February 12). //Math quiz on polynomials//. Retrieved March 24, 2015, from Quizlet LLC, <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[] <span style="font-family: "Times New Roman","serif"; font-size: 16px;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This online website allows for students to first review and look at the vocab words and the definitions, and then they will be able to do a quiz-like activity with flashcards. The good thing about this website is that the terms can also be used in a test format for them to see what they actually know. It is great to introduce the students to Quizlet because then they will be able to see that there are tons and tons already created by users that will also benefit them, and they can also choose to create their own if they know of any sections they are struggling with.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: One of the main reasons that I happened to choose Quizlet to help the students with definitions is because this website allows for the students to hear what is typed if they wish. For the ELL students in this classroom this website will be awesome. If they are struggling reading the terms and definitions they see they will be able to have the words announced for them. They may not be able to make the connection right away from looking at the terms on the screen but hopefully they will like having the choice to hear it verbally.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use Quizlet as a way for students to make sure that they have the vocab words down that will be needed throughout the unit. This quiz deals with labeling polynomials based on the number of terms and its degree, so they will have seen this in other sources and hopefully will use this to see how much they know. Without remembering simple things like this it will make it hard for them to do well on the unit test. I will probably ask students to do this one night for homework and the next day in class turn it into a fun activity for them in order to really stress the importance of terms because in math everything builds off one another.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This quiz was found online, to see the link look at attachment #9.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: I will use Quizlet as a way for students to make sure that they have the vocab words down that will be needed throughout the unit. This quiz deals with labeling polynomials based on the number of terms and its degree, so they will have seen this in other sources and hopefully will use this to see how much they know. Without remembering simple things like this it will make it hard for them to do well on the unit test. I will probably ask students to do this one night for homework and the next day in class turn it into a fun activity for them in order to really stress the importance of terms because in math everything builds off one another.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This quiz was found online, to see the link look at attachment #9.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">D. Instructional Resources **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text #10: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Citation: Harris, D. (n.d.). //Polynomials and factoring: Unit lesson plan//. Retrieved March 24, 2015, from University of North Carolina, <span style="font-family: "Times New Roman","serif"; font-size: 16px;">[] <span style="font-family: "Times New Roman","serif"; font-size: 16px;">.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Text Summary: This is an in-depth unit lesson plan on both polynomials and factoring. Not only does this lesson plan provide lecture notes and class activities, but it also provides homework and quiz/test assignments. Harris does a great job at implanting all types of learners in this lesson plan, and he clearly states his goals, objectives, and his motivation for the students to learn math.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Rationale: Although there are tons of lesson plans out there on Algebra I polynomial units, I chose this one because I feel as though he went into such depth and fully explained everything. I think it’s important to have a well thought out lesson plan because it will allow for the unit to go smoothly and he stresses small group activities. He most certainly addresses kinesthetic, audio and visual learners and you can tell he wants all of his students to excel regardless of their academic knowledge and their processing ability.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Use of Text: This lesson plan is certainly designed for the teachers and I will use it as a guide while trying to write my own lesson plan for my unit on polynomials. When first starting off as a teacher I know I am going to look for many lesson plans to enrich my information on any given topic in hopes of creating a lesson plan I can use for years to come
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachment: This is a 43 page long lesson plan that is a PDF.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Attachments: **
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 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Which texts/tasks selected for each type of learners: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students with Matchup Assets: #1, #3, #5, #6, #8, #10
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students with Matchup Gaps: #1, #2, #3, #6, #7, #8, #10
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Students with Mismatches: #1, #2, #3, #4, #5, #6, #8, #10
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Non-native English speakers: #1, #4, #7, #9
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Using these texts together in the classroom: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">I would use this text set throughout a unit on polynomials in an Algebra I class. Some of the texts I could certainly use as an introductory to certain topics within the units, hoping to get their attention. I feel that often times many students will be bored if they are just reading out of a textbook, especially in math when all they would see is examples after examples. These texts would hopefully break up that mentality and provide fun ways to learn new material. Some of the texts may be used as a warm-up, some as homework, and some as review for an assessment. Many of these could be used simultaneously; for example one of the print resources could be used as a way to grasp the material to start and the online interactive resources could be an interesting way to see what they now know. Some of these texts will certainly overlap but that is what will help all types of learners excel in the classroom. Because of this not all students will be expected to read all of the texts, only what is beneficial to them. I am hoping that from this collection of ten texts that all of the students in the classroom will want to learn and feel that I have made it accessible for them to do so.