AHawkins

Print Resources Text#1: Text #2: Text #3: Text #4: Text #5: B. Media Resources Text #6: Text #7: C. Online Interactive Resources Text #8: Text #9: D. Instructional Resources Text #10 Learning Objectives: 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) 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) Core Standard 15: Analyze how two or more texts with different styles, points of view, or arguments address similar topics or themes. Objective: My students will be able to use multiplication to solve equations that need to be distributed.
 * If you want to read more content about real estate mentors then visit [|real estate coach].Context for using the text set**: I will be using this text set in an 8th grade Pre-Algebra math classroom. I will be teaching the most advanced multiplication along with the order of operations and the distributive property. There are many low-level readers and also high-level readers in this classroom along with a diverse group of students including some with ESL and reading disabilities.
 * Citation: Prentice Hall Mathematics (2001) //Pre-Algebra.// Published by Pearson Education Inc., Up Saddle River, New Jersey. 69-73
 * Text Summary: This text shows how to find the sum of the areas of two triangles using the distributive property. This text gives 5 examples to help show how to solve these expressions. In addition, this text uses examples from a real-life scenario.
 * Rationale: I chose this text because of its format. The text shows the different types of use for the distributive property as well as making it clear as possible. Once the book breaks down the definition part of the lesson, there are five examples followed by exercises for students to do on their own. Having real-life scenarios helps students connect what they are learning to their life outside the classroom.
 * Use of text: I would use this text to help apply what we are learning and life outside the classroom by giving students the extra practice problems and exercises to work on.
 * Attachment: A whole textbook, so it is not included.
 * Citation: Zeman, A and Kelly, K. (1994) //Everything you need to know about math homework.// New York, NY: Scholastic Inc. 34-35, 55
 * Text Summary: This is an easier book to read. It’s a book that explains what you need to know in order to do your math homework. There are a few examples to show the distributive property.
 * Rationale: I chose this because it is not a textbook. Some textbooks seem to be overwhelming for students and so this was a simple and brief way of explaining the distributive property in a sentence or two with an example.
 * Use of text: This is a basic way of explaining why multiplication plays such an important role in using the distributive property.
 * Attachment: A whole children's book, so it is not included.
 * Citation: Tim. (2008) //Super teachers worksheets: multiplication poems.// Retrieved on October 24, 2010 from Super Teachers Worksheets at http://www.superteacherworksheets.com/multiplication-poems.html
 * Text Summary: This is a website to help students remember the their times tables in a way that is easy, rhyming and fun! There are multiple poems to help remember different multiplication facts. Multiplication is used in the distributive property.
 * Rationale: Because students mistakenly forget their multiplication facts, using rhymes helps them remember the different ways and tricks to the get the answer.
 * Use of text: Another way of engaging students is to make it easier for students to remember things. This is a way where students can organize their multiplication facts and still remember them!
 * Attachment: Click on the address above to view poems.
 * Citation: Scieszka, J. (1995) //Math Curse.// New York, NY.; Viking
 * Text Summary: This is a children’s trade book that explains a story how math is involved with everyday life. This shows students that anything can be turned into a math problem: i.e. getting dressed in the morning, catching the bus on time, etc.
 * Rationale: I chose this text because it is a chance for students to experience when and where they might use math in their everyday life. Some students don’t realize they use math as often as they do and this books breaks down how many times can is used in seconds, minutes, hours and days at a time.
 * Use of text: I would read this book in front of my students and add an activity on to it. I would make students come up with their own problems that seem to happen in their everyday lives and makes multiplication and distributive properties to help solve those problems.
 * Attachment: This is a children’s book, so I did not include it.
 * Citation: BYU Math Department (2009) //When will I use math?// //Careers// Retrieved on October 24, 2010 at http://www.whenwilliusemath.com/careers
 * Text Summary: This is a website that shows mathematicians being recognized in the real world for their accomplishments. Students are able to see what jobs and careers they can use with the help of math.
 * Rationale: I chose this because it shows an outside source giving examples of what mathematicians do in life.
 * Use of text: I will let the students take a look at the different accomplishments of other famous mathematicians and how they used their math skills to everyday life.
 * Attachment: This is online and can be found by the link above.
 * Citation: ViolinPurpura. (2009, July 20). //The d property- a song about the Distributive Property// [Video file]. Retrieved October 25, 2010 from http://www.youtube.com/watch?v=ydc4lrWaDh4
 * Text Summary: This video is another fun way to learn the distributive property. It teaches students how the distributive property works and gives examples along to a song sung by the famous chipmunks.
 * Rationale: I chose this video/song to take teaching/learning to the next level: fun! Students would rather listen to funny voices sung by the chipmunks than a teacher in the front of the classroom.
 * Use of text: I would show this video to students who are having a tough time comprehending what I have already tried to explain. I would show this to the class as a frontloading assignment and see what they may get out of the video.
 * Attachment: This video is online and can be found by the link above.
 * Citation: Carter, J. (N/A) //Math song sing-a-long.// Retrieved on October 24, 2010 at [] 9
 * Text Summary: The song lyrics helps shows students where they go from learning the distributive property. It shows students what steps they have taken to understand the distributive property and everything that the distributive property will deal with in the future.
 * Rationale: I chose this song because students always ask the question, “When will we ever use this again?” The song lyrics shows students what they have learned prior to the distributive property to help them better understand the distributive property. It also shows what the distributive property will be useful for in the future.
 * Use of text: This is a fun way to show students that math isn’t always boring and there are fun ways to learn math. It’s a creative way to explore why we learn what we learn in the classroom.
 * Attachment: See attachment #1 for song lyrics.
 * Citation: King, C. (2002). //Math playground.// Retrieved October 25, 2010 from http://www.mathplayground.com/games.html
 * Text Summary: This is an online math game to help with multiplication. You play against a computer and are trying to get four products in a row to win.
 * Rationale: This is a good game for students to do to help practice their times tables. It shows students that they need to know the things before they can move on to more advanced problems in math.
 * Use of text: I would assignment a class period to go into the computer lab to look at videos and also play this game. This would be another good frontloading assignment for students to work on and show me how much they remember about multiplication and numbers.
 * Attachment: This game is online and can be found by the link above.
 * Citation: Glencoe Mathematics. (2001). //BrainPops: The distributive property.// Retrieved on October 24, 2010 from http://www.glencoe.com/sec/math/brainpops/00112041/00112041.html
 * Text Summary: This is an online quiz to help evaluate where students are and how they comprehended the distributive property. It tells you whether you got the correct answer or to try again.
 * Rationale: This is way of showing students what they need to work on and if they truly understand the distributive property. It asks questions about the definitions, examples and rewriting the equation, which helps students to better, understand the meaning of the distributive property.
 * Use of text: This is a good homework assignment to give students before the test in class. This is a good study guide of different types of questions that could be asked on the assessment given by the teacher.
 * Attachment: The game is online and can be found by using the link above.
 * Citation: //Math final lesson plan: distributive property of multiplication over addition//. Retrieved on October 25, 2010 at http://ko031.k12.sd.us/math_final_lesson_plan.htm
 * Text Summary: This is a lesson plan for a 4th grade classroom. The teach sets up presentations, questions and practices problems to help give students a handle on what they are learning. The teacher breaks downs the many goals she has for her students and the standards that go along with her lesson.
 * Rationale: This lesson plan is showing how a teacher connects what the students have previously learned and what they are about to learn in the classroom.
 * Use of text: This lesson plan could help me possibly assemble my lesson plan for this section. There are many different types of goals, questions and practices but to get a reference from a teacher could be helpful for me.
 * Attachment: This lesson plan was found by the link above, so it is not included.
 * Using these texts together in the classroom**: All of these texts have common themes and explanations. Multiplication is one of the steps to using the distributive property. I think it is important for students to understand the importance of knowing their times table before moving on and learning a new section. These texts bring together the times tables and the practice of the distributive property. To make it fair for those students with ESL or a reading disability, I will assign pairs to work together to do assignments, read articles, browse the internet and play games against each other.

Amy - My content area is English and I am terrible at math! When I saw that you used the poem website to help students with their multiplication I thought it was a great idea! I wish I had a teacher that used other resources to help me understand Math better. As an English student this website would be very comfortable for me to work with, which would probably help me understand the math that is being taught in the poem better! - Amanda