Standards-Based Strategy Portfolio PDF

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Collection of resources with a summary about each website/resource...

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Standards-Based Strategy Portfolio

Name: Avery Apanius

The purpose of this assignment is to help you assemble a collection of resources that can enhance your teaching and to make you aware of the location of these assignments. Common Core Standard(s) Addressed: Expressions and Equations  Understand the connections between proportional relationships, lines, and linear equations College of Education Component: Knowledge Complete the following activities. You can place your answers in the boxes and then upload the document to Springboard.

Select a lesson topic from the list or choose your own: Geometric characteristics of polygons Linear functions and their graphs Operations on fractions Statistical measures of tendency (mean, median, mode) Representations of fractions, decimals, and percents Graphical representations of statistics (graphs, tables) Vectors Other 1. Your topic: Linear functions and their graphs

2. Specifically identify a grade level, the corresponding broad standard category, grade level indicators from the Ohio Content Standards that align with your topic, and the domain and standard from the Common Core Standards of Mathematics that correspond. Grade Level: 8 Broad Domain Category: Expressions and Equations Common Core Standard of Math standard(s): Understand the connections between proportional relationships, lines, and linear equations.

3. Research your topic on http://education.ti.com and specifically https://education.ti.com/en/activities Find a resource available and describe it. The resource could be a calculator, lesson plan, workshop, or some other helpful event or item.

This resource provides an activity to be held with a calculator in order to further identify if a slope is negative or positive, recognize changes in points on the graph and how it affects the sign of the slope, and learn about rise. All in all, students will learn about the relationship between the vertical/horizontal changes and slope. Students, on their calculator, will vertically or horizontally change the linear graph, and recognize how those changes affect the slope.

4. Research your topic on http://www.hand2mind.com and/or http://www.eaieducation.com/ Find a resource available and describe it. The resource could be a manipulative, book, or some other item. Between these two websites, I found two resources that would successfully accompany the teaching of slope in the classroom. In fact, they could easily be used together. The first item is “I Have, Who Has? Linear Equations and Graphs Game: Grades 7+”. This game is a useful tool to create a fluent understanding of the material. Additionally, this game would provide a great opportunity to open up dialogue about many misconceptions or common mistakes. Ultimately, it will allow students to become more familiar with the information we are learning. Most importantly, keep in mind that this is a game and the student’s competitive spirit will come out. The second item that I found is a manipulative called a peg board. There is a grid (graph) where students can attach pegs in certain spots. Then they can use rubber bands in order to create linear graphs. This will visually represent what they are learning. An added bonus is you can go over multiple examples or attempts without having a mess. Last, these two items can be used together as a great activity to develop fluency.

5. Research your topic on http://www.mathelicious.com and http://illuminations.nctm.org. Find a resource available, cite the URL, and describe it. https://illuminations.nctm.org/Lesson.aspx?id=3797 This lesson plan allows students to learn about slope in an experimental way. Students will find a staircase somewhere around the building, and then they will have to measure the length of each surface. Using this data, the height and length of each stair, and create a triangle. That third line would act as a ramp that would perfectly fit on top of the stairs. You can then explain to students how the ramp in this example is what we consider slope. On the other hand, the length and height of the stairs would be rise over run.

6. Research your topic on https://www.desmos.com and specifically https://teacher.desmos.com Find a resource available, cite the URL, and describe it. https://teacher.desmos.com/marbleslides-lines This activity includes a game where a marble falls out of the sky and follows the path of the graph entered. In order to win, the marble needs to roll through all of the stars on the screen. Once the difficulty increases, the students will have to apply different transformations to the graph in order to have the marble hit every star. This game teaches students the visual effects of different transformations. It allows them to manipulate graphs confidently, aware of the result of each alteration. Referring back to slopeintercept form, students will have to restrict, reposition, and rotate lines. They will need to specifically refer to the changes they make.

7. Research your topic on http://www.khanacademy.org Find a resource available, cite the URL, and describe it. The resource should be a video related to your topic. https://www.khanacademy.org/math/algebra/two-var-linear-equations/slope/v/introduction-to-slope Going through school, I frequently used khanacademy in order to clarify different mathematical concepts. This is definetly a resource that I will use as a future educator. He seems to break down even the most complex concepts in ways that make it easy to understand. He explains the background knowledge needed for each step while physically modeling how to complete the problem. This specific video explains the introductory material to slope. He focuses on essential aspects of linear graphs and compares characteristics between graphs.

8. Google your topic and “Java Applet” (you may use the National Library of Virtual Manipulatives) and/or http://www.geogebratube.org Find a resource available, cite the URL and describe it. https://www.geogebra.org/m/KkzMTNRv This is a great manipulative that will help students alter different characteristics of a linear graph and physically see the result. This could be paired with the stair activity that I brought up in question #5. Once students collected their data, the can use this application to visual the information, test it, and experiment with different options.

9. Literature Research your topic on http://kasmana.people.cofc.edu/MATHFICT/ (go into the search link and set the genre to “children’s literature”) or through Amazon. Find a resource available, cite the title, and describe it. https://www.amazon.com/Roll-Slope-Slide-Amazing-Machines/dp/1404819096 Dahl, Michael, and Denis Shea. Roll, Slope, and Slide:a Book about Ramps. Window Books, 2006. I recognize that this book is a little too simplistic for the age group I have selected. But, all in all, I think this book would help convey the information and present it in a way that they should all understand. In the very least, it could be used to introduce the idea in an engaging way. This relates the information back to things that are a part of the student’s life.

10. Analysis Of all the resources you found and cited above, which of these do you see most useful to you? Which of these do you see as practical to integrate into your teaching process? Which resources may still be needed that you didn’t yet find? My favorite resource that I have found is the activity comparing ramps and stairs to slope and rise over run. I think this is a fantastic way to visually represent how rise over run compare to slope. Other than that, I think this lesson is great because it gets the students out of their desks, out of the classroom and on their feet. Right off the bat, it breaks up the monotony of the math classroom. That being said, we don’t have to travel far, so it’s not complicated like a field trip would be. Additionally, I appreciate that this lesson is inquiry based. This makes students critically think about the situation. It is up to them in order to build the connections between the length/height of the stairs and the ramp that would fit best. They are learning about slope before they even realize it. All in all, students conduct an investigation in their backyard. Also, this could be formatted as a PBL. If you phrase it like “the community needs a certain amount of ramps into buildings. We have been assigned to building the ramps and we need to collect some data first.” This way a student can apply what they learned in a way that positively affects the world around them. I had a hard time finding books relating to slope. I will need to continue collecting an ongoing list of trade books for mathematics.

11. Research Research your topic through ERIC (highly recommended) or scholar.google or any other research-based database search engine. Find an article related to your topic that pertains to the teaching of your topic. Or go to http://www.nctm.org/ and search your topic in the blue bar to see if any NCTM articles appear that are related. Instead of purchasing these, you can download them through the library services. If you use scholar.google, search on your topic and “teaching” or “education” to keep it K-12-related. a. Cite it. Provide a full bibliographic citation with Title, Journal, year, etc. (Perhaps give the link if available.) Summarize it. Wolbert, William. “A Different Pitch to Slope.” Mathematics Teacher, v110, n 9, p674-679, 2017. https://eric.ed.gov/? q=slope&id=EJ1150822. Accessed March 2018.

This article discusses the importance of relating the information to applicable situations in the student’s life. The eternal question that plagues educators is “why do we need to learn this?” If there isn’t direct relevance, students tend to get disinterested very quickly. An example given by the author is building a ramp over stairs, which matches up with the activity I had chosen for question #5. b. Discuss if the research you’ve just read influences your teaching of the topic and, if so, how? I am absolutely influenced by the research presented in the journal I read. I will definitely implement this idea in my classroom. That is something that I constantly think about when it comes to teaching all subjects. I believe that curriculum should be shaped by what is happening in the student’s life, so this article helped reinforce and expand on several ideas I have in my head.

Rubric: Unacceptable = 0: feature is missing. Feature Topic

Absent = 0 Topic is missing

Deficient = 1 Topic is too broad to be useful (e.g. “algebra”) Many are missing

Proficient =2 Topic is incomplete

Accomplished = 3 Topic is appropriate

Some are missing.

Are correct. Resource is present and matches the topic (in some way) and there is a brief description of the resource. Resource is present and matches the topic (in some way) and there is a brief description of the resource. Resource is present and matches the topic (in some way) and there is a brief description of the resource. Resource is present and matches the topic (in some way) and there is a brief description of the resource. Resource is present and matches the topic (in some way) and there is a brief description of the resource. Resource is present and matches the topic (in some way) and

Standards and grade level indicators Calculators

Are missing. No resource is there nor explanation of process used to find one.

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence)

Manipulatives

No resource is there nor explanation of process used to find one.

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence)

Ohio Resource Center

No resource is there nor explanation of process used to find one.

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence)

No resource is there nor explanation of process used to find one.

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence)

No resource is there nor explanation of process used to find one.

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence)

No resource is there nor explanation of

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence)

Math Videos

Kahn Academy

Java Applets

Points

process used to find one. Literature

No resource is there nor explanation of process used to find one.

Resource is present, but there is no description of it.

The description is thin. (Approx 1 sentence).

Analysis

No analysis is available or it is insufficient.

The analysis does not include both useful and non-useful reflections.

The analysis is brief and/or does not show reflection on the resources and their implementation potential.

Research Summary

No summary is present.

Summary is thin (approx one sentence).

Summary shows main points.

Research Influences

No discussion on influences of research is present.

The discussion of the influences of the research is thin and superficial.

The discussion of the influences of the research on the teaching is sufficient, but lacks personal application

Total Possible Points = 36 (a minimum of 14 points must be earned, with at least two points from each feature.)

there is a brief description of the resource. Resource is present and matches the topic (in some way) and there is a brief description of the resource. The analysis is thorough and shows reflection on the resources and their implementation potential. Summary is thorough and highlights main points. The discussion of the influences of the research on the teaching process is thorough and includes reflection of classroom application. TOTAL POINTS...