Math 4003 Fall 2005, October 12, 2005

Preproposals for Curriculum Unit Projects (Revised)

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Mentor teacher (School)
(CC = LA Comprehensive Curriculum)
Proposed work
Amanda Choppin

Mrs. Allums

(Glasgow Middle)

Algebra I

Sections 1 through 3 in Chapter 5 of "Algebra I", the textbook for the class.

October 10, 2005 and Wednesday, October 12, 2005

The lesson I will deliver out of Chapter 5 of the Algebra I textbook will cover “Writing Linear Equations in Slope-Intercept Form” and “Writing Linear Equations Given the Slope and a Point”. In the first lesson, I will teach the students how to write linear equations when given slope(m) and y-intercept(b) as well as how to write a linear equation when given a graph with the x and y-intercepts are labeled. In the second lesson, I am teaching the students how to write the equation of a line when they must solve for the y-intercept given the slope and a point. Also, I will teach in this lesson how to write the equation of a line parallel to a given line. I will teach these two lessons over a two day period. I will meet with Mrs. Allums to develop the lessons by exploring her in-class resources and she will share her experiences about delivering these lessons. She will assist me in determining appropriate examples, practice problems, and way to test for student understanding.

Brittany Couvillon

Heidi Nolan

(Glasgow Middle)

7th Grade
CC Grade 7, Unit 3: Computation and Algebra
October 25 and 27, 2005
This unit will introduce completely new information. I will introduce students to inequality equations and square roots. After completing the unit, students will be able to use the distributive property in real-life applications, use the order of operations to solve problems, evaluate algebraic expressions containing exponents and square roots, recognize inequalities verbally and graphically, and plot points on a coordinate grid. The students will use their previous knowledge of percents and fractions to solve inequalities involving these. They will complete a project on budgeting so they can see the use of inequalities in their lives. Students will complete individual work and participate in group work.
Aubrey Cucullu
Thelda Adams
6th grade
CC Grade 6, Unit 4: Geometry, Area, Perimeter, and Measurement
October 24-28 till October 31-November 4
Overview: This lesson will show how to estimate sums and differences. This way, students will be able to estimate the difference of two measurements. This lesson will also deal with adding and subtracting fractions with like and unlike denominators. This will help students when solving problems that involve measurement.

1. The student will be able to use their skills to estimate sums and differences.
2. The student will be able to add and subtract fractions with like denominators.
3. The student will recognize rules for adding and subtracting fractions with unlike denominators.
4. The student will be able to solve problems with fractions by finding the exact answer.

I. Opening
II. Estimating sums and differences
III. Fractions with like denominators
IV. Fractions with unlike denominators

Accommodations/Modifications: The students will work in pairs and as a group to accommodate for learners that work well when accompanied by their peers. The class will also do individual work for students that work well when exploring procedures on their own. In addition, I will be using real world examples so that the students can visualize the content more clearly. For students with ADD or ADHD, I will make sure that they are seated near the front where I can see them from every angle of the board. In addition, if I see any student whose eyes begin to wander, I will call on that student to answer a question. The entire lesson will be long, but it will change pace with each activity to assure that the students’ attention is kept.

[Note: Due to some communication problems, I will no longer be doing the lesson on perimeter.]

Kaleb Gardner

Coach Barber

(Scotlandville High)

Geometry Unit 3: Parallel and Perpendicular Relationships Oct. 10 - Nov. 2 I hope to teach two lessons in this unit (the massive class sizes might cause a serious shift in plans). I intend to teach students to link parallel and perpendicular lines through their slopes. This will allow students to make direct connections between some functions and use those connections to solve equations.
Rosemary Hagius
Iris Nettles
Algebra II
CC Algebra II, Unit 2: Polynomial Equations and Inequalities
I will teach the end of the unit in October
I plan to get all supplies needed to help my students in the activities from the Comprehensive Curriculum, make handouts, and prepare an extensive lesson plan including examples and diagrams.
Marcus Mann
Mrs. Raush
Precalculus (11 and 12 grade)
CC Advanced Math I, Unit 3:
Activities 6 and 7
I will teacher the students the properties of Log and exponential functions and how they are used in solving equations. I will teach these activities on November 1st and 3rd. 5) I will start the lesson off by reviewing what the students did for homework and the I will show them the properties of Log and exponential functions. After my lecture is over I will have the student break off into groups for 4 to work on the Activities 6 and 7 from the Comprehensive Curriculum while I go around and help them.
Christina Oatis

Symentress Stewart
(Capital Middle Magnet)

8th grade Algebra I
CC Algebra I, Unit 2: Rates, Ratios, and Proportions
Oct. 3- Oct. 28

I plan on teaching the section of the unit that involves percents on two consecutive days, October 14 a Friday and October 17 which is a Monday. The students will understand the relationship between rates, ratios, and percents. They will be able to compute percents and use them to solve word problems. Students will also be able to understand the relationships between percents and fractions.

I plan to prepare to teach this lesson by choosing examples from the unit that will appeal the most to the students. Also I will give the students some everyday uses of percents that they can relate to. Often in class the students complain about learning something they believe they will never use so I think this will be a good way to show them how what they do in math class does apply to their everyday life. Instead using a traditional form of assessment I will prepare a way to have students come up with a small project they can present to the class to communicate their understanding of rates and percents.

Danica Robinson
Sandra Ducote (McKinley High School)
CC Geometry, Unit 3: Parallel and Perpendicular Relationships
I plan to teach two days. This class consists of both 9th and 10th graders. The lesson I will be teaching will be on parallel and perpendicular lines. In teaching this lesson I will have to complete Activity 2 of the CC over a period of two days. I will teach this lesson in about a week and, until then, I will use various resources to prepare myself